AMHCA Standards - 2020

AMHCA Standards for the Practice of
Clinical Mental Health Counseling

Adopted 1979
Revised 1992, 1993, 1999, 2003, 2011, 2015, 2016, 2017, 2018, and 2020
How are the AMHCA Standards applied in practice?
The American Mental Health Counselors Association’s Standards for the Practice of Clinical Mental Counseling
(AMHCA Standards) specifies the established benchmarks of practice for members of the clinical mental
health counseling profession. As noted throughout “Essentials of the Clinical Mental Health Counseling
Profession,” the acronym LCMHC is used to refer to all categories of clinical mental health counselors. These
categories include Clinical Mental Health Counseling Students (CMHC Students) in supervised internships,
postgraduate Supervised Clinical Mental Health Counselors (Supervised CMHCs), and fully Licensed Clinical
Mental Health Counselors (LCMHCs). Regardless of graduate-degree program title or state license title,
AMHCA Standards for the Practice of Clinical Mental Health Counseling provides professional development
standards for each of the clinical mental health counselor categories.
AMHCA Standards identifies and describes the norms within the profession. The standards spelled out in this
important document have served as the foundation of the profession since 1979, when they were first
adopted. Each standard provides central knowledge and skills that Licensed Clinical Mental Health
Counselors (LCMHCs) would be expected to demonstrate. AMHCA Standards has been periodically revised
and extended as the profession developed. In the past, the explicit requirements for practice, education, and
supervision were used to validate clinical mental health counselor qualifications as one of the four recognized
mental health professions (the other three are psychology, social work, and marriage and family therapy).
The National Academy of Medicine (formerly the Institute of Medicine) in its 2010 report cited the AMHCA
Standards for members of the profession to be eligible and qualified for federal employment and
reimbursement, saying in its first recommendation: “Independent practice of mental health counselors in
TRICARE in the circumstances in which their education, licensure, and clinical experience have helped to
prepare them to diagnose, and where appropriate, treat conditions in the beneficiary population” (“Provision
of Mental Health Counseling Services Under TRICARE,” Chapter 6, page 207, at bit.ly/2qqYyxP).
AMHCA Standards is a living document that is updated on a continuing basis to meet the needs of the public
and the profession. In addition to standards of practice, it includes training and supervision standards.
Of special note are the specific clinical mental health counseling knowledge and skills. Specific standards fall
into the following two categories:
1. Standards that LCMHCs should be familiar with:
❑ Biological Bases of Behavior
❑ Specialized Clinical Assessment
❑ Substance Use Disorders and Co-occurring Disorders
❑ Technology Supported Counseling and Communications (TSCC)
❑ Trauma-Informed Care
2. Standards that LCMHCs who specialize in one or more specialist areas should have in order to
comprehensively apply the knowledge and skills in practice. Areas of clinical specialization include:
❑ Aging and Older Adults Standards and Competencies
❑ Child and Adolescent Standards and Competencies
❑ Integrated Behavioral Health Care Counseling
❑ Technology Supported Counseling and Communications (TSCC)
Note that the standards for both Trauma-Informed Care as well as Substance Use Disorders and
Co-occurring Disorders are listed in both categories. LCMHCs who specialize in these or the other
specialist areas should possess a superior, in-depth understanding of the knowledge and skills that is
applied in practice.
The need is expanding for mental health professionals who have advanced, postgraduate training
and experience in treating populations with special needs. AMHCA’s Advancement for Clinical
Practice Committee has been at the forefront of identifying the knowledge and skills required for
members of the clinical mental health counseling profession to become specialists.
The 2020 version of the AMHCA Standards—published in this edition of “Essentials of the Clinical Mental
Health Counseling Profession” and online at www.amhca.org/publications/standards is the first comprehensive
update to the AMHCA Standards since the 2012 version. AMHCA’s Advancement for Clinical Practice
Committee (ACPC) reports that the 2020 version includes two revised and updated standards, and four new
standards that have been developed since 2012.
The two revised and updated standards are:
❑ Trauma-Informed Care, which was Trauma Training Standards in 2012
❑ Substance Use Disorders and Co-occurring Disorders, which was Co-occurring Disorders in 2012
The four entirely new standards that have been added to the latest edition of the AMHCA Standards are:
❑ Technology Supported Counseling and Communications (TSCC), which was originally published as
Technology Assisted Counseling (TAC)
❑ Integrated Behavioral Health Care Counseling
❑ Child and Adolescent Standards and Competencies
❑ Aging and Older Adults Standards and Competencies
The AMHCA board and the ACPC have begun working on a new standard—Forensic Evaluation—that will
specify the knowledge and skill competencies related to forensic evaluation. The forensic standard will likely
be approved in 2020. Other need-based competencies that have been identified as future standards are under
development and will be included in future publications and distribution. These include Military Counseling,
Couples and Family Counseling, and Developmental and Learning Disabilities Counseling, etc.
This unabridged version of the latest AMHCA Standards for the Practice of Clinical Mental Health Counseling
appears here in Appendix B, and is also downloadable at no cost from www.amhca.org/publications/standards.
AMHCA Standards for the Practice of Clinical Mental Health Counseling
Adopted 1979
Revised 1992, 1993, 1999, 2003, 2011, 2015, 2016, 2017, 2018, and 2020
I. Introduction
A. Scope of Practice
B. Standards of Practice and Research
II. Educational and Pre-Degree Clinical Training Standards

A. Program
B. Curriculum
C. Specialized Clinical Mental Health Counseling Training
D. Pre-degree Clinical Mental Health Counseling Field Work Guidelines
III. Faculty and Supervisor Standards

A. Faculty Standards
B. Supervisor Standards
IV. Clinical Practice Standards

A. Post-Degree/Pre-Licensure
B. Peer Review and Supervision
C. Continuing Education
D. Legal and Ethical Issues
V. Recommend AMHCA Training

