GERONTOLOGICAL COMPETENCIES for COUNSELORS and HUMAN DEVELOPMENT SPECIALISTS

Project Staff:
Jane E. Myers, Ph.D., NCC, LPCC University of Florida

Thomas J. Sweeney, Ph.D., NCC, LPCC
Ohio University

Copyright 1990 American Association for Counseling and Development 5999 Stevenson Avenue Alexandria, VA
Produced through a grant (90AT0389/01) from the Administration on Aging U.S. Department of Health and Human Services, 1988-90.

TABLE OF CONTENTS
PART I: INTRODUCTION
INTRODUCTION i
THE COMPETENCY DEVELOPMENT PROESS iv
GERONTOLOGICAL COUNSELING SPECIALTY vii
ACKNOWLEDGEMENTS viii
REFERENCES x
PART II: MINIMUM ESSENTIAL GERONTOLOGICAL COMPETENCIES
MINIMUM ESSENTIAL GERONTOLOGICAL COMPETENCIES
FOR ALL COUNSELORS 3
MINIMUM ESSENTIAL GERONTOLOGICAL COMPETENCIES
FOR GERONTOLOGICAL COUNSELING SPECIALISTS 4
PART III: COMPETENCIES FOR ALL ENTRY-LEVEL COUNSELORS (GENERIC)
HUMAN GROWTH AND DEVELOPMENT 9 SOCIAL AND CULTURAL FOUNDATlONS 11 HELPING RELATIONSHIP 12 GROUPS 13 LIFESTYLE AND CAREER DEVELOPMENT 1 4
APPRAISAL 15 RESEARCH AND EVALUATION 16 PROFESSlONAL ORIENTATlON 17 PRACTICA AND INTERNSHIP 18
PART IV: COMPETENCIES FOR ENTRY-LEVEL GERONTOLOGICAL COUNSELORS (SPECIALTY)
HUMAN GROWTH AND DEVELOPMENT 21 SOCIAL AND CULTURAL FOUNDATlONS 22 HELPING RELATIONSHIP 24 GROUPS 25 LIFESTYLE AND CAREER DEVELOPMENT 26 APPRAISAL 27 RESEARCH AND EVALUATION 28 PROFESSIONAL ORIENTATION 29
NORMATIVE EXPERIENCES OF AGING 30 IMPAIRED OLDER PERSONS 31 NEEDS AND SERVICES FOR OLDER PERSONS 33 OLDER POPULATIONS AND SPECIAL ISSUES 34 TECHNIQUES FOR COUNSELING OLDER PERSONS 36 ETHICS 37 PRACTICA AND INTERNSHIP 38

GERONTOLOGICAL COUNSELOR COMPETENCIES

PART I
INTRODUCTION

GERONTOLOGICAL COMPETENCIES FOR COUNSELORS AND HUMAN DEVELOPMENT SPECIALISTS

Introduction
People today commonly live 1/4 to 1/3 or more of their lives as "older persons." Thus, counselors (who may themselves be among the older population) increasingly will see older persons as clients. As we move into the 21 st century, counselors in all settings may expect to encounter older persons and their families in need of assistance.
For counselors to be prepared to meet the demands of our graying population, it is imperative that .all counselors graduate with some knowledge of the needs of older persons and the skills to provide effective helping interventions to meet those needs. There also will be a greater need for counselors specially trained to work with a variety of older clients. It is incumbent upon counselor educators to provide the needed training and to do so in a manner which will provide an assurance to the public that newly trained counselors have at least a minimum level of competence.
The competency statements which follow were prepared to assist counselor educators in developing curricula and other training experiences to assure adequate preparation of counselors in gerontological issues. Included are brief statements of minimum essential competencies which provide an overview of the competencies required of effective generic and specialty counselors to work with older persons (Part I). The bulk of this document (Parts II and III) includes extensive statements of competencies for generic and specialty training. These statements are illustrative, not exhaustive, and are based in the core areas of counselor preparation as defined in the Standards of the Council for Accreditation of Counseling
and Related Educational Programs (CACREP), the national accrediting body for training in the counseling and human development professions. Further, the intent is that counselor trainees will meet these competencies at the time of graduation and entry into the job market. Additional knowledge and skills will be developed during the counselor's employment.
The generic competencies were developed using the infusion model (Myers, 1988) as a framework. This model was developed through AACD's Fourth National Project on Aging, which was completed in 1989. The intent is that content on older persons will be infused into existing curricular areas. New courses are not required. The Curriculum Guide and video tapes (Myers, 1988; Sweeney & Myers, 1988) developed during AACD's Fourth Aging Project are resources which counselor educators can use in preparing trainees to meet the basic competencies.
The specialty competencies were developed to help define more clearly the emerging specialty of gerontological counseling. It is assumed that a specialist will first meet all of the generic requirements for counselor preparation as defined in the CACREP standards. These competencies define an advanced level of preparation. Training programs offering such a specialty should include these in their specialty curricula.
The Competency Development Process There were two aspects of counselor preparation considered for the preparation of competency statements. The first related to each of the core areas of the national counselor preparation standards of the Council for the Accreditation of Counseling and Related Educational Programs (CACREP). These include:
a. Human Growth and Development
b. Social and Cultural Foundations c. Helping Relationships d. Groups
e. Lifestyle and Career Development f. Appraisal
g. Research and Evaluation h. Professional Orientation
Competency statements were written for each of these entry-level content areas and for practica and internships. Reference to the Curriculum Guide (Myers, 1988) in Part I was especially helpful in identifying current literature on theory, practice, and research in each of these areas. The second component addressed specialty area courses and training specifically for gerontological counseling. Content related to each of the following areas was found in the Curriculum Guide as well. (Part II, Issues and Approaches to Specialty Training):
a. Normative Experiences of Aging
b. Impaired Older Persons
c. Needs and Services for Older Persons d. Older Population and Special Issues
e. Techniques for Counseling Older Persons f. Ethics
Competency statements were developed reflecting knowledge, skill and/or attitudes considered important to each of the above areas. Additional competencies were developed for practica and internship and for specialty preparation. The following definitions were used to guide the competency development process:
Definition of competency/competent
Definitions related to the development of the competency statements were: competency -- the state of being capable.
competent -- able, properly qualified, skillful.
A measure of competency, therefore, asks a question or requires a response which
demonstrates knowledge, understanding, attitude, proper judgment, and/or appropriate action.
Types of competencies
Three types of competencies were identified. These were defined as follows: 1. Knowledge
a. Clear perception of a truth, fact or subject.
b. Applied to counselor competency -- ability to accurately identify, define, list,
match, distinguish, label, etc., words, concepts, theories, or facts believed to be important to the effective functioning of a counselor with older persons.
2. Skill
a. Practical ability, expertness, or aptitude b. Applied to counselor competency -- as evidenced by demonstrating, producing, manipulating, showing or acting in such a manner as to promote wellness, positive behavior and/or effective services for older persons.
3. Attitudes
a. A mental position with regard to a fact or state; a feeling or emotion or state; an individual's disposition toward things, facts, events, circumstances, or others.
b. Applied to counselor competency -- as evidenced by values, ethical views and moral perceptions which undergird open, positive, growth/wellness enhancing behaviors toward older persons.
,Format for statements
The following format was used in developing the statements: First, state who;
Second, is to know, be able to perform or hold what value or attitude; Third, to what extent or by what measure.
Illustrations of competency statements developed according to these criteria follow: 1. The counselor will be able to identify and specify major growth and development needs of older persons.

