VISTAS Online is an innovative publication produced for the American Counseling Association by Dr. Garry R. Walz and Dr. Jeanne C. Bleuer of Counseling Outfitters, LLC. Its purpose is to provide a means of capturing the ideas, information and experiences generated by the annual ACA Conference and selected ACA Division Conferences. Papers on a program or practice that has been validated through research or experience may also be submitted. This digital collection of peer-reviewed articles is authored by counselors, for counselors. VISTAS Online contains the full text of over 500 proprietary counseling articles published from 2004 to present.

VISTAS articles and ACA Digests are located in the ACA Online Library. To access the ACA Online Library, go to http://www.counseling.org/ and scroll down to the LIBRARY tab on the left of the homepage.

n Under the Start Your Search Now box, you may search by author, title and key words.

n The ACA Online Library is a member’s only benefit. You can join today via the web: counseling.org and via the phone: 800-347-6647 x222.

Vistas™ is commissioned by and is property of the American Counseling Association, 5999 Stevenson Avenue, Alexandria, VA 22304. No part of Vistas™ may be reproduced without express permission of the American Counseling Association. All rights reserved.

Join ACA at: http://www.counseling.org/

VISTAS Online

227

Article 49

Creating Your Professional Counselor Portfolio

Leslie A. McCulloch

The beginnings of modern-day counseling havebeen discussed as occurring well after the origins ofpsychology, psychiatry, and social work (Gladding,2004; Neukrug, 2000, 2003; Shertzer & Stone, 1980).As such, counseling can be seen as a new professionrelative to the numerous other mental health disciplinesthat share our professional work. While it may beargued that the roots of the other mental healthprofessions are those of counseling as well (Weinrach,Thomas, & Chan, 2001), counselors may do well toexamine their own professional identity to understand,determine, and/or advocate for themselves and theirrole in the mental health maze.

Counselor professional identity has beenidentified, in general, as the sum of existing professionalcounselor knowledge (Neukrug, 2003). However,specific to individual counselor identity, Skovholt andRonnestad (1995) suggested that “… if the individualis building an authentic professional identity…personalization is occurring” (p. 62) and “…one’sprofessional identity is in part defined by her/hisskills…and competence….” (p. 11). In the process ofdeveloping portfolios, counselors concretely examinetheir professional identity by identifying andcategorizing demonstrated skills and competencies(Schindler, 1997). Furthermore, by creatingprofessional portfolios, counselors (1) organize theirthoughts about professional accomplishments, and (2)identify future professional plans (McCulloch, 2000;Schindler, 1997). These portfolio development by-products have direct application to professionalinterviews in which counselors may be asked todiscuss their proven skills, competencies, andaccomplishments. According to Beale (2003),

the latest development in … interviewing isthe use of behavioral questioning… In effect,applicants are asked to tell what they have donerather than what they would do… It is imperative,then, that prospective counselors be able toconvey their skills and competencies to potentialemployers in concrete ways. (p. 69)

The counselor portfolio is a concrete way ofconveying skills and competencies to potentialemployers. By creating portfolios counselors canpromote professional identity, organize thinkingregarding present professional status andaccomplishments, solidify future plans, and aid inprofessional presentation during interviews, therebyhelping counselors compete more effectively in the jobmarket.

Many professions have utilized portfolios forassessment of professional accomplishments andabilities (Beale, 2003; Schindler, 1997). The professionsof art, theater, dance, journalism, education,engineering, and architecture have long utilizedportfolios as a means of assessing professionalcandidates. For professional counselors the portfolio isa new phenomenon. As a result, counselors may beunsure as to the style and organization of theirportfolios.

Style and Organization of Your ProfessionalCounselor Portfolio

Two concepts may be key to the style andorganization of your professional portfolio. First, yourportfolio is a unique expression of who you are. Yourportfolio may be unlike that of other counselors becauseyour interests, experiences, and accomplishments areuniquely yours. Second, your portfolio is a livingdocument that you will expand and change over time.You will expand and change it along with yourexpanding and changing professional experiences,while at the same time tailoring it to meet therequirements or expectations of a particular position ororganization. Keep in mind that a good professional fitbetween a counselor and a counseling position mayinvolve walking the sometimes fine line betweenstaying true to who you are, and providing what isdesired by employers in the portfolio and on the job.

Your Portfolio: StyleGenerally, counselors at a master’s level restrict

the size of their portfolios (the port-folio or “carriedpages”) to one three-ring binder and keep additional,

228

supplementary, and/or duplicate materials (the folio or“pages”) in a tote containing a series of labeled folders.Binders come in a variety of styles and materials. Binderstyles vary from the simple, three-ring binder to fullyzippered brief-case style binders with handles.

Binder materials vary from traditionallyconservative black leather to neon-colored hard plastic.Either style of binder may be appropriate given thecounselor and the position. For example, black leathermay appeal to those involved in a counseling practicemerger offering professional consultation services tocorporate employees. The neon-colored binder mayappeal to those involved in hiring a professionalcounselor for kindergarten children in a school district.