A. Biological Bases of Behavior
B. Specialized Clinical Assessment
C. Trauma-Informed Care
D. Substance Use Disorders and Co-occurring Disorders
E. Technology Supported Counseling and Communications (TSCC), which was originally published
as Technology Assisted Counseling (TAC)
F. Integrated Behavioral Health Care Counseling
G. Child and Adolescent Standards and Competencies
H. Aging and Older Adults Standards and Competencies
AMHCA Standards for the Practice of Clinical Mental Health Counseling (Revised 2020)
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I. Introduction
Since its formation as a professional organization in 1976, the American Mental Health Counselors
Association, AMHCA, has been committed to establishing and promoting vigorous standards for
education and training, professional practice, and professional ethics for clinical mental health counselors.
Initially, AMHCA sought to define and promote the professional identity of mental health counselors.
Today, with licensure laws in all 50 states, AMHCA strives to enhance the practice of clinical mental
health counseling and to promote standards for clinical education and clinical practice that anticipate the
future roles of clinical mental health counselors within the broader health care system. As a professional
association, AMHCA affiliated with APGA (a precursor to the American Counseling Association [ACA])
as a division in 1978; in 1998, AMHCA became a separate not-for-profit organization, but retained its
status as a division of ACA.
In 1976, a group of community mental health, community agency and private practice counselors
founded AMHCA as the professional association for the newly emerging group of counselors who
identified their practice as “mental health counseling.” Without credentialing, licensure, education and
training standards, or other marks of a clinical profession, these early mental health counselors worked
alongside social workers and psychologists in the developing community mental health service system as
“paraprofessionals” or “allied health professionals” despite the fact that they held master’s or doctoral
degrees. By 1979, the early founders of AMHCA had organized four key mechanisms for defining the
new clinical professional specialty:
1. Identifying a definition of mental health counseling
2. Setting standards for education and training, clinical practice, and professional ethics
3. Creating a national credentialing system
4. Starting a professional journal, which included research and clinical practice content
These mechanisms have significantly contributed to the professional development of clinical mental
health counseling and merit further explication.
A. Scope of Practice
A crucial development in mental health counseling has been defining the roles and functions of the
profession. The initial issue of AMHCA’s Journal of Mental Health Counseling included the first
published definition of mental health counseling as “an interdisciplinary, multifaceted, holistic
process of: 1) the promotion of healthy lifestyles; 2) identification of individual stressors and personal
levels of functioning; and 3) the preservation or restoration of mental health” (Seiler & Messina,
1979).
In 1986, the AMHCA board of directors adopted a more formal, comprehensive definition: “Clinical
mental health counseling is the provision of professional counseling services involving the
application of principles of psychotherapy, human development, learning theory, group dynamics,
and the etiology of mental illness and dysfunctional behavior to individuals, couples, families and
groups, for the purpose of promoting optimal mental health, dealing with normal problems of living
and treating psychopathology. The practice of clinical mental health counseling includes, but is not
limited to, diagnosis and treatment of mental and emotional disorders, psycho-educational techniques
aimed at the prevention of mental and emotional disorders, consultations to individuals, couples,
families, groups, organizations and communities, and clinical research into more effective
psychotherapeutic treatment modalities.”
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Clinical mental health counselors have always understood that their professional work encompasses a
broad range of clinical practice, including dealing with normal problems of living and promoting
optimal mental health in addition to the prevention, intervention and treatment of mental and
emotional disorders. This work of clinical mental health counselors serves the needs of socially and
culturally diverse clients (e.g., age, gender, race/ ethnicity, socioeconomic status, sexual orientation,
etc.) across the life span (i.e. children, adolescents and adults including older adults and geriatric
populations). Clinical mental health counselors have developed a strong sense of professional identity
since 1976. AMHCA has sought to support this sense of professional identity through legislative and
professional advocacy, professional standards, a code of ethics, continuing education, and clinical
educational resources, and support for evidence based best practices, research and peer-reviewed
dissemination of developments in the field.
B. Standards of Practice and Research

A key development for the profession was AMHCA’s creation of education and training standards
for mental health counselors in 1979. The Council for Accreditation of Counseling & Related
Educational Programs (CACREP) adopted and adapted these AMHCA training standards in 1988
when it established the first set of accreditation standards for master’s programs in clinical mental
health counseling. In keeping with AMHCA standards, CACREP accreditation standards for the
mental health counseling specialty have consistently required 60 semester hours of graduate
coursework. AMHCA remained an active advocate for vigorous clinical training standards through
the 2009 CACREP accreditation standards revision process, during which community counseling
accreditation standards were merged into the new clinical mental health counseling standards. After
careful review, AMHCA endorsed the clinical mental health counseling standards.
Another important step in the further professionalization of clinical mental health counseling,
AMHCA established the National Academy of Certified Mental Health Counselors, the first
credentialing body for clinical mental health counselors, and gave its first certification examination in
1979. In 1993, this certified clinical mental health counselor credential (CCMHC) was transferred to
the National Board for Certified Counselors (NBCC). NBCC provides the Board Certification of
CCMHCs. AMHCA clinical standards have always recognized and incorporated the CCMHC
credential as an important means of recognizing that a clinical mental health counselor has met
independent clinical practice standards, despite significant differences that exist among state
counselor licensure laws, as well as among educational and training programs.
Finally, since 1979, AMHCA published the Journal of Mental Health Counseling, which has become
widely recognized and cited as an important contributor to the research and professional literature on
clinical mental health counseling.
Taken together, these four mechanisms (definition of scope of practice; educational and training
standards, professional practice standards and code of ethics; credentialing; and professional journal)
resulted in the recognition of clinical mental health counseling as an important profession to be
included in our health care system. In recognition of the central importance of vigorous professional
educational and clinical practice standards, AMHCA has periodically revised its professional
standards in 1993-94, 1999, 2003, and 2010-11 to reflect evolving practice requirements. These
professional standards, as well as the 2015 AMHCA Code of Ethics, constitute the basis from which
AMHCA continues to advocate for, and seek to advance, the practice of clinical mental health
counseling.
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II. Educational and Pre-Degree Clinical Training Standards
Required Education: Master’s in Clinical Mental Health Counseling (60 semester hours)
A. Program
CACREP-accredited clinical mental health counseling program—based on 2009 standards (endorsed

by AMHCA Board) or master’s degree in counseling (minimum of 48 semester hours) from a
regionally accredited institution. The 48 semester-hour minimum will increase to 60 semester hours
in January 2016.
B. Curriculum
Consistent with 2009 CACREP Standards, clinical mental health counseling programs should include
the core CACREP areas and specialized training in clinical mental health counseling. The core
CACREP areas include:
1. Professional Orientation and Ethical Practice
2. Social and Cultural Diversity
3. Human Growth and Development Across the Life Span
4. Career Development
5. Counseling Theories and Helping Relationships
6. Group Work
7. Assessment
8. Research and Program Evaluation
C. Specialized Clinical Mental Health Counseling Training:

These areas of clinical mental health counselor preparation address the clinical mental health needs
across the life span (children, adolescents, adults and older adults) and across socially and culturally
diverse populations:
1. Ethical, Legal and Practice Foundations of Clinical Mental Health Counseling
2. Prevention and Clinical Intervention
3. Clinical Assessment
4. Diagnosis and Treatment of Mental Disorders
5. Diversity and Advocacy in Clinical Mental Health Counseling
6. Clinical Mental Health Counseling Research and Outcome Evaluation
AMHCA recommends additional training in Clinical Mental Health Counseling described in the
following standards:
1. Biological Bases of Behavior (including psychopathology and psychopharmacology)
2. Trauma-Informed Care
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3. Substance Use Disorders and Co-occurring Disorders (generally refers to addictions and
accompanying mental disorders)
This training may be completed as part of the degree program, in post-master’s coursework, or as
part of a certificate or continuing education or CCMHC credential.
D. Pre-Degree Clinical Mental Health Counseling Field Work Guidelines

1. Students’ pre-degree clinical experiences meet the minimum training standards of 100 Practicum
and 600 Internship hours.
2. Students receive an hour of clinical supervision by an independently and approved licensed
supervisor for every 20 hours of client direct care. This field work supervision is in addition to
the practicum and internship requirements for their academic program.
3. Students are individually supervised by a supervisor with no more than 6 (FTE) or 12 total
supervisees.
III. Faculty and Supervisor Standards