2. The counselor will be able to specify major remediation needs of older persons.

3. The counselor will be able to demonstrate effective communication skills with older persons of both genders, two or more races and social/economic circumstances.
4. The counselor will be able to identify and accurately distinguish between demographic facts and agist prejudice in statements about older persons and aging.
Development and review of competency statements
The competency statements were developed through a series of four regional meetings attended by a total of 60 "experts." These persons were identified by the project advisory panel and carefully selected to represent five different groups: counselor educators, practicing
gerontological counselors, gerontologists, aging network staff, and consumers. Counselor educators comprised the majority of the participants.
Participants in the first two meetings used the Curriculum Guide, video resources, and their collective expertise to generate an extensive list of possible competency statements for generic and specialty preparation. Participants in the last two meetings were responsible for the refinement process. They edited, revised, added to, and deleted from the lists generated by the first two groups.
A complete set of the competency statements, as revised, was sent to all participants for their review and comments on three separate occasions. The competency statements provided here are the outcome of that process.
Gerontological Counseling Specialty Certification
A fifth meeting was held to review the competency statements and discuss certification of gerontological counselors. In attendance were representatives of counselor preparation programs, the Council for Accreditation of Counseling and Related Educational Programs (CACREP), the National Board for Certified Counselors (NBCC), and the Association of State Counselor Licensure Boards (ASCLB). From this seminal meeting, criteria for the specialty of gerontological counseling were refined, and the process for developing a national specialization was explored.
Late in 1989, a needs assessment for certification in the specialty of gerontological counseling was being conducted. In January, 1990, the NBCC voted to move forward to establish a national specialty certification in gerontological counseling. Specific criteria for certification and certification maintenance will be developed during the first half of 1990. It is anticipated that the specialty will be fully implemented sometime in 1991.

Acknowledgments

Special thanks are extended to each of the following persons for their many contributions to the development of competency statements and the success of the project.

Advisory Board
Mr. Donald W. Connelly Dr. Susan Sherman
Executive Vice President Acting Dean
Star Network, Inc. School of Social Work SUNY at Albany .

Dr. Thomas W. Hosie
Coordinator of Counselor Education Dr. Thelma J. Vriend Louisiana State University Consultant
Dr. Elinor Waters Director, Continuum Center Oakland University
Ms. Theresa Lambert National Association of state Units on Aging
Dr. Don C. Locke Ms. Betty Ransom
Professor & Head Department of Counselor Education National Council on Aging
North Carolina State University
Project Supervisor Project Officer
Dr. Patrick Christoff Mr. Bruce Craig
American Association for Counseling and Development Administration on Aging
Consultants, National Board for Certified Copy Editor
Counselors
Deborah E. Cupples

Dr. Judy Rosenbaum
Dr. Tom Clawson Project Assistant
Dr. Larry C. Loesch
Dr. Nicholas Vacc Pamela R. Paris
Dr. Jim Sampson

Participants in Project Think Tank Meetings

New Orleans Ocean City
Agril 13-15. 1989 April 25-28. 1989
Gary Arthur Gary Morgan Sharon Alexander Shirley Griggs
Loretta Bradley S. Immaculata Paisant DiAnne Borders Charlene Kampfe
Tom Evenson Barbara Payne Marion Cavallaro Don Linkowski
Doug Gross Barbara Shelton Carol Cober Stephanie Pollack
Warren Housley Bonnie Southerland Stanley Freeman Betty Ransom
David Hurt William Weikel Ken Fry Jana Raup
Barbara Keene William Welch Catherine Gordon Larry Rickards
Judy Miranti Barbara Griffin

Chicago San Francisco Denver
June 2-3, 1989 June 11-12. 1989 July 28-30. 1989

Al Agresti John W. Bloom Burt Bertram
Samuel Angus Patti Daniel Joyce Breasure
Carole Aston Gary Donovan Patrick Christoff
Richard Blake Roslyn Feinstein Thomas Clawson
Mel Braginsky Tom Harrison Brooke Collison
Lorraine Clark Amy Hittner Clint Hess
Timothy Dickel Reese House Amy Hittner
Roberta Driscoll Paula Johnson Richard Johnson
Marilyn Edwards Greta Krahn Joe Kandor
Al Hood Marita McElvain Novella Perrin
Jean Hood Dave Peterson Ted Remley
Carole Minor Susan Sherman Nicholas Vacc
Harold Riker Elinor Waters Garry Walz
Thelma Vriend Elinor Waters
Lois Wedl Joe Wittmer
Geoffrey Yager
Don Zytowski

References
The primary references for development of the competency statements were the curriculum materials produced by AACD's fourth aging project.
Myers, J.E. (1988). Infusing gerrontological counseling into counselor preparation: Curriculum guide. Alexandria, VA: American Association for Counseling & Development.
Sweeney, T.J. & Myers, J.E. (1988). Infusing gerontological counseling into counselor preparation: Video Resources. Parts 1-4. Alexandria, VA: American Association for Counseling & Development.
Counseling & Development.
Part 1 - Human Growth and Development Part 2 - Social and Cultural Foundations
Part 3 - Helping Relationships
Part 4 - Ufestyle and Career Development
Sweeney, J.T. & Myers, J.E. (1989). Counseling Older Persons: Video Resources. Athens, OH: New Hope Enterprises.
Part 1 - Group Procedures Part 2 - Trigger Vignettes for Gerontological Training, A. Part 3 - Trigger Vignettes for Gerontological Training, B.

