Foundations of Leadership: Theory, Philosophy, and Research
In the 2009 Council for Accreditation of Counseling and Related Educational Programs (CACREP) standards, leadership and advocacy are expected learning outcomes of counselor training programs. Specically, counselor education doctoral students are expected to understand leadership theory and demonstrate leadership skills in professional counseling organizations or counseling programs. ey are expected to understand advocacy models and demonstrate leadership for important social justice and political issues that impact professional counselors and those whom they serve. School counselors are expected to know the qualities, principles, skills, and styles of eective leadership so they can enhance the student learning environment in our schools. ey are expected to design, implement, manage, and evaluate a comprehensive school counseling program, a task that requires considerable knowledge and skills in leadership and advocacy. As Paradise et al. (2010) pointed out, professional counseling’s increased focus on social justice, advocacy, equity issues of race, culture, gender, and religion, and disaster relief services demands that leadership and leader behavior are not only needed but expected in these areas.