Binders may have a clear sleeve on the front coverand the spine to house external, identifying cover sheets.These identifying cover sheets, in conjunction with amatching table of contents and index tabs, will helpyou present your portfolio as an organized andprofessional document. The table of contents identifieseach section of your portfolio, and the index tabs alloweasy access to each section. Consider placing documentsyou have three-hole punched in each section, rather thanplacing documents in clear, slide-in sheets. The look isneater and will allow your index tabs to show past theportfolio documents. Using color copies of documentsrather than originals will avoid the loss of original/irreplaceable documents in the event your portfolio ismisplaced.

The use of a heavy stock paper (65 lb.) forportfolio documents (such as the curriculum vitae andphilosophy of counseling) will allow for three-holepunching while standing up to frequent handling.Heavier stock pages will also be easier to locate,separate, and turn. Consider the use of cream-coloredmatching papers for use throughout your portfolio. Thecream color will match the resume paper (24 lb.) andfull-size folders you use for separate distribution of yourcurriculum vitae and reference list.

Your Portfolio: OrganizationTo determine the organization of your portfolio

consider who you are, your professional goals, and whatyou want to communicate about your professional self.Variables affecting portfolio organization may includethe position sought, the position or organization towhich you apply, and your educational level. Forexample, doctoral-level counselor educators seekingcollege level or higher teaching positions generallyhave lengthy and academically oriented portfoliorequirements established within the particular institutionto which they are applying. Master’s-level counselorsseeking nonacademic positions generally utilize shorterand more clinically oriented forms of portfolioorganization.

Various forms of portfolio organization can befound in the literature. For example, Beale (2003)suggested the following portfolio components forschool counselors: Introduction, Program Planning,Counseling, Consulting, Coordinating, Appraisal,Professional Development, and Technology. James andGreenwalt (2001) suggested nine areas for portfolioconsideration: Vita, Counseling Courses, Internship/Practicum, Postdegree Supervision, Work Experience,Professional Credentials, Continuing Education,Presentations/Publications, and Professional Service.McCulloch (2000) stated that while there is no universalformat for a portfolio, certain categories apply to mostcounselors. She suggested utilizing 10 portfoliocategories that serve professional counselors regardlessof their practical setting: Curriculum Vitae,Philosophy of Counseling, Credentials/Certifications,Professional Affiliations, Professional Development,Commendations, Evaluations, Professional Service,Publications, and Presentations/Projects.

Curriculum vitae. The curriculum vitae, CV, orvita is a critical category in the professional portfoliosince it can relate your career and your portfolio at aglance. The CV is a consolidated version of theportfolio. Master’s-level counselors have outgrown theone-page resume often requested by employers.However, consider limiting your CV to two pages withthe critical contact information, education,certifications, and most current/relevant professionalexperience listed on the first page. As with all portfoliodecisions, remember that your CV is an expression ofwho you are. The style, organization, and content ofyour CV reflect who you are and how you communicate(Bolles, 2001; McCulloch, 2001). Further, it is a livingdocument that changes over time as you acquireadditional professional experiences. McCulloch (2001)suggested using the following CV categories: Name,address, phone numbers, and e-mail address; Education;Certifications; Professional Experience; ProfessionalAffiliations; Projects/Presentations; ProfessionalDevelopment; Professional Service; and Awards/Hobbies. Do not state the obvious by includingobjectives or references upon request. Do keep a list ofreferences (names, addresses, phones, e-mail addresses)on a separate sheet, along with additional copies of yourCV ready for use as appropriate.

Credentials/certifications. In this section includecopies (preferably laminated color copies) of yourdiplomas (MS Ed, BA) and certifications relevant tothe position you seek (LPC, NCC, ACS). Additionalcertifications may be valued or required by an employerand might include school counselor, teacher,identification and reporting of child abuse, CPR, andfirst aid.

229

Philosophy of counseling. In this one or two pagestatement, clearly outline your approach or theoreticalorientation to counseling. It may be helpful to directspecific applications of your counseling philosophy tothe population you intend to serve.

Professional affiliations. Membership inprofessional organizations can communicateprofessional commitment and/or involvement. In thissection, place membership certificates for allprofessional organizations to which you belong.

Professional development. By attendingprofessional trainings, workshops, seminars, or in-services, counselors can remain current on professionaltheory and practice issues. In this section, place one-page flyers/slingers or a copy of the programdescriptions of the professional development events youhave attended.

Evaluations. Evaluations outline areas ofcompetence and skill as assessed by other parties. Theseassessments may be from clients, supervisors, orcolleagues. In this section, place copies of your bestevaluations. Frequent scheduling of evaluations of yourwork will increase the number of evaluations you maywish to use in your portfolio.