A. Faculty Standards
Faculty with primary responsibility for clinical mental health counseling programs should have an
earned doctorate in a field related to clinical mental health counseling and identify with the field of
clinical mental health counseling. While AMHCA recognizes that clinical mental health counseling
programs have the need for diverse non-primary faculty who may not meet all of the following
criteria, the following knowledge and skills are required for faculty with primary responsibility for
clinical mental health counseling programs.
1. Knowledge
a. Demonstrate expertise in the content areas in which they teach and have a thorough
understanding of client populations served.
b. Involved in clinical supervision either as instructors or in the field have a working knowledge
of current supervision models and apply them to the supervisory process.
c. Understand that clinical mental health counselors are asked to provide a range of services
including counseling clients about problems of living, promoting optimal mental health, and
treatment of mental and emotional disorders across the life span.
d. Demonstrate training in the following:
i. Evidence-based best practices
ii. Differential diagnosis and treatment planning
iii. Co-occurring disorders and substance use disorders
iv. Trauma, and its related forms (developmental, complex, situation, chronic or toxic
distress, family generational trauma, historical trauma, etc.)
v. Biological bases of behavior including psychopharmacology
vi. Social and cultural foundations of behavior
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vii. Individual family and group counseling
viii. Clinical assessment and testing
ix. Professional orientation and ethics
x. Advocacy and leadership
xi. Case consultation and supervision with peers or specialists
xii. Clinical supervision with a hierarchical or regulatory supervisor
e. Possess knowledge about professional boundaries as well as professional behavior in all
interactions with students and colleagues.
2. Skills
a. Demonstrate clinical mental health skills by completing licensure requirements including
successful completion of coursework, fieldwork requirements, licensure exams, and licensure
renewal requirements.
b. Demonstrate identification with the field of clinical mental health counseling by their
academic credentials, scholarship and professional affiliations including their participation in
organizations which promote clinical mental health counseling including AMHCA, ACA and
ACES etc. Faculty who provide clinical supervision in the program or on site are able to lead
supervision seminars which promote case analysis, small group process and critical thinking.
c. Complete the equivalent of 15 semester hours of coursework at the doctoral level in the
clinical mental health specialty area or a comparable amount of scholarship in this area.
d. Possess expertise in working with diverse client populations in areas they teach including
clients across the spectrum of social class, ethnic/racial groups, lesbian, gay, bisexual and
transgendered communities, etc.
e. Demonstrate and model the ability to develop and maintain clear role boundaries within the
teaching relationship.
f. Demonstrate the ability to analyze and evaluate skills and performance of students.
B. Supervisor Standards
AMHCA recommends at least 24 continuing education hours or equivalent graduate credit hours of
training in the theory and practice of clinical supervision for those clinical mental health counselors
who provide pre- or post-degree clinical supervision to clinical mental health counseling students or
trainees. AMHCA recommends that clinical supervisors obtain, on the average, at least 3 continuing
education hours in supervision per year as part of their overall program of continuing education.
Clinical supervisors should meet the following knowledge and skills criteria.
1. Knowledge
a. Possess a strong working knowledge of evidence based and best practices orientation with
clinical theory and interventions and application to the clinical process.
b. Understand the client population and the practice setting of the supervisee.
c. Understand and have a working knowledge of current supervision models and their
application to the supervisory process. Maintain a working knowledge of the most current
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methods and techniques in clinical supervision knowledge of group supervision
methodology including the appropriate use and limits of this modality.
d. Identify and understand the roles, functions and responsibilities of clinical supervisors
including liability in the supervisory process. Communicates expectations and nature and
extent of the supervision relationship.
e. Maintain a working knowledge of appropriate professional development activities for
supervisees. These activities should be focused on empirically based scientific knowledge.
f. Show a strong understanding of the supervisory relationship and related issues, not limited
to power differential, evaluation, parallel process and isomorphic similarities and differences
between supervision and counseling, and qualities that enhance the supervisor/supervisee
working alliance for the benefit of clients served.
g. Identify and define the cultural issues that arise in clinical supervision and be able to
routinely incorporate cultural sensitivity into the supervisory process.
h. Understand and define the legal and ethical issues in clinical supervision including:
i. Applicable laws, licensure rules, and the AMHCA Code of Ethics, specifically as they
relate to supervision
ii. Supervisory liability, respondent superior, and fiduciary responsibility
iii. Risk-management models and processes as they relate to the clinical process and to
supervision
i. Possess a working understanding of the evaluation process in clinical supervision including
evaluating supervisee competence and remediation of supervisee skill development. This
includes initial, formative and summative assessment of supervisee knowledge, skills and
self-awareness with provisions for clearly stated expectations, fair delivery of feedback and
due process. Supervision includes both formal and informal feedback mechanisms.
j. Maintain a working knowledge of industry recognized financial management processes and
required recordkeeping practices including electronic records and transmission of records.
2. Skills
a. Possess a thorough understanding and experience in working with the supervisees’ client
populations. Be able to demonstrate and explain the counselor role and appropriate clinical
interventions within the cultural and clinical context.
b. Develop, maintain and explain the supervision contract to manage supervisee relationships
with clear expectations including:
i. Frequency, location, length, and duration of supervision meetings
ii. Supervision models and expectations of the supervisee and the supervisor
iii. Liability and fiduciary responsibility of the supervisor
iv. The evaluation process, instruments used, and frequency of evaluation
v. Emergency and critical incident procedures
c. Demonstrate and model the ability to develop and maintain clear role boundaries and an
appropriate balance between consultation and training within the supervisory relationship.
d. Demonstrate the ability to analyze and evaluate skills and performance of supervisees
including the ability to confront and correct unsuitable actions and interventions on the part
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of the supervisees. Provide timely substantive and formative feedback to supervisees, along
with providing cumulative feedback and to train supervisees in techniques and methods in
self-appraisal.
e. Present strong problem-solving and dilemma resolution skills and practice skills with
supervisees.
f. Develop and demonstrate the ability to implement risk management strategies.
g. Practice and model self-assessment.
h. Seek consultation as needed.
i. Conceptualize cultural differences in therapy and in supervision. Incorporate and model this
understanding into the supervisory process.
j. Possess an understanding of group supervision techniques and the role of group supervision
in the supervision process.
k. Comply with applicable federal, state, and local law. Take responsibility for supervisees’
actions, which include an understanding of recordkeeping and financial management rules
and practice.
IV. Clinical Practice Standards

A. Post-Degree/Pre-Licensure
Clinical mental health counselors have a minimum of 3,000 hours of supervised clinical practice post-
degree over a period of at least two years. In the process of acquiring the first 3,000 hours of client
direct and indirect contact in postgraduate clinical experience, AMHCA recommends a ratio of one
hour of supervision for every 20 hours of on-site work hours with a combination of individual,
triadic and group supervision.
B. Peer Review and Supervision

Clinical mental health counselors maintain a program of peer review, supervision and consultation
even after they are independently licensed. It is expected that clinical mental health counselors seek
additional supervision or consultation to respond to the needs of individual clients, as difficulties
beyond their range of expertise arise. While need is to be determined individually, independently
licensed clinical mental health counselors must ensure an optimal level of consultation and
supervision to meet client needs.
C. Continuing Education
Clinical mental health counselors at the post-degree and independently licensed level must comply
with state regulations, certification and credentialing requirements to obtain and maintain continuing
educational requirements related to the practice of clinical mental health counseling. Clinical mental
health counselors maintain a repertoire of specialized counseling skills and participate in continuing
education to enhance their knowledge of the practice of clinical mental health counseling.
In accordance with state law, AMHCA recommends that in order to acquire, maintain and enhance
skills, counselors actively participate in a formal professional development and continuing education
program. This formal professional development ordinarily addresses peer review and consultation,
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continuum of care, best practices and evidence-based research; advocacy; counselor self-care and
impairment, and the AMHCA Code of Ethics. Clinical mental health counselors who are involved in
independent clinical practice also receive ongoing training relating to independent practice
management, accessibility, accurate representation, office procedures, service environment, and
reimbursement for services.
D. Legal and Ethical Issues

