Demonstration of meeting the 2014 council for the accreditation of counseling and related educational programs core and the student affairs/college counseling specialty standards via five major artifacts

The following five major artifacts have been developed to introduce innovative ideas to the field of college counseling and student services, based on the CACREP standards for student affairs and counseling. Below are the descriptions of each of the five major artifacts included in this graduate project proposal. The first major artifact discusses how international student centers can work towards reducing acculturative stress and increasing psychological adjustment with their international student population. This can be achieved through using the Schwartz Values Inventory to identify their strengths and using the Strengths-based cognitive-behavior four-step model to design a way in which to use those strengths to the student's advantage throughout their time in college. The second major artifact introduces the concept of biofeedback as a method that has shown many benefits for people with ADHD. The addition of Biofeedback services for college students can increase their attention and lead to an increase in retention of these students. Discussed are the benefits of biofeedback therapy for individuals with ADHD based on current research. Additionally, it is recommended that college campuses acquire biofeedback machines and implement biofeedback methods in order to provide the benefits to college students. The third major artifact discusses the potential of career counselors on college campuses using the Career Counseling Underserved Populations Model (CCUSP), in order to provide more inclusive career counseling and achieve feelings of mattering in all students who step foot into the college career center. Research on the implementation of this method, indicates that it will increase persistence in students. The fourth major artifact highlights the importance of the use of technology in growing access to higher education for adult learners. The addition of online classes in particular has had a large impact on the enhanced accessibility of obtaining a post-secondary education. What has been concluded is that online learning environments that are learner-centered properly foster the unique needs of adult learners, and thus should be utilized in all online classes at universities. The fifth and final major artifact discusses how student athletes are among the top of college students with the highest risk for substance abuse. This major artifact addresses the necessity of college campuses to implement preventative measures to positively affect student athlete's substance abuse. Based on past literature, it is recommended that college campuses implement a substance abuse awareness workshop in order to increase awareness of and knowledge on substance abuse and decrease the behavior of abusing substances.