Commendations. Commendations are honors,awards, or praise from other parties on the high qualityof your work. Like evaluations, commendations maybe from clients, supervisors, or colleagues. They mayalso be from family or friends of clients and can includeformal letters, informal notes, and e-mails commentingpositively on your work. Letters of recommendation,certain evaluations, and award certificates can also beplaced in this section. Note that in this portfolio sectionissues of confidentiality arise. Signed consent to useclient-related materials and deletion of client-specificinformation is critical.

Professional service. Counseling-related workbeyond the job duties for which you are paid is service.This includes counseling-related pro bono and volunteerwork. It also includes time spent serving inadministrative offices (e.g., president, editor) forprofessional organizations. Service can be at local, state,regional, national, and international levels. Service canalso be for the organization by which you are employed.

Publications. Any published article focused oncounseling-related topics may serve as publications.Consider contributing to newsletters of professionalorganizations and counseling programs, or to popularpublications such as newspapers and magazines. Alsokeep in mind that your thesis or other research can besubmitted to professional journals.

Presentations/projects. In this section, includerepresentative material for all professional presentationsyou have offered. Venues for presentations may include

professional conferences, workplace in-services, invitedlocal workshops, and classroom presentations. As withall sections of your portfolio, include minimal materials.Single-page, clearly identified materials will presentin an organized and professional manner. Remember,your portfolio is not a scrapbook.

Portfolio Sections for Counselor Educators

Counselor educators seeking academic positionsgenerally adhere to academic portfolio requirements.These large portfolios often contain multiple bindersorganized in a carrying case or tote box. Three maincategories are usually addressed in these large academicportfolios: Teaching, Scholarship, and Service. Thesethree categories have numerous subcategories. Teachingsubcategories might include student grades, universityevaluations, departmental evaluations, student-involvedprojects, peer evaluations, and student results onprofessional standardized tests. Scholarshipsubcategories might include publications (e.g., journalarticles, books, book chapters, book reviews),presentations (at state, national, internationalconferences), and research (e.g., outcome research, exitreports). Service subcategories might include:membership or leadership positions on committees atdepartmental or university levels; membership orleadership positions in professional organizationsrelated to field at local, state, national, and internationallevels.

Requirements for doctoral-level counseloreducators in teaching, scholarship, and service can bemore stringent than the master’s-level counselorcategories described in the preceding section. Forexample, publications for counselor educators aregenerally expected to be those publications acceptedin refereed professional journals. Additionally,institutions generally have high productivityexpectations with respect to teaching, scholarship, andservice. As a result, the counselor educator vita isgenerally larger than that of the master’s-levelcounselor.

Academic institutions (colleges, universities, anddepartments within those institutions) have specificcriteria for professional portfolios. Further, institutionalrequirements for academic positions vary dependent oninstitutional policy, the institution itself (e.g., 2-yearcollege, 4-year college, 4-year doctoral granting), andthe rank of the position being sought (assistant,associate, or full professor). It may be helpful to checkwith the particular institution in which you are interestedfor printed or online materials outlining the structureand areas to be addressed in your portfolio. Doctoral-level academic colleagues may be a great resource for

230

portfolio information, particularly if they are part ofthe institution of interest. Ask to view their portfolios.

Summary

The professional portfolio can be an effective toolfor counselors at all levels. Benefits to portfolio creationand use may include establishment of professionalidentity, awareness of professional skills, organizedthinking about career, and improved performance atinterviews.

References

Beale, A. V. (2003). Portfolio development: A guidefor counseling students. Journal of the ProfessionalCounselor, 18, 69-77.

Bolles, R. (2001). What color is your parachute?Berkeley, CA: Ten Speed Press.

Gladding, S. T. (2004). Counseling: A comprehensiveprofession. Upper Saddle River, NJ: Pearson/Merrill/Prentice Hall.

James, S. H., & Greenwalt, B. C. (2001). Documentingsuccess and achievement: Presentation and workingportfolios for counselors. Journal of Counseling &Development, 79, 161-165.

McCulloch, L. A. (2000). Outline for a counselorportfolio. Unpublished manuscript.

McCulloch, L. A. (2001). Outline for a counselorcurriculum vitae. Unpublished manuscript.

Neukrug, E. (2000). Theory, practice, and trends inhuman services: An introduction to an emergingprofession (2nd ed.). Pacific Grove, CA: Brooks/Cole.

Neukrug, E. (2003). The world of the counselor (2nded.). Pacific Grove, CA: Brooks/Cole.

Schindler, P. (1997). Demonstrating competence: Theportfolio interview for management positions.Journal of Career Planning and Employment, 57(2),40-46.

Shertzer, B., & Stone, S. C. (1980). Fundamentals ofcounseling (3rd ed.). Boston: Houghton Mifflin.

Skovholt, T. M., & Ronnestad, M. H. (1995). Theevolving professional self. New York: Wiley.

Weinrach, S. G., Thomas, K.R., & Chan, F. (2001). Theprofessional identity of contributors to the Journalof Counseling & Development: Does it matter?Journal of Counseling & Development, 79, 166-170.