Clinical mental health counselors who deliver clinical services comply with state statutes and
regulations governing the practice of clinical mental health counseling. Clinical mental health
counselors adhere to all state laws governing the practice of clinical mental health counseling. In
addition, they adhere to all administrative rules, ethical standards, and other requirements of state
clinical mental health counseling or other regulatory boards. Counselors obtain competent legal
advice concerning compliance with all relevant statutes and regulations. Where state laws lack
governing the practice of counseling, counselors strictly adhere to the national standards of care and
ethics codes for the clinical practice of mental health counseling and obtain competent legal advice
concerning compliance with these standards.
Clinical mental health counselors who deliver clinical services comply with the codes of ethics
specific to the practice of clinical mental health counseling. AMHCA Code of Ethics outlines behavior
which must be adhered to regarding commitment to clients; counselor-client relationship; counselor
responsibility and integrity; assessment and diagnosis; recordkeeping, fee arrangements and bartering;
consultant and advocate roles; commitment to other professionals; commitment to students,
supervisees and employee relationships.
Clinical mental health counselors are first responsible to society, second to consumers, third to the
profession, and last to themselves. Clinical mental health counselors identify themselves as members
of the counseling profession. They adhere to the codes of ethics mandated by state boards regulating
counseling and by the clinical organizations in which they hold membership and certification. They
also adhere to ethical standards endorsed by state boards regulating counseling, and cooperate fully
with the adjudication procedures of ethics committees, peer review teams, and state boards. All
clinical mental health counselors willingly participate in a formal review of their clinical work, as
needed. They provide clients appropriate information on filing complaints alleging unethical behavior
and respond in a timely manner to a client request to review records.
Of particular concern to AMHCA is that clinical mental health counselors who deliver clinical
services respond in a professional manner to all who seek their services. Clinical mental health
counselors provide services to each client requesting services regardless of lifestyle, origin, race,
color, age, handicap, sex, religion, or sexual orientation. They are knowledgeable and sensitive to
cultural diversity and the multicultural issues of clients. Counselors have a duty to acquire the
knowledge, skills, and resources to assist diverse clients. If, after seeking increased knowledge and
supervision, counselors are still unable to meet the needs of a particular client, they do what is
necessary to put the client in contact with an appropriate mental health resource.
V. Recommended AMHCA Training

In addition to the generally agreed on courses and curricula endorsed by the Council for
Accreditation of Counseling & Related Educational Programs (CACREP), AMHCA recommends
that all Licensed Clinical Mental Health Counselors have specialized training as well as basic
knowledge and skills in the following subject areas:
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❑ Technology Supported Counseling and Communications
❑ Integrated behavioral health care counseling
❑ Working With Children and Adolescents
❑ Working With Older Persons
In graduate school, knowledge and skills related to any of the above subject areas may be covered in
a single course, or more commonly, across several courses or topics of inquiry.
Further, Supervised CMHCs and LCMHCs are encouraged to obtain post-master’s training. For
example, this training could be obtained from:
❑ Postgraduate coursework
❑ Reliable and reputable training workshops and seminars provided by qualified presenters
❑ Specialized consultation with experts
❑ Membership and participation in professional associations and conferences that offer standard-
specific training and development
❑ Other counseling-related training resources
For those who desire to become an AMHCA Clinical Mental Health Counseling Specialist, the skills
outlined in this document can be measured, for example, through:
❑ Comprehension testing
❑ Elective procurement of certifications
❑ Verification of standard-specific attendance at training events
❑ Approval from insurance panels to meet their credentialing standards
A. Biological Bases of Behavior

The origins of human thought, feeling, and behavior, from the more to the less adaptive, are the
result of complex interactions between biological, psychological, and social factors. There is an
increased need for an expanded exploration and understanding of the biological factors as well as the
way that they influence and are influenced by the psychological and social factors. A deeper
understanding of the biological bases of behavior helps clinical mental health counselors not only be
more precise in our diagnosis and treatment of mental disorders, but also in the promotion of
wellness, peak performance, and quality of life.
1. Knowledge
a. Understand the structure and function of the central nervous system (CNS) (brain, spinal
cord) and the peripheral nervous system (PNS) (somatic, autonomic, sympathetic, and
parasympathetic).
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b. Understand how the human nervous system interacts with other physiological systems
(endocrine, immune, gastrointestinal, etc.).
c. Possess a basic understanding of neural development across the life span (e.g., genetic,
social, and/or environmental factors that influence the development of the human nervous
system).
d. Comprehend structural and functional neuroanatomy as well as physiology of the
sympathetic and parasympathetic nervous systems.
e. Understand physiological and biochemical mechanisms of intraneuronal communication
(e.g., neurotransmission).
f. Comprehend methods used to evaluate functioning in the central and peripheral nervous
systems (e.g., quantitative electroencephalography, MRI, galvanic skin response).
g. Possess an introductory knowledge of the neurocognitive processes underlying executive
function, feelings, learning, memory, sensation, and perception across the life span.
h. Understand the neurobiological mechanisms underlying neurodevelopmental,
neurodegenerative, and psychiatric disorders.
i. Comprehend the neurophysiological causes and behavioral implications of various medical
conditions (e.g., autoimmune disorders, epilepsy, stroke, obesity) and traumatic brain injury.
j. Understand current research (e.g., mechanisms, efficacy, effectiveness) related to the use of
biofeedback (e.g., neurofeedback, actigraphy data) for enhancing therapeutic outcomes in
clinical mental health counseling.
k. Understand how drugs are absorbed, metabolized and eliminated.
l. Understand the pharmacokinetics and pharmacodynamics of psychotropic drugs used in the
treatment of mental health disorders and neurodegenerative diseases.
m. Understand how psychotropic medications influence behavior change and is able to identify
possible contraindications and adverse effects.
n. Understand the biological components of the therapeutic relationship.
2. Skills
a. Integrating Research into Practice
i. Acknowledge how science and evidence-based practice may be leveraged to improve
outcomes and increase collaboration in integrated care settings.
ii. Identify the limits of one’s knowledge and professional expertise and regularly engage
in ongoing continuing education and certification for additional specialty practice (e.g.,
biofeedback, neurofeedback).
iii. Is able to locate, appraise, and assimilate research from allied fields such as
neuroscience, endocrinology, immunology, nutrition, and psychiatry into clinical
practice.
iv. Critically evaluate peer-reviewed literature, communicates findings in a clear and
accurate manner, and avoids overstating or overgeneralizing research findings.
v. Demonstrate the ability to discuss the biology of reproduction and prenatal
development with both clients and colleagues.
vi. Describe the aging brain and how it may change across the life span.
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vii. Explore the mechanisms and common clinical features of neurocognitive disorders in
addition to offering strategies designed to improve functioning (e.g., agitation and
anxiety, cognitive function, caregiver support) with clients, family and colleagues.
viii. Articulate how physiological (e.g., genes, molecules, circuits, immune functioning,
endocrinology, gut microbiome), psychological (e.g., neurocognitive, personality,
symptom), and environmental (e.g., individual, family, community, society, cultural)
factors may interact to modulate human behavior.
ix. Articulate the basic principles of pharmacology (e.g., dose-response, side-effects,
interactions pharmacokinetics, pharmacodynamics, routes of administration,
distribution) and adaptation (e.g., tolerance, sensitization, withdrawal, placebo,
nocebo) associated with commonly used drugs.
x. Review and critically appraise all research investigating the reliability and validity of
any diagnostic and/or interventional technology intended to augment the practice of
clinical mental health counseling, which may include emerging tools/methods used for
collecting data from self-report or laboratory tests, mobile devices, and/ or other
methods of physiological data collection (e.g., electroencephalography).
b. Clinical Intervention
i. Counsel clients from a biologically grounded life span developmental approach in
concert with one’s theoretical orientation.
ii. Acknowledge the strengths and limitations of drugs commonly used to treat major
psychiatric disorders.
iii. Counsel clients about how to communicate with providers regarding the risks and
benefits of medication, method of adherence, and common adverse effects.
iv. Effectively and accurately translate mental health information into plain language,
without using scientific jargon, while also communicating empathy and ensuring a
warm, non-judgmental, and supportive therapeutic alliance.
v. Render suitable diagnoses grounded in the synthesis of assessment data obtained from
various methods (e.g., clinical interview, psychometric instruments, quantitative EEG)
across multiple levels of explanation (e.g., genetic, molecular, cellular, neurocircuitry,
physiology, behavior, and self-report).
vi. Produce timely, detailed, and accurate clinical reports which demonstrate: (1) the use
of appropriate clinical terminology; (2) a commitment to ethical practice; (3) the ability
to systematically collect and synthesize relevant data, and (4) how treatment is
routinely refined and/or modified over time.
vii. Implement, at a minimum, formative and summative assessments to monitor progress
and outcomes. viii. Effectively communicates and collaborates with medical and other
allied health professionals.
viii. Use an appropriate biopsychosocial assessment to explore and enhance the quality of
the therapeutic relationship.
c. Professional Advocacy
i. Consult with clients, the public, the media, and other professionals regarding the
neurophysiological underpinnings of behavior and how the human nervous system
adapts to life circumstances including traumatic brain injury, physical and sexual abuse
and substance use.
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ii. Remain up to date on emerging trends in mental health research (e.g., Research
Domain Criteria) and practice (e.g., neurofeedback, precision psychiatry) so as to
ensure that assessment, diagnosis, and interventions are continuously aligned to
evidence-based treatments.
iii. Critically analyze emerging developments in mental health and social policy and
engage in professional advocacy efforts to ensure that all clients have equitable access
to ethical, sensitive, timely, and effective services.
iv. Partner with professional associations to offer ethical guidance and professional
expertise to policy makers, the public, and colleagues from allied disciplines on
emerging issues related to mental health policy.
B. Specialized Clinical Assessment