Gerontological Counselor Competencies
Part II
MINIMUM ESSENTIAL GERONTOLOGICAL COMPETENCIES
Note:
These statements comprise a summary of the basic, or minimum, level of competency in gerontological issues expected of (1) all counselor trainees and (2) trainees specializing in gerontological counseling. The competencies are to be met at the time of graduation and entry into professional employment.

PART II: MINIMUM ESSENTIAL GERONTOLOGICAL COMPETENCIES

MINIMUM ESSENTIAL GERONTOLOGICAL COMPETENCIES FOR ALL COUNSELORS

1. Exhibits positive, wellness-enhancing attitudes toward older persons, including respect for the intellectual, emotional, social, vocational, physical, and spiritual needs of older individuals and the older population as a whole.
2. Exhibits sensitivity to sensory and physical limitations of older persons through appropriate environmental modifications to facilitate helping relationships.
3. Demonstrates knowledge of the unique considerations in establishing and maintaining helping relationships with older persons.
4. Demonstrates knowledge of human development for older persons, including major psychological theories of aging, physiological aspects of "normal" aging, and dysfunctional behaviors of older persons.
5. Demonstrates knowledge of social and cultural foundations for older persons, including common positive and negative societal attitudes, major causes of stress, needs of family caregivers and the implications of major demographic characteristics of the older population (e.g., numbers of women, widows, increasing numbers of older minorities).
6. Demonstrates knowledge of special considerations and techniques for group work with older persons.
7. Demonstrates knowledge of lifestyle and career development concerns of older persons, including the effects of age-related physical, psychological, and social changes on vocational development, factors affecting the retirement transition, and alternative careers and lifestyles for later life.
8. Demonstrates knowledge of the unique aspects of appraisal with older persons, including psychological, social, and physical factors which may affect assessment, and ethical implications of using assessment techniques.
9. Demonstrates knowledge of sources of literature reporting research about older persons and ethical issues in research with older subjects.
10. Demonstrates knowledge of formal and informal referral networks for helping older persons and ethical behavior in working with other professionals to assist older persons.

MINIMUM ESSENTIAL GERONTOLOGICAL COMPETENCIES
MINIMUM ESSENTIAL COMPETENCIES
FOR GERONTOLOGICAL COUNSELING SPECIALIS'
In addition to each of the gerontological competencies which are considered essential counselors, specialists in gerontological counseling also must meet the following mi essential specialty competencies:
1. Demonstrates and actively advocates for positive, respectful, wellness-enhancing attitudes toward older persons and a concern for empowerment of persons throughout the lifespan.
2. Demonstrates skill in applying extensive knowledge of human development for older persons, including major theories of aging, the relationship between physical health and aging, the difference between normal and pathological aging processes,gender- related developmental differences, and coping skills for life transitions and loss.
3. Demonstrates skill in applying extensive knowledge of social and cultural foundations for older persons, including characteristics and needs of older minority subgroups, factors affecting substance and medication misuse and abuse, recognition and treatment of elder abuse, and knowledge of social service programs.
4. Demonstrates the ability to function in the multiple roles required to facilitate relationships with older persons (e.g., advocate, family consultant) and available resources for functioning effectively in each role.
5. Demonstrates skill in recruiting, selecting, planning, and implementing groups with older persons.
6. Demonstrates skill in applying extensive knowledge of career and lifestyle options for older persons, age-related assets and barriers to effective choices, and resources for maximizing exploration of career and lifestyle options.
7. Demonstrates skill in appraisal of older persons, including identifying characteristics of suitable appraisal instruments and techniques and in using assessment results in developing treatment plans.
8. Demonstrates skill in applying extensive knowledge of current research related to older persons and the implications of research findings for helping relationships.
9. Demonstrates skill in applying extensive knowledge of the intellectual, physical, social, emotional, vocational, and spiritual needs of older persons and strategies for helping to meet those needs.

MINIMUM ESSENTIAL GERONTOLOGICAL COMPETENCIES
MINIMUM ESSENTIAL COMPETENCIES FOR GERONTOLOGICAL COUNSELING SPECIALISTS
10. Demonstrates skill in applying appropriate intervention techniques, in collaboration with medical and other care providers, for physical and mental impairments common to older persons, such as acute, chronic, and terminal illness, depression, suicide, and organic brain syndromes.
11 . Demonstrates extensive knowledge of the formal and informal aging networks, public policy, and legislation affecting older persons, and knowledge of a continuum of care which will allow older persons to maintain their highest level of independence.
12. Demonstrates skill in applying appropriate intervention techniques for situational and developmental crises commonly experienced by older persons, such as bereavement, isolation, divorce, relocation, sexual concerns, illness, transportation, crime, abuse, and relationships with adult children and caregivers.
13. Demonstrates skill in the use of a wide variety of specialized therapies to assist older persons in coping with both developmental and non-normative issues such as creative arts therapies, pet therapy, peer counseling, and family counseling.
14. Demonstrates skill in applying extensive knowledge of ethical issues in counseling older persons, their families, and care providers.
1 5. Demonstrates the ability to act as a consultant to individuals and organizations on issues related to older persons and their families.
16. Demonstrates skill in program development for the older population, including needs assessment, program planning, implementation, and evaluation.

GERONTOLOGICAL COUNSELOR COMPETENCIES PART III
COMPETENCIES FOR ALL ENTRY-LEVEL COUNSELORS (GENERIC)
NOTE: Since counselors in all settings may encounter older persons and their families as clients, it
is important for all counselors to develop competency in gerontological issues. The competencies in this section are based in the core curriculum areas of the national standards for counselor preparation as identified by CACREP. These competencies may be met when gerontological concepts are successfully infused into the core curricular areas.

