We take this opportunity to inform the Governor of Virginia about another accrediting body in the Counseling field, the Masters in Psychology and Counseling Accreditation Council (MPCAC, mpcacaccreditation.org). MPCAC has accredited almost 55 programs across more than 20 states, and has several programs undergoing the accreditation process. Almost all of these programs are counseling in nature, and their graduates pursue licensure as professional counselors in various states.

The mission of the Masters in Psychology and Counseling Accreditation Council (MPCAC) is to “accredit academic programs that provide science- based education and training in the practice of counseling and psychological services at the master’s level, using both counseling and psychological principles and theories as they apply to specific populations and settings. Although programs may vary in the specific model of training and professional development utilized, commitment to science-based education is emphasized in the interest of providing services that are culturally responsive and that promote the public good.” MPCAC’s standards are grounded in the science of psychology and the practice of counseling, thus integrating the best of what both professions have to offer. In so doing, MPCAC encourages cutting-edge training reflecting state-of-the-art research from both the psychology and counseling fields (offering complementary knowledge).

MPCAC uses a competency-based framework that allows programs to be flexible in the manner in which they educate students. This focus on competencies allows programs to craft curricula tailored to the unique needs of particular state laws or specific populations. The emphasis on scientific knowledge reflective of and responsive to given populations, ensures that programs remain current both in the training they offer and in their relevance and applicability to the diverse populations they serve.

MPCAC’s standards reflect a clear commitment to professional identity by requiring programs to offer training in both ethical practice and professional values and attitudes. In that context, programs must demonstrate how their students display a defined professional identity in the science-based practice of counseling and psychological services as it relates to their area of concentration (e.g., professional counseling).

MPCAC provides an added value to academic programs, state licensure boards, and the public via clearly defined standards and related professional competencies. MPCAC standards focus on promoting science-based and culturally responsive education in the service of the public good. MPCAC’s mission and objectives provide licensing boards (whose mission is to protect the public) with the validation that an external body has reviewed an academic program and ensured quality training. The MPCAC accreditation process is rigorous; involving a detailed self-study by the institution, a site visit by professionals in the field, and a detailed report including both recommendations and stipulations for accreditation. Academic programs seeking MPCAC accreditation benefit from the peer review process, feedback, and consultation obtained through this accreditation process.

The demand for mental health services is greater than the mental health field’s ability to meet it. Inclusive, rather than restrictive, practices are therefore needed to promote the public good. Excluding MPCAC accredited programs from licensure negatively impacts portability and therefore states’ ability to meet the mental health needs of their citizens. Including MPCAC in licensing options only helps portability and states’ ability to meet the needs of the populations they serve. The primary mission of state licensing boards is to protect the public from incompetent practitioners; MPCAC’s mission is to promote excellence training in counseling.

Several fields (such as nursing, business, psychology) offer multiple pathways to achieve core competencies and therefore credentialing; the practice of counseling and psychological services at the master’s level is no exception. Most fields, particularly those in the health care arena, recognize the added value of diversity in training, and the danger of group-think when such diversity is lacking. Science-based principles and practices develop most freely in an environment that fosters interdisciplinary work and steers away from rigid intellectual silos. Therefore, the existence of multiple accrediting bodies promotes the richness of a field and consequently the public good.

If you have any questions about MPCAC, you may contact Dr. Pat O’Connor (Executive Director of MPCAC) at oconnp@sage.edu, or Dr. Jane Stafford (Chair of MPCAC) at jstafford@usca.edu.