Licensed Clinical Mental Health Counselors (LCMHCs) are trained and qualified to conduct
assessment and evaluation of clients’ and their needs related to a plethora of dimensions in mental
health functioning, not limited to the presence of symptoms and risk factors, mood, diagnostic
measures for the purposes of treatment planning, intelligence, abilities, aptitude, personality, chemical
dependence, impact of traumatic events on one’s functioning, family structures and family dynamics,
vocational and career development, and more. Graduate school standards and ongoing specific
training and development prepare counselors to assess, diagnose, and provide feedback, form
treatment planning goals, and anticipate future challenges or improvements. The range of assessment
measures that LCMHCs utilize in clinical care are quite numerous, not limited to mental status
examinations in the clinical session, clinical symptom checklists, non-structured and structured
clinical interviews and observations, authenticated published assessment tools, understanding self-
report, and qualitative measures.
This introduction to the standard on assessment and evaluation emphasizes three important
considerations that LCMHCs should be mindful of when preparing, selecting, administering and
interpreting or reporting test results. The first is a reminder to LCMHCs to be familiar with laws and
ethics, with one’s state of licensure, its laws and any stated limits that licensure codes assert related to
the type of assessment that is legally permitted in the state within which one is licensed. State
regulations, codes, and laws may evolve and change at a rate that is not synchronized with the routine
updates to the AMHCA Standards, and so LCMHCs will want to remain informed and updated on
one’s legislative or licensure standards. Concomitantly, laws co-exist with a profession’s codes of
ethics, and LCMHCs are reminded to be fluent with the AMHCA Code of Ethics and its guidance on
assessment and evaluation.
Secondly, as with all clinical care provided to consumers, related to all AMHCA standards, LCMHCs
are urged to remain culturally sensitive in the process of selecting, administering and interpreting
assessments with clients who may be members of minority groups. LCMHCs will select tests that
have been normed on populations similar to the client, and consider cultural issues when interpreting
assessment including primary language of the client, the use of translators, cultural bias of the test
questions, and differences in performance on standardized tests among different racial/ethnic groups
and by gender. Research and development of culturally sensitive assessments has been improving in
recent years. However, LCMHCs are urged to remain at the forefront of best practices in assessment
that respect and strive for maximal inclusivity and sensitivity to the cultural traits of diverse
populations.
Finally, LCMHCs should be aware that training and scope of competence is not limited to graduate
school training. For the myriad of assessment measures available on the market to assess traits
important to clients’ functioning, each publisher of any given measure may recommend or require its
own criteria for training, certification, or approval as a competent administrator of said assessment.
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Some publishers may require credentials above the baseline of a graduate degree in counseling and
may require training or ongoing renewal of certifications to maintain proficiency with the use of
specialized assessments.
LCMHCs are encouraged to consult with AMHCA’s collaborators, that is, a joint statement of
Standards for Assessment in Mental Health Counseling that was developed collaboratively with the former
Association for Assessment in Counseling and Education (AACE) and AMHCA. AACE is now the
Association for Assessment and Research in Counseling (AARC). In addition to consulting this
statement for updating and revising the Specialized Clinical Assessment standard, the ACPC also
referred to two other position papers. The CACREP Standards (2016) provided a reminder of the
baseline assessment and evaluation skills that counselors are trained in, and also the committee
consulted an analysis by the National Board of Forensic Evaluators, Can Licensed Mental Health
Counselors Administer and Interpret Psychological Tests? (2018). The ACPC referred to these position
papers in the development of this version of the standard and gratefully acknowledge their
contributions.
Clinical mental health counselors may administer and interpret psychological tests provided they
receive appropriate training, which shall include the following:
1. Knowledge
a. Examine the nature, meaning and purpose of assessment in counseling (including historical
perspectives).
b. Differentiate between methods of preparing for and conducting initial assessments.
c. Understand the use of assessments for diagnostic and treatment planning purposes with
developmental, behavioral, and mental disorders.
d. Distinguish basic concepts of standardized and non-standardized testing, and other
assessment techniques (e.g., norm-referenced and criterion-referenced assessments,
structured and semi-structured, and qualitative procedures, etc.).
e. Interpret and apply statistical concepts (e.g., scales of measurement, measures of central
tendency, indices of variability, shapes and types of distributions, and correlations, etc.).
f. Interpret the concept of reliability as it applies to the use in assessments (i.e., theory of
measurement error, models of reliability, and the use of reliability information).
g. Interpret the concept of validity as it applies to the use in assessments (i.e., evidence of
validity, types of validity, and the relationship between reliability and validity).
h. Understand the use of assessments relevant to personal/social development,
environmental/behavioral, and personality/psychological testing.
i. Distinguish factors related to the assessment and evaluation of individuals, groups, and
specific populations (e.g., aggression, suicide, trauma, individuals from diverse backgrounds,
etc.).
j. Differentiate between ethical strategies for selecting, administering, and interpreting
assessment and evaluation of test results.
k. Understand the intent, purpose, scoring/analysis and interpretive expectations for each
utilized assessment (as defined in the assessment manual/protocol).
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2. Skills
a. Apply effective methods to select, administer, score, analyze and interpret assessment results.
b. Select, administer, analyze and interpret test results with special attention to cultural traits of
the clients, using primary language of the client appropriate use of translators, any cultural
bias of test questions, differences in performance on standardized tests among different
racial or ethnic group or by gender.
c. Critically evaluate assessments, identifying basic statistical concepts (such as types and
acceptable levels of reliability and validity, norming methods, etc.) and obtaining instruments
for mental health counseling and special populations (e.g., visually impaired, intellectual
disability, mental health disability, etc.).
d. Demonstrate the ability to effectively prepare for and conduct initial assessment meetings.
e. Employ a broad spectrum of assessments, including personal/social development,
environmental/behavioral, and personality/psychological instruments.
f. Utilize assessment results to develop effective treatment plan goals, objectives and
interventions.
g. Provide quality client care in the explanation of assessment, informed consent and
communication of results.
h. Demonstrate the ability to identify the appropriate use for assessments (e.g., the intended
use of the test, promotion of greater mental health and in a manner that will cause no harm
to the participant).
i. Understand the use of assessments for diagnostic and treatment planning purposes with
developmental, behavioral, and mental disorders.
j. Understand the use of assessments relevant to personal/social development,
environmental/behavioral, personality/psychological testing.
k. Distinguish factors related to the assessment and evaluation of individuals, groups, and
specific populations (e.g., aggression, suicide, trauma, etc.).
C. Trauma-Informed Care
Many individuals seek counseling to resolve symptoms associated with traumatic or chronically
distressful experiences. Those experiences may include single-episode traumatic events (such as a
mugging, assault, tornado, etc.), or complex trauma (sometimes referred to as developmental trauma
or poly-victimization) experienced in childhood, adolescence, or adulthood featuring chronic abuse,
neglect, or exposure to other harsh adversities.
The types of traumatic or persistently distressful experiences that can result in symptoms and
disorders are many. As more is learned about the causes of trauma-related symptoms, the
nomenclature within a trauma-informed care approach has grown, and the descriptors for trauma are
numerous. Some examples in this non-exhaustive list that are based on existing literature, research,
models and methods might include betrayal trauma, domestic trauma, forced displacement trauma,
historical trauma, military trauma, moral trauma, polytrauma, system induced trauma and re-
traumatization, refugee and/or war zone trauma, medical trauma, toxic stress, and more. For the
purposes of this standard, the terms trauma, chronic distress, toxic stress, and/or complex trauma
will be used to encompass the meaning of all types and causes of trauma.
LCMHCs obtain knowledge and skills to treat clients who experience(d) traumatic events or
conditions, chronic distress, and complex trauma; this preparation is essential for the practice of
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clinical mental health due to the high incidence of trauma and distressful events or contexts.
Individuals who have the symptoms of unresolved complex trauma, chronic distress, or other
traumas are at risk for a variety of emotional, cognitive, and physical illnesses that can potentially last
throughout their lives. Therefore, these individuals frequently present with related co-occurring
disorders, such as anxiety, depression, and substance use, and often form negative core self-beliefs.
Recent research reveals that physical health later in one’s life span may be compromised due to
trauma. The presence of resilience is an important mitigating variable in the progression of
symptoms related to traumatic experiences. Complex trauma can often compromise an individual’s
resilience or capacity to thrive after traumatic experiences compared to persons who survived a
single-episode traumatic event such as a car accident.
It is important to note that the traumatic event is a cause of the related disorders or symptoms as
contrasted with unwittingly regarding the client as the cause of the symptoms. Though the
aftereffects of traumatic experiences can be very profound and experienced internally within
traumatized individuals, the cause of the trauma is almost always related to external events, actions,
or contexts that are outside of the individual. LCMHCs also want to note if the cause(s) of the
trauma are natural (e.g., a tornado or hurricane) or human caused (e.g., domestic violence,
maltreatment, terrorism). Human-caused traumas frequently create more vexing emotional
repercussions. Additionally, clinicians should remain well-informed about neurological effects of
chronic distress or exposure to repeated traumatic experiences which compromise a person’s ability
to develop effective coping measures.
All competent clinical mental health counselors possess the knowledge and skills necessary to offer
trauma assessment, diagnosis, and effective treatment while utilizing techniques that emerge from
evidence-based practices and best practices.
1. Knowledge
a. Recognize that the type and context of trauma has important implications for the etiology,
sequelae of symptoms, diagnosis, and treatment of symptoms (e.g., ongoing sexual abuse in
childhood is qualitatively different from war trauma for young adult soldiers).
b. Know how trauma-causing events may impact individuals differently in relation to social
context, prior history of traumatic experiences, age, gender, sexual orientation,
developmental level, culture, ethnicity, access to care, resilience, etc.
c. Understand that symptoms faced as a result of traumatic experiences can be multifaceted
and therefore LCMHCs should be familiar with its many forms including relational, acute,
chronic, episodic, and complex, as well as the implications for effective, evidenced-based
treatment approaches.
d. Recognize the circumstances or indicators when a referral to a more qualified mental health
professional who specializes in trauma is warranted. Indications that a more trauma-focused
approach is needed may be related to severity, complexity, responsiveness of the client to
lower-level of care, capacity of the LCMHC to provide specialized care, etc. More specialized
care may be found in services such as inpatient care, trauma intensive-care, Eye Movement
Desensitization Reprocessing, Trauma-Focused CBT, and other recognized evidence-based
approaches.
e. Understand the impact of various types of trauma (e.g., sexual and physical abuse, war,
chronic verbal/emotional abuse, neglect, natural disasters, etc.) may have on the Central
Nervous System (CNS) and the Autonomic Nervous System (ANS) and how this might
impact one’s sense of secure attachment, affect regulation, personality functioning, self-
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beliefs and self-identity, self-care, etc., as well as the potential for trauma-related re-
enactment in relationships.
f. Recognize the long-term consequences of trauma-causing events on social groups,
communities, and cultures, including the incidence of collective trauma, generationally-
transmitted and “historical” trauma. LCMHCs may serve communities and assist with the
impact of collective trauma in a variety of formats or settings, such as with families, agencies
and organizations, municipalities, multisystemic collaborations, etc., through various
modalities such as psychoeducation, consultation, information provision with the media,
follow-up initiatives, preventative initiatives, etc.
g. Understand how promoting and developing resiliency and other protective factors for
individuals, groups, and communities can diminish the risk and impact of trauma related
disorders.
h. Recognize differential strategies and approaches necessary to work with children,
adolescents, adults, couples, and families in trauma treatment.
i. Recognize, from an organizational or management perspective, the need to design, train, and
implement trauma-informed care policies and practices for a systemically responsive
approach to serving clients impacted by traumatic experiences (e.g., train the Security Guards
who work in a domestic violence shelter how to carry out their duties with trauma-informed
awareness).
j. Understand familiarity with trauma stewardship and effective practices for self-care, as well
as strategies to protect from secondary or vicarious traumatization.
k. Understand the indicators or target outcomes of effective and enduring trauma resolution
(e.g., the integration of traumatic memory into the client’s regular memory, traumatic event
recall without debilitating emotional distress, individual generalized affect regulation, the
alleviation of traumatic triggers, post-traumatic growth, etc.).
l. Understand the well-timed exploration of the potential for and themes for post-traumatic
growth (PTG) among traumatized clients after effective counseling and symptom reduction.
LCMHCs may assist clients to discover ways in which a survivor may change for the positive
(e.g., changes in one’s sense of priorities, a greater appreciation of life, a deepened sense of
personal strength, more meaningful relationships, a sense of new possibilities for oneself,
developing views and philosophy about life, and/or the meaning of suffering, perspective, or
a strengthened belief system).
2. Skills
a. Demonstrate the ability to use evidence-based assessment measures to evaluate and
differentiate the clinical impact of various trauma-causing events, not limited to evaluation
measures/resources focused on early life trauma and distress, such as the Adverse
Childhood Experiences Survey, along with the many other trauma assessment tools available
for type-of-trauma measures throughout the life span.
b. Demonstrate the ability to apply established counseling theories that are evidence-based or
best trauma resolution practices. Best practices promote the integration of brain functioning
and resolution of cognitive, emotional, sensory, and behavioral symptoms related to trauma-
causing events for socially and culturally diverse clients across the life span.
c. Demonstrate sensitivity to individual and psychosocial factors that interact with trauma-
causing events in counseling and treatment planning.
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d. Demonstrate familiarity with trauma stewardship and effective practices for self-care, and for
protection from secondary or vicarious traumatization.
e. Demonstrate the ability to recognize that any of the clinical mental health counselor’s
traumatic experiences may impact his or her trauma-surviving-clients and the counseling
process. LCMHCs should seek appropriate trauma resolution counseling and/or
consultation as necessary.
f. Apply age-appropriate strategies and approaches in assessing and counseling children and
adolescents and modify these techniques when working with adults.
g. Use differentially appropriate counseling and other treatment interventions in the treatment
of couples who encounter re-enactment trauma, trauma of a partner, or secondary trauma
from traumatized family members.
h. Demonstrate the ability to advocate with payors of counseling fees (e.g., insurance
companies, treatment centers, etc.) by monitoring diagnosis and treatment needs with
utilization review of sessions allotment. Clinicians may have to advocate rigorously for the
client with the payor of counseling fees and itemize thoroughly all diagnosed comorbid
disorders while also assuring the client about the differences of “what’s wrong with me” vs.
“what happened to me.”
i. Demonstrate how to comprehensively assess the degree of trauma resolution as a measure of
client recovery as well as an indicator of therapeutic efficacy. LCMHCs should monitor
ongoing clinical progress toward target outcomes, using assessment measures, and client self-
report to ensure that mutual counselor/client termination of care (contrasted with premature
cessation of counseling by either party) yields healthy and positive outcomes.
j. Demonstrate the ability to facilitate the development of clients’ sense of safety and resilience.
k. Provide assessment and guidance with a traumatized client related to post-traumatic growth
(PTG) in a clinically time sensitive manner (after symptom reduction) to explore possible
avenues for the client to discover personal changes or qualities within oneself, in
relationships, or in belief systems and meaning-making that may have emerged from the
traumatic experience(s) and its impact on self.
D. Substance Use Disorders and Co-occurring Disorders