PART III: COMPETENCIES FOR ALL ENTRY-LEVEL COUNSELORS (GENERIC)
HUMAN GROWTH AND DEVELOPMENT
The counselor can demonstrate KNOWLEDGE of human development for older persons. This includes the ability to:
1. identify and discuss major psychological theories of aging.
2. identify and discuss physiological aspects of “normal” aging.
3. distinguish between normal and dysfunctional behaviors of older persons.
4. describe myths and stereotypes associated with human growth and development as applied
to older persons.
5. describe the sensory changes that occur in later life and how these changes influence the perceptions and behavior of older persons.
6. describe the impact of losses on older persons.
The counselor can demonstrate SKILLS in the use of human development knowledge for older persons. These skills include:
1 . arranging the interview situation to accommodate for the physical and sensory limitations of older persons.
2. applying effective communication skills, exhibiting sensitivity to sensory problems, and environmental modifications to assist older persons.
The counselor can demonstrate positive, wellness-enhancing ATTITUDES toward the human development needs of older persons. These attitudes include:
1 . being receptive and responsive to older persons who seek counseling.
2. recognizing and valuing positively the experience of aging in themselves and their families.

"" COMPETENCIES FOR ALL ENTRY-LEVEL COUNSELORS (GENERIC)
SOCIAL AND CULTURAL FOUNDATIONS

The counselor can demonstrate KNOWLEDGE of social and cultural foundations persons. This includes the ability to:
1. identify common societal attitudes -- positive and negative -- which have an impact on older persons.

2. summarize implications of major demographic information about older persons (e.g. numbers, gender, life expectancies, living arrangements, health, and economic status).
3. identify and discuss the contributions of older persons to society (e. expertise, special talents).
4. explain the changes that have occurred in gender roles in today's society and the resulting problems and opportunities for older persons.
5. identify and discuss social aspects of aging (e.g., social relations, family ties, education, and role expectations of older persons).
6. identify and discuss major causes of stress for older persons.
7. describe age and cohort differences in those who seek/accept assistance from human service professionals.
The counselor can demonstrate SKI LLS in the use of knowledge of social and cultural foundations for older persons. These skills include:
1 . recommending prevention approaches to counter negative stereotypes of older persons. 2. demonstrating counseling skills for dealing with stress experienced by older persons.
3. demonstrating awareness of the needs of specific cultural groups within the older population.
. 4. referring older persons experiencing abuse and their abusers to appropriate community resources.
5. recognizing and ameliorating the misuse and abuse of drugs in treating maladaptive behavior of older persons.

The counselor can demonstrate positive, wellness-enhancing ATTITUDES toward the social and cultural foundation needs of older persons. These attitudes include:
1.imparting awareness of the positive nature of older persons' contribution to society.
2. demonstrating genuine respect and regard toward older persons.
3. accepting and respecting the moral, spiritual and social values of older persons.
4. demonstrating advocacy for older persons.
5. identifying attitudes regarding drug misuse and abuse in treatment of older persons.

COMPETENCIES FOR ALL ENTRY-LEVEL COUNSELORS (GENERIC)
HELPING RELATIONSHIP
The counselor can demonstrate KNOWLEDGE of the helping relationship for older persons. This includes the ability to:
1 . identify differences which may distinguish older persons from other age groups in establishing and sustaining a helping relationship.
2. distinguish the theoretical approaches which are most effective when counseling with older persons.
3. identify factors which facilitate the counseling process (e.g., overcoming reluctance to seek counseling or express feelings).
4. discuss the impact of later-life transitions on older persons.
The counselor can demonstrate SKILLS in the use of helping-relationship knowledge for older persons. These skills include:
1 . applying effective communication skills with older persons of both genders. 2. demonstrating the ability to conduct psychosocial needs assessment with older clients. 3. demonstrating the ability to help an older person cope with major life transitions. 4. adapting to sensory losses of older persons (e.g., modifying the counseling environment, using appropriate communications patterns).
The counselor can demonstrate positive, wellness-enhancing ATTITUDES toward the helping relationship needs of older persons. These attitudes include:
1. recognizing the unique worth and value of older individuals.
2. showing sensitivity to individual differences (e.g., social, cultural, economic and spiritual preferences of older persons).
3. recognizing personal age-related biases which may affect helping relationships with older persons.
4. expressing the value of a holistic approach in counseling older persons.
5. identifying personal attitudes toward sexuality and aging.

COMPETENCIES FOR ALL ENTRY-LEVEL COUNSELORS (GENERIC)
GROUPS
The counselor can demonstrate KNOWLEDGE of groups for older persons. This includes the ability to:
1. describe the importance of group involvement for older persons.
2. describe special considerations for group work with older persons (e.g., physical, physiological, emotional).
3. identify leadership issues relevant to group work with older adults (e.g., working through authority issues, expressing feelings).
4. describe topics appropriate for groups of older persons (e.g., widowhood, reminiscence, wellness, assertiveness training, transitions).
5. identify ethical issues for group work with older persons.
The counselor can demonstrate SKILLS in the use of group knowledge for older persons. These skills include:
1 . applying general group principles to work with older persons.
2. addressing effectively common concerns of older persons through a group (e.g., isolation, loss of self-esteem, loneliness).
3. demonstrating appropriate techniques for conducting all phases of group sessions with older persons.
The counselor can demonstrate positive, wellness-enhancing ATTITUDES toward the group needs of older persons. These attitudes include:
1 . communicating a belief in the challenges and opportunities for personal growth across the lifespan through group involvements.
2. exhibiting patience in working with older persons in groups.
3. recognizing those needs of older persons and their adult children which can be dealt with in group settings.

COMPETENCIES FOR ALL ENTRY-LEVEL COUNSELORS (GENERIC)
LIFESTYLE AND CAREER DEVELOPMENT
The counselor can demonstrate KNOWLEDGE of lifestyle and career development for older persons. This includes the ability to:
1 . identify and describe the major career and lifestyle theories related to aging.
2. describe the effect of age-related physical, psychological, and social changes on career development of older persons.
3. explain the importance of balancing work, leisure and relationships as they apply to older persons.
4. describe factors affecting the retirement decisions of older persons (e.g., economic, social, psychological).
5. discuss major demographic changes in American society related to work, leisure, and retirement.
The counselor can demonstrate SKILLS in the use of lifestyle and career development knowledge for older persons. These skills include:
1 . identifying employment problems of persons subjected to age discrimination in the labor market (e.g., older workers, displaced homemakers, discouraged workers).
2. identifying age discrimination in employer selection and retention procedures.
3. facilitating retirement for older persons and their families.
4. facilitating alternative careers in retirement for older persons.
The counselor can demonstrate positive wellness enhancing ATTITUDES toward the lifestyle and career development needs of older persons. These attitudes include:
1 . viewing older persons as viable members of the work force.
2. supporting the concept of a leisure life style as an opportunity for self expression, development and socialization in later life.

