Counselor Education Department Conceptual Model

The Counselor Education required curricular and non-curricular experiences are designed to reflect CACREP and NCATE standards, and the conceptual model for the program.  The conceptual model has five themes which are translated into student learning outcomes (SLOs), and measured in a broad variety of ways. To graduate from the Counselor Education Program students must show proficiency in each of these areas. The four themes defined below, the Outcomes and the measurement of the outcomes are explained to students in new student orientation. Please see department handbook for more information.

Relational Knowing  (relates to the University Value of Community)

Relational knowing is defined as the capacity of the student to develop individual and group counseling relationships, collegial and supervisory relationships, peer relationships, and strong social skills for working within systems and within the broader community.

Critical Analysis  (relates to the University Value of Truth)

Critical analysis is defined as the capacity to comprehend, evaluate, and synthesize literature and research, as well as the development of the capacity to conduct original research and to utilize existing research in guiding clinical decision-making.

Professional Identity and Engagement  (relates to the University Value of Transformation)

Professional engagement and identity refers to the intentional building of an identity as a professional counselor, including engagement in appropriate professional activities and making contributions to the field of counseling.

Social Responsiveness  (relates to the University Value of Service)

NNU Counselor Education students will be agents of social justice.  Compassionately and without judgment they will show caring for people of all customs and cultures, and identify with and advocate for those in need locally and globally. Social responsiveness is defined as cultural self-awareness, diverse social awareness and intentional advocacy within appropriate social contexts.


Disposition refers to the fit between the individual and the graduate program (including the capacity for critical thinking), and between the individual and the profession of counseling, encompassing the student's personification of the characteristics of professional helpers as well as the broader characteristics associated with spiritually grounded, mature, emotionally healthy adults.