Substance use disorders (SUDs) are commonly comorbid with other mental health disorders. In
other words, individuals with substance use often have a mental health condition concurrently. For
example, having Post-Traumatic Stress Disorder (PTSD) is frequently a significant contributing
factor to the development of a substance use disorder. Many experts acknowledge that one mental
health diagnosis can result in a substance use disorder, and also, it is possible for a substance use
disorder to cause mental health disorders or other illnesses. Failure to address both the mental health
disorder or other illnesses as well as the substance-related disorder can result in ineffective and
incomplete treatment, stabilization, or recovery.
There can be are many consequences of undiagnosed, untreated, or undertreated comorbid disorders
including a higher potential for homelessness, incarceration, medical illnesses, suicide, danger to
others, and premature death, to name a few. It is incumbent on LCMHCs to apply thorough and
comprehensive assessment and treatment for co-occurring disorders to prevent such neglect, harm,
and possible death. The knowledge and skills recommendations below are a guide to effective
practice when working with clients affected by SUDs and co-occurring disorders.
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1. Knowledge
a. Understand the epidemiology (incidence, distribution, and control) of substance use and co-
occurring disorders for socially and culturally diverse populations at risk across the life span.
b. Understand theories and models about the etiology of substance use and co-occurring
disorders including risk and resiliency factors for individuals, groups, and communities.
Explanations for the development of SUDs are multiple, including:
i. Psychological Models (behavioral, learning, cognitive, psychoanalytic, personality,
social learning)
ii. Multi-Causal Models (biopsychosocial, syndrome, integral)
iii. Biological/Physiological Models (disease, genetic predisposition, co-occurring)
iv. Educational/Knowledge Models (educational, public health, developmental)
v. Psychosocial Model (peer-cluster, problem behavior)
vi. Sociocultural Models (sociocultural, culture-specific, prescriptive, sanctioned-use)
vii. Family Models (general systems, parental influence)
viii. Lifestyle/Coping Models (stress-coping, lifestyle, spiritual)
ix. Progression Models (gateway, final common pathway)
x. Choice/Moral Models
Additionally, LCMHCs should become familiar with “abstinence-focused” and “harm