COMPETENCIES FOR ALL ENTRY-LEVEL COUNSELORS (GENERIC)
APPRAISAL
The counselor can demonstrate KNOWLEDGE of appraisal of older persons. This includes the ability to:
1 . describe the rationale for using appraisal instruments and techniques with older persons.
2. identify psychological and physical factors which may affect the use of standardized assessment instruments with older persons (e.g., visual, auditory, mental and physical impairments; learning and reading abilities; issues related to culture and experience).
3. describe the uses and misuses of appraisal instruments related to older persons.
4. describe ethical implications of appraisal of older persons.
The counselor can demonstrate SKILLS in the use of appraisal knowledge for older persons. These skills include:
1 . selecting and using appropriate appraisal techniques in work with older persons.
2. demonstrating appraisal techniques to ensure appropriate counseling interventions with older persons.
The counselor can demonstrate positive, wellness-enhancing ATTITUDES toward the appraisal needs of older persons. These attitudes include:
1 . recognizing the value of appraisal techniques in work with older persons.
2. valuing appropriately appraisal information in a holistic assessment for older persons.

COMPETENCIES FOR ALL ENTRY-LEVEL COUNSELORS (GENERIC)
RESEARCH AND EVALUATION
The counselor can demonstrate KNOWLEDGE of research and evaluation of older persons. This includes the ability to:
1. describe research methods and techniques which are effective with older persons. 2. describe sources of literature reporting research about older persons. 3. identity topics appropriate for researching older persons. 4. describe ethical issues in researching older persons.
The counselor can demonstrate SKILLS in the use of research and evaluation knowledge for older persons. These skills include:
1 . adjusting research approaches based on characteristics of older persons.
2. using effectively research data bases related to older persons.
3. designing a proposal appropriate to researching older persons.
The counselor can demonstrate positive wellness enhancing ATTITUDES toward the evaluation and research needs of older persons. These attitudes include:
1 . recognizing the need for researching and evaluating older persons.
2. maintaining respect for older persons in the process of conducting research.

COMPETENCIES FOR ALL ENTRY-LEVEL COUNSELORS (GENERIC)
PROFESSIONAL ORIENTATION
The counselor can demonstrate KNOWLEDGE of professional orientation for older persons. This includes the ability to:
1 . describe unique roles and skills of gerontological counselors.
2. describe organizations relevant to working with older persons.
The counselor can demonstrate SKILLS in the use of professional orientation knowledge for older persons. These skills include:
1 . demonstrating ethical behavior when working with other professionals serving older persons.
2. demonstrating awareness of the referral network for helping older persons.
The counselor can demonstrate positive wellness-enhancing ATTITUDES toward the professional orientation needs of older persons. These attitudes include:
1 . perceiving counselors as advocates for the needs of older persons.
2. showing sensitivity to the individual rights of older persons.

COMPETENCIES FOR ALL ENTRY-LEVEL COUNSELORS (GENERIC)
PRACTICA AND INTERNSHIP
The counselor can demonstrate KNOWLEDGE of gerontological issues in practica experiences with older clients. This includes the ability to:
1 . understand the structure of the formal and informal aging services network.
2. describe the appropriate steps to follow and types of agencies to contact fo older client in need of specialized services.
3. working effectively with other helping professionals on behalf of older persons.
The counselor can demonstrate SKILLS in the application of gerontological issues knowledge in practica and internship experience with older persons. These skills include:
1 . applying competencies associated with each of the eight core preparation areas when working with older persons.
2. involving family members and others in the informal support network in working with older persons.
The counselor can demonstrate positive, wellness-enhancing ATTITUDES toward older persons in practica and internship experiences. These attitudes include:
1 . respecting older clients' abilities and desire to help themselves.
2. feeling comfortable consulting with other professionals in the field of aging.

GERONTOLOGICAL COUNSELOR COMPETENCIES

PART IV
COMPETENCIES FOR ENTRY-LEVEL GERONTOLOGICAL COUNSELORS (SPECIALTY)

NOTE:
Preparation of specialists in gerontological counseling requires the development of a great amount of competence in many areas. The statements which follow are intended to represent the level of competence expected of a gerontological counselor at the time of graduation and entry into professional employment. Additional competencies will be developed through actual employment experiences in the aging network. The competencies are organized according to the core curricular areas for counselor preparation followed by areas of specialty in gerontological issues.

PART IV: COMPETENCIES FOR ENTRY-LEVEL GERONTOLOGICAL COUNSELORS (SPECIALTY)
HUMAN GROWTH AND DEVELOPMENT
The gerontological counselor can demonstrate KNOWLEDGE of human development for older persons. This includes the ability to:
1 . identify and describe major theories of aging.
2. describe typical changes in personality associated with aging.
3. describe transition theories and how they explain the ability of older persons to adapt to change and cope with stress.
4. distinguish between the normal aging process and significant impairment that requires a medical referral.
5. identify physical and emotional disorders common in the older population and explain how these might influence the behavior of the individual.
6. identify age-related changes in intelligence and memory and their impact on the normal functioning of older persons.
7. discuss developmental differences between older women and older men.
The gerontological counselor can demonstrate SKILLS in the use of human-development knowledge for older persons. These skills include:
1 . teaching effective coping skills which may be used by older persons to deal with life transitions (e.g., retirement, losses).
2. selecting appropriate intervention strategies suited to the developmental needs of older persons.
The gerontological counselor can demonstrate positive wellness ATTITUDES toward the human development needs of older persons. These attitudes include:
1 . accepting of the aging process as having certain advantages upon which to build positive experiences for older persons.
2. feeling intrinsic satisfaction with activities which further the growth of older persons.
3. accepting and understanding the limitations of frail older persons.

COMPETENCIES FOR ENTRY-LEVEL GERONTOLOGICAL COUNSELORS (SPECIALTY)
SOCIAL AND CULTURAL FOUNDATIONS
The gerontological counselor can demonstrate KNOWLEDGE of social and cultural foundations for older persons. This includes the ability to:
1. describe older minority subgroups and identify the social, political and economic trends having an impact on those subgroups.
2. identify and discuss the common needs of older persons in relation to housing and transportation.
3. identify and explain the primary factors contributing to the misuse and abuse of medication, drugs and alcohol among older persons.
4. discuss salient aspects of social-service programs for older persons (e.g. Medicare, Social Security) and identify sources of further information.
5. describe the needs of diverse subgroups of older persons (e.g., minorities, handicapped, gays/lesbians).
6. recognize different forms of elder abuse and their implications for intervention (e.g., physical, psychological, economic).
7. identify the characteristics of older persons who are at risk of caregivers' neglect and abuse.
The gerontological counselor can demonstrate SKI LLS in the use of social and cultural foundation knowledge for older persons. These skills include:
1 . consulting effectively with other professionals to provide information and recommendations on collaborative ways to meet the needs of specific subgroups of older persons (e.g., minorities, women).
2. designing and implementing a program addressing the social/cultural needs of one or more subgroups of older persons.
3. demonstrating appropriate responses to ageist comments and stereotypes from colleagues and the public at large.

!

The gerontological counselor can demonstrate positive wellness ATTITUDES toward the social and cultural foundation needs of older persons. These attitudes include:
1. supporting proactively organizations and agencies providing social, political or economic assistance to older persons (e.g., American Association of Retired Persons, National Council on Black Aged, National Council on the Aging).
2. seeking opportunities for multicultural experiences with older persons.
3. expressing willingness to work with a variety of older persons in their own living and/or social environment.

COMPETENCIES FOR ENTRY-LEVEL GERONTOLOGICAL COUNSELORS (SPECIALTY)

HELPING RELATIONSHIPS
The gerontological counselor can demonstrate KNOWLEDGE of the helping relationship for older persons. This includes the ability to:
1. describe the implications of age-related differences and their impact on the counseling process.

2. identify unique communication/counseling strategies to use with older persons in a manner consistent with differences in gender, ethnic origin and socio-economic background.

3. discuss the multiple roles needed to work with older persons (e.g., including advocacy, social services networking, counseling, family consultation).
4. describe the impact of loss and grief as they affect dependency and coping skills of the older client.

5. explain the implications of theories of counseling as they apply to older persons.
The gerontological counselor can demonstrate SKILLS in the use of helping relationship knowledge for older persons. These skills include:
1 . demonstrating appropriate counseling strategies for developmentally-related concerns of older clients.

2. demonstrating holistic/multimodal skills in counseling older clients.
3. effectively using a variety of techniques which have proven successful in counseling older persons.
4. applying a family systems approach in counseling older clients.
5. using the services of referral sources in the aging network for the benefit of older clients. 6. identifying and involving the older person's support system (e.g., family, friends, neighbors) in the counseling process.
The gerontological counselor can demonstrate positive wellness ATTITUDES toward the helping relationship needs of older persons. These attitudes include:
1 . showing respect for older persons' life experiences, abilities and personal resources. 2. seeking opportunities to work with older persons not only as clients but as collaborators (e.g., extended family, co-leaders of support groups).

COMPETENCIES FOR ENTRY-LEVEL GERONTOLOGICAL COUNSELORS (SPECIALTY)
GROUPS
The gerontological counselor can demonstrate KNOWLEDGE of groups for older persons. This
includes the ability to:
1 . describe the impact of socio-economic and ethnic background on group members and the dynamics of the group.
2. discuss the types of group topics which address the needs of many older persons including those in special populations (e.g., handicapped, widowed, Alzheimer's).
The gerontological counselor can demonstrate SKILLS in the use of group knowledge for older persons. These skills include:
1 . assessing group-work needs for older persons in a community setting.
2. planning a group program for older persons including marketing, recruitment, and screening.
3. describing and using techniques that enhance group work with older adults (e.g., structuring, trust building, self-disclosing, information seeking, refocusing).
4. conducting group sessions with older persons.
5. planning, organizing, marketing, and conducting groups for adult children of aging parents that are responsive to their unique needs.
The gerontological counselor can demonstrate positive wellness ATTITUDES toward the group needs of older persons. These attitudes include:
1 . displaying sensitivity to the cultural similarities and differences in older persons within a group.
2. advocating for appropriate representation of older persons in various community, church, and governmental groups.

COMPETENCIES FOR ENTRY-LEVEL GERONTOLOGICAL COUNSELORS (SPECIALTY)
LIFESTYLE AND CAREER DEVELOPMENT
The gerontological counselor can demonstrate KNOWLEDGE of lifestyle and career development for older persons. This includes the ability to:
1 . identify and describe age-related employment problems of a variety of workers (e.g., women, men, minorities, displaced workers, re-entry workers, discouraged workers).
2. identify and discuss appropriate topics for pre-retirement seminars.
3. describe psychosocial aspects of the retirement transition for older individuals and couples.
4. identify and describe career and lifestyle options for older persons.
5. identify and discuss theories of late life development as they affect lifestyle and career choices.

The gerontological counselor can demonstrate SKILLS in the use of lifestyle and career development knowledge for older persons. These skills include:
1 . referring older persons to appropriate sources for information regarding volunteer, work, and creative lifestyle opportunities (e.g., training programs, retraining, retirement planning, housing, temporary and contractual employment).
2. functioning as an advocate in the community for the career and lifestyle needs of older persons.
3. designing, marketing, and conducting retirement planning programs for older persons.
The gerontological counselor can demonstrate positive wellness ATTITUDES toward lifestyle and career development needs of older persons. These attitudes include:
1 . recognizing the value of the retirement phase of life.
2. supporting a broad spectrum of career and lifestyle choices for older persons.

COMPETENCIES FOR ENTRY-LEVEL GERONTOLOGICAL COUNSELORS (SPECIALTY)
APPRAISAL
The gerontological counselor can demonstrate KNOWLEDGE of appraisal for older persons. This includes the ability to:
1 . identify and describe characteristics of appraisal instruments and techniques suitable for use with older persons (e.g., appropriateness, validity, norms).
2. identify and describe factors which will ensure the appropriate use of standardized appraisal techniques with older persons.
3. identity and describe ethical and legal considerations in using appraisal instruments and techniques with older persons.
4. discuss short- and long-term cognitive changes which may affect assessment of older persons.
5. describe the components and uses of comprehensive, multidimensional assessments of older persons.
The gerontological counselor can demonstrate SKILLS in the use of appraisal knowledge for older persons. These skills include:
1 . providing supervision and consultation in the selection, administration, and interpretation of appraisal techniques with older persons.
2. using assessment results to develop service and/or treatment plans for older clients.
The gerontological counselor can demonstrate positive wellness ATTITUDES toward the appraisal needs of older persons. These attitudes include:
1 . advocating the use of appropriate assessment techniques with older persons.
2. respecting older persons' desires regarding the use of assessment techniques.