reduction-focused” views of and approaches for understanding and treating substance use.
c. Possess a working knowledge of the neurological and biological aspects of SUDs, both
related to the causes and treatment implications for SUDs.
d. Possess a working knowledge of SUDs including drug types, routes of administration, drug
distribution, elimination, dependence, tolerance, withdrawal, dose response interaction, and
how to interpret basic lab results.
e. Recognize the capacity for substance use to present as one of a range of psychological or
medical disorders, to cause such disorders, and understand effective assessment and
differential diagnosis among SUDs and other diagnoses.
f. Understand treatment and clinical management of SUDs with the presence of co-occurring
mental health disorders with an emphasis on best practices, risk management and
prioritization of clinical goals, medication management, and theory/method/ approach
match for each condition (such as cognitive behavioral, trauma-focused, dialectical
behavioral, etc.).
g. Possess a working knowledge of how prevention, treatment, aftercare, and recovery policies
and programs function.
h. Understand the working definition of recovery and recovery oriented systems of care for
mental illness and SUDs with familiarity and promotion of recovery support strategic
initiatives that focus on health (physical and emotional well-being), home (stable, safe living
arrangements), purpose (meaningful daily activities to participate in society), and community
(social relationships involving support, friendship, love and hope).
i. Possess a working knowledge of the ten guiding principles for recovery from mental illness
and SUDs (hope, person driven, many pathways, holistic, peer support, relational, culturally
based, addresses trauma, strengths and responsibility, and respect).
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j. Possess a working knowledge of recovery support tools and resources that include peer
support programs or models that demonstrate peer-navigators’ competencies, decision-
making tools, use of narratives and stories, parents and families, communities and social
resources, and other training tools.
k. Study the rapidly developing facts and emerging community and clinical responses related to
the widespread abuse of opioid and other prescription drugs, along with initiatives and
response strategies, such as the evidenced-based publications from researchers, experts,
foundations, and advocacy groups.
l. Understand which medications and psychopharmacological treatments may be effective for
the treatment of alcohol use disorder, and abuse of opioid and other prescription drugs, as
well as pharmacological treatments of other co-morbid conditions (such as mood and
anxiety disorders, etc.).
m. Understand the current history, philosophy, and trends in substance use counseling,
including treatments that incorporate:
i. Stages of change
ii. Motivational interviewing
iii. Self-help, spiritual, and secular groups and communities (not limited to 12-step
groups, Self-Management and Recovery Training [SMART], Secular Organizations for
Sobriety [SOS], Refuge Recovery, Life Ring Secular Recovery, Moderation
Management, Celebrate Recovery, etc.)
iv. Medication-assisted treatment in conjunction with clinical mental health counseling
n. Understand the application of existing therapeutic approaches and counseling techniques
empirically-validated for addictions counseling, such as Motivational Interviewing, Cognitive
Behavioral, Contingency Management, Motivational Enhancement Therapy, Life Skills
Training, Acceptance and Commitment Therapy, Dialectical Behavioral Therapy, Functional
Analytic Therapy, Mindfulness Based Cognitive Behavioral Therapy, etc.
o. Understand ethical and legal implications related to counseling practice for substance use
disorders and cooccurring disorders in diverse settings, particularly, including familiarity with
the co-occurrence of legal problems with SUDs. LCMHCs should be familiar with
addiction-oriented treatment options for legal difficulties, inpatient or outpatient units,
partial or day programs, recovery houses or sober living communities. LCMHCs are advised
to be aware of criminal justice system options, with attention to community “mental health
courts” or “drug courts” that encourage alternative sentencing as a treatment strategy in lieu
of incarceration and should be familiar with Title 42 Code of Federal Regulations (42 CFR)
when working with individuals who have protection under this code.
2. Skills
a. Demonstrate the ability to effectively assess and screen for unhealthy substance use such as
but not limited to alcohol, marijuana, tobacco, and other licit and illicit drugs, that relies on
validated screening and assessment procedures, including recommendations for placement
criteria.
b. Demonstrate the ability to gauge the severity of clients’ cooccurring disorders and to assess
their stage of readiness for change.
c. Demonstrate the ability to provide brief interventions and counseling, care management, for
unhealthy alcohol, tobacco, prescription drug and opioid use disorders.
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d. Conceptualize cases and develop treatment plans based on stages of change that address
mental health and substance use disorders simultaneously.
e. Demonstrate skills in applying motivational enhancement strategies to engage clients.
f. Provide appropriate counseling strategies when working with clients who have co-occurring
disorders while first prioritizing symptom reduction or symptom management in order of
most dangerous (if left untreated) to client or others.
g. Demonstrate the ability to provide counseling and education about substance use disorders,
and mental/emotional disorders to families and others who are affected by clients with
cooccurring disorders, including incorporating systemically oriented family counseling into
treatment planning and/or providing appropriate referrals.
h. Demonstrate the ability to modify counseling systems, theories, techniques, and
interventions for socially and culturally diverse clients with co-occurring disorders across the
life span that are consistent with evidence-based best practices.
i. Demonstrate the ability to recognize one’s own limitations when treating co-occurring
disorders and to seek collaboration, consultation, training, supervision appropriately, and/or
one’s own therapy, or refer clients as needed.
j. Demonstrate the ability to apply and adhere to ethical and legal standards in substance use
disorders and co-occurring disorder counseling. This includes competence related to
assisting clients who navigate the legal implications of SUDs and systems such as drug
courts, mental health courts, legal case management, court-recommended treatment,
incarceration and sentencing trends, 42 CFR, etc.
k. Broaden counseling and therapy skills to provide multiple modalities of counseling-related
functions not limited to psychoeducation and client education, case management,
multisystem collaboration (for example, with “Drug Courts,” housing, women and infant
care resources, group counseling and support group provisioning, sober living and
independent living resourcing, etc.).
E. Technology Supported Counseling and Communications (TSCC)