COMPETENCIES FOR ENTRY-LEVEL GERONTOLOGICAL COUNSELORS (SPECIALTY)
RESEARCH AND EVALUATION
The gerontological counselor can demonstrate KNOWLEDGE of research and evaluation for older persons. This includes the ability to:
1 . describe sources of information and research about older persons.
2. identify limitations in the literature regarding aging.
3. identify and describe current research related to older persons.
4. discuss the application of research findings to work with older persons.
5. critique the design and statistical analysis of research conducted with older persons.
The gerontological counselor can demonstrate SKILLS in the use of research and evaluation knowledge of older persons. These skills include:
1. designing research which contributes to the knowledge base in gerontological counseling.
2. providing consultation for evaluating programs and services for older persons.
3. supervising the ethical conduct of researchers with older persons.
i
The gerontological counselor can demonstrate positive wellness ATTITUDES toward the research and evaluation needs of older persons. These attitudes include:
1 . recognizing the importance of reading updated research regarding the efficacy of counseling with older persons.
"
2. recognizing the value of older persons as collaborators in research design and implementation.

COMPETENCIES FOR ENTRY-LEVEL GERONTOLOGICAL COUNSELORS (SPECIALTY)
PROFESSIONAL ORIENTATION
The gerontological counselor can demonstrate KNOWLEDGE of professional orientation for older persons. This includes the ability to:
1 . identify and explain the value of professional standards for gerontological counselors.
2. explain the roles and functions of gerontological counselors.
3. identify local, state, and national sources of information about older persons.
4. describe the history of gerontological counseling.
The gerontological counselor can demonstrate SKILLS in the use of professional orientation knowledge for older persons. These skills include:
1 . participating in professional organizations relevant to work with older persons.
2. providing training and supervision of paraprofessionals working with older persons.
The gerontological counselor can demonstrate positive wellness ATTITUDES toward the professional orientation needs of older persons. These attitudes include:
1 . recognizing the impact of legislative action regarding older persons (e.g., letter writing, telephone calls, involvement in professional organizations).
2. recognizing the need for continuing personal and professional development to ensure optimal counseling services for older persons.

COMPETENCIES FOR ENTRY-LEVEL GERONTOLOGICAL COUNSELORS (SPECIALTY)
NORMATIVE EXPERIENCES OF AGING
The gerontological counselor can demonstrate KNOWLEDGE of normative experiences of aging for older persons. This includes the ability to:
1 . identify optimal nutrition, exercise, and other wellness programs for older persons. 2. describe spiritual issues important to a variety of older persons.
3. describe in detail the demography of aging and its implications for counselors. 4. describe social aspects of aging and their implications for counselors. 5. discuss societal attitudes toward aging and older persons.
The gerontological counselor can demonstrate SKILLS in the use of knowledge of normative experiences of aging for older persons. These skills include:
1 . coordinating treatment plans for older clients with practitioners in nutrition and health.
2. exploring the meaning and value of spiritual beliefs for older people. 3. referring older persons to appropriate medical and other providers.
The gerontological counselor can demonstrate positive wellness ATTITUDES toward the normative experience of aging needs of older persons. These attitudes include:
1 . respecting the potential of older persons for wellness in all aspects of life.
2 . advocating for positive views of older persons in society.
3. sensitivity to the effects of devalued status on the self-esteem of older persons.

COMPETENCIES FOR ENTRY-LEVEL GERONTOLOGICAL COUNSELORS (SPECIALTY)
IMPAIRED OLDER PERSONS
The gerontological counselor can demonstrate KNOWLEDGE of impairment problems for older persons. This includes the ability to:
1 . identify acute and chronic physical, mental, and emotional disabilities and their impact on the older person's ability to function independently.
2. identify and discuss the most common and treatable mental health problems of older persons.
3. identify and describe the major symptoms and stages of reversible (acute) and irreversible (organic) brain syndromes.
4. describe the impact of acute and chronic illness on primary caregivers and other family members of impaired older persons.
5. identify community services available to assist impaired older persons and their families.
6. identify and describe risk factors for suicide among older persons.
7. identify indicators of possible substance misuse and abuse in older persons.
8. describe options for care of older persons with terminal illness.
9. discuss dying and death as they apply to counseling with older persons and their families.
10. identify and describe common health problems of older persons.
The gerontological counselor can demonstrate SKILLS in the use of knowledge of impairment
problems for older persons. These skills include:
1 . helping older persons recognize their skills and abilities.
2. helping older disabled persons understand and cope with their disabilities.
3. developing an appropriate treatment plan for older persons with mental health
impairments.
4. assisting terminally ill older persons and their family members with talking about their feelings and needs.
5. helping family members cope with acute and chronic impairments of older persons.
6. assessing an older person's suicidal tendencies and developing appropriate interventions.
7. assessing an older person's need for protective services (e.g., abuse, neglect,
exploitation) and initiating an appropriate referral.

The gerontological counselor can demonstrate positive wellness ATTITUDES toward the impairment needs of older persons. These attitudes include:
1 . acceptance of older persons with various impairments.
2. sensitivity to issues of abuse and neglect of older persons and awareness of the need for prevention and protective services.
3. sensitivity to the impact of chronic pain on the counseling process with older persons.

COMPETENCIES FOR ENTRY-LEVEL GERONTOLOGICAL COUNSELORS (SPECIALTY)
NEEDS AND SERVICES FOR OLDER PERSONS
The gerontological counselor can demonstrate KNOWLEDGE of needs and services for older persons. This includes the ability to:
1. describe a continuum of care that will allow older persons to maintain their highest level of independence (e.g., housing options, adult day care, in-home and community health services, transportation, volunteer programs).
2. describe the Older Americans Act and the structure of agencies and programs mandated by that Act.
3. describe services available to older persons through the Job Training Partnership Act.
4. explain the process through which older persons may obtain redress under the Age Discrimination in Employment Act.
5. identify educational and advocacy opportunities for older persons.
6. describe the counseling needs of older persons in long-term care settings.
The gerontological counselor can demonstrate SKILLS in the use of needs and services knowledge for older persons. These skills include:
1. assisting older persons in accessing needed services through appropriate referral and advocacy .
2. assisting family members in identifying the needs and rights of older persons and in
obtaining appropriate services to meet those needs.
The gerontological counselor can demonstrate positive wellness ATTITUDES toward the needs
and services of older persons. These attitudes include:
1 . respecting the service needs and desires of older persons.
2. recognizing and respecting services provided by other professionals on behalf of older persons.

COMPETENCIES FOR ENTRY-LEVEL GERONTOLOGICAL COUNSELORS (SPECIALTY)
OLDER POPULATION AND SPECIAL ISSUES
The gerontological counselor can demonstrate KNOWLEDGE of older populations and special issues for older persons. This includes the ability to:
1 . identify and discuss issues related to intimacy for older persons.
2. discuss the impact of an increasing divorce rate on the personal and family development of older persons.
3 . identify and discuss issues related to counseling older gay and lesbian persons.
4. discuss the impact of chronic or terminal illness of family members on older (e.g., AIDS, multiple sclerosis).
5. discuss the impact of urban vs. rural living for older persons and their adult children.
6. discuss sexuality issues for older persons.
7. discuss the impact of single living on previously married older persons.
8. discuss the effects of fear of crime among older persons.
9. describe the myths and realities of grandparenting for older persons and their families.
The gerontological counselor can demonstrate SKILLS in the use of knowledge regarding older populations and special issues for older persons. These skills include:
1 . identifying pathological responses to loss in bereaved older persons.
2. demonstrating counseling strategies for helping older persons cope with loss.
3. identifying and responding to needs of older persons who are caregivers.
4. using appropriate counseling interventions with older gay and lesbian clients.
5. recognizing and treating emotional and practical problems of newly widowed persons.
6. using appropriate strategies to enhance the development of positive intimate relationships
for older persons.
7. assisting older persons in building or reinforcing positive relationships with family members (e.g., children, grandchildren, siblings, friends).
8. assisting older persons in developing assertive behaviors.

The gerontological counselor can demonstrate positive wellness ATTITUDES toward the older population and special issues of older persons. These attitudes include:
1.sensitivity to needs for intimacy and sexuality among older persons.
2. sensitivity to the unique aspects of loss among older persons.
3. providing mutual support to older persons and their families.

COMPETENCIES FOR ENTRY-LEVEL GERONTOLOGICAL COUNSELORS (SPECIALTY)
TECHNIQUES FOR COUNSELING OLDER PERSONS
The gerontological counselor can demonstrate KNOWLEDGE of techniques for counseling older persons. This includes the ability to:
1 . identity and describe specialized techniques for counseling older persons.
2. explain the importance of self-help and support groups in counseling older persons.
3. explain the importance of specialized therapies for older persons (e.g., creative art.
music, pet).
The gerontological counselor can demonstrate SKILLS in the use of techniques for counseling older persons. These skills include:
1 . using specialized techniques in working with individuals and/or groups of older persons (e.g., life review, early recollections, reminiscence).
2. assisting couples or other partners to restructure their relationship after retirement at. one or both members.
3. assisting older persons in coping with deviations of children from expected family patterns (e.g., divorced children, gay children, blended families).
4. using appropriate strategies to assist older persons with cognitive impairments.
5. assisting older persons in exercising a maximum degree of control of their lives.
6. recruiting, training, supporting and supervising peer counselors.
7. encouraging reminiscing by older persons.
The gerontological counselor can demonstrate positive wellness ATTITUDES toward the techniques for counseling older persons. These attitudes include:
1 . demonstrating awareness of the diversity among older persons.
2. demonstrating belief in and support of peer and paraprofessional counselors.
3. sensitivity to ageism in clients and others.

COMPETENCIES FOR ENTRY-LEVEL GERONTOLOGICAL COUNSELORS (SPECIALTY)
ETHICS
The gerontological counselor can demonstrate KNOWLEDGE of ethics in work with older
persons. This includes the ability to:
I. identify and describe elements of ageism, racism, sexism, and other issues which affect counseling services to older persons.
2. describe relevant state and federal legislation and specific procedures regarding mandated reporting of suspected elder abuse.
3. discuss relevant state and federal legislation regarding diminished capacity and competency for older persons.
4. identify and describe life and death issues for older persons.
The gerontological counselor can demonstrate SKILLS in applying knowledge of ethics with older persons. These skills include:
1 . demonstrating professional behavior with older persons consistent with the counselor's code of ethics.
2. identifying the limits of one's competence in the performance of professional duties with older persons.
The gerontological counselor can demonstrate positive wellness ATTITUDES toward ethics and needs of older persons. These attitudes include:
1 . sensitivity to ethical and legal considerations when working with older persons.
2. sensitivity to personal values and philosophies when working with older persons.

COMPETENCIES FOR ENTRY-LEVEL GERONTOLOGICAL COUNSELORS (SPECIALTY)
PRACTICA AND INTERNSHIP
The gerontological counselor can demonstrate KNOWLEDGE of gerontological issues in practica and internship experiences with older persons. This includes the ability to:
1 . explain the structures of the formal and informal aging networks.
2. describe the continuum of care ranging from community-based to long-term care settings within the local/state community.
3. describe programs and settings especially designed to serve older persons.
The gerontological counselor can demonstrate SKILLS in the application of gerontological- issues knowledge in practica and internship experience with older persons. These skills include:
1 . developing and implementing treatment plans for older clients with special needs (e.g., grieving, depression).
2. applying knowledge of family dynamics when working with older clients.
3. mobilizing peer volunteers and paraprofessionals as resources for older clients.
4. providing consultations to others related to the needs of and services for older persons.
The gerontological counselor can demonstrate positive wellness ATTITUDES toward older persons in practica and internship experiences. These attitudes include:
1 . a sense of professional identity and satisfaction as a specialist counselor for older persons. 2. a feeling of appropriate confidence when addressing the concerns of older persons. 3. a recognition of the uniqueness of each older person.