Technology supported counseling and communications (TSCC) has been described as tele-mental
health or telehealth, e-health, telecare, distance counseling, virtual counseling, etc. It is an
intentionally broad term referring to the provision of mental health services from a distance to clients
through the use of technology. TSCC occurs when the counselor and the client are in two different
physical locations. TSCC also refers to the use of technology to support the administration or non-
clinical management of counseling services, often related to communications, practice/agency
software and portals, and social media.
The mental health profession is swiftly adapting to the use of advanced communication technologies
for not only the delivery of care and mental health services, but also for supporting the provision of
services administratively such as making or confirming appointments, record-keeping, billing and
collecting fees, etc. By using advanced communication technologies, Licensed Clinical Mental Health
Counselors (LCMHCs) are able to widen their reach to clients in a cost-effective manner, making
available services to clients in many geographic areas, ameliorating the mal-distribution of general and
specialty care, while increasing services for persons who otherwise might have found counseling to
have been inaccessible for a variety of reasons. The establishment of clear TSCC guidelines for
counselors and clients improves clinical outcomes while promoting informed consent and reasonable
client expectations.
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This section provides guidance on clinical, technical, administrative and ethical issues related to
electronic counseling and communication between LCMHCs and clients using advances in TSCC.
Counseling may be provided synchronously via audio/video or virtual conferencing, by voice
telephonically, or with synchronous chat, text, or SMS medium, or asynchronously through email.
Communications used to support the provision of counseling services may include counseling
practice software, portals, and data management options for record-keeping including but not limited
to “cloud” storage options, appointment management, and the billing and collecting of fees.
The standard emphasizes two of the more important dynamics related to technology supported
counseling and communications: 1) safety, risk prevention, and risk management for clients who may
be more vulnerable when receiving counseling via technology, and 2) protection of identity and
confidentiality. These guidelines also serve as a companion to AMHCA’s Code of Ethics, specifically its
section on Technology Supported Counseling and Communications.
Additionally, since each state may have variable laws and regulations related to technology and
mental health service delivery, LCMHCs are urged to be familiar with the legal guidance in their
respective states and plan to provide counseling to clients who have residence where the LCMHC is
licensed. For example, state regulations have varying rules related to whether or not the LCMHC or
the client has to be in the same state geographically simultaneously at the time of the service, whereas
other states may allow bi-state or two locations as long as the client is a resident of the state or
territory wherein the LCMHC is credentialed.
The following will review Knowledge and Skill digital competencies for both the counseling
functions and the communications functions.
As a final note, AMHCA’s Advancement for Clinical Practice Committee has asserted the need and
expectation that this particular standard will be reviewed and updated more frequently than other
standards that come up for review on a regular rotation, due to the rapid emergence of knowledge,
software, application, products, and best practices related to technology supported counseling and
communication.
1. Knowledge
a. Counseling
i. Recognize that training and certification are recommended prerequisites to provide
ethical and clinical counseling services using technology. LCMHCs should familiarize
themselves with the training and certification options. They should prepare to obtain
and update valid proficiency to provide TSCC. Fifteen hours of course instruction is
recommended as a minimum.
ii. Possess a strong working knowledge of TSCC, which includes:
a) Synchronous modalities (telephone, audio/videoconferencing [or virtual
conferencing], text/chat/SMS-based)
b) Non-synchronous modalities (e-mail)
iii. Prior to providing services to a client, understand the elements involved in conducting
a fitness-for-technology-supported counseling risk assessment.
iv. Know how to partner with counseling resources near the client.
v. Know that, whenever possible, LCMHCs will meet in a face-to-face session to assess
client needs prior to utilizing TSCC. Whether a first appointment is face-to-face or
technologically supported, a fitness-for-technology-supported counseling risk
assessment will still be conducted prior to providing mental health counseling.
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vi. Demonstrate understanding of best practices of service delivery described in the
empirical literature and professional standards—including multicultural
considerations—relevant to the TSCC service modality being offered not limited to
the clients’ technological and other abilities to engage in TSCC, communication mores
and technology-specific language use, along with abilities or symptoms that may
preclude or impede face-to-face counseling services.
vii. Understand all aspects of informed consent and the procurement of prospective and
current clients’ informed consent related to the risks and benefits of TSCC, the
collaborative selection process of choosing a modality, and agreement between client
and TSCC counselor about how the technology will be used or not used in the
provision of services.
viii. Recognize the need to communicate clearly and to obtain written informed consent
for all TSCC modalities utilized, understand how to adhere to all ethical and legal
guidelines for counseling (especially those germane not only to the profession but also
to one’s respective state laws and codes), and provide informed consent related to
confidentiality specifically with TSCC, encryption, availability, determination of
emergency intervention measures if needed, etc.
ix. Understand that TSCC is changing rapidly and anticipate that new modalities of
communication with clients will continuously emerge and require clinical, ethical and
legal guidance and/or training and even possibly renewed certification.
x. Understand and comply with one’s respective state laws governing or relating to
TSCC which may include the following considerations:
xi. Understand and recognize scope of practice and jurisdiction matters related to many
state laws which commonly require that mental health professionals be licensed in the
state in which a client is receiving or residing counseling.
xii. LCMHCs who regularly provide mental health counseling across state borders should
be fully compliant with all applicable state laws where the client resides and have prior
approval from the client’s state’s board of examiners in counseling to provide said
services. Prior familiarity with other states geographic rules is essential, for example, to
determine if regulations expect that both the client and the LCMHC be in the same
state simultaneously with the provision of the service.
xiii. Become knowledgeable with protocols when circumstances may require special ethical
and clinical consideration be afforded to clients in unique situations for short term
counseling service and continuity of care. In the event that clients who generally reside
in a state where the LCMHC is licensed, but who will be away from their residence,
LCMHCs will assure continuity of care while also seeking provisions to either refer or
obtain permission from a distant state’s or country’s regulatory body in examples
when:
a) Individuals who temporarily travel out of their state for business, personal, or
other purposes need to receive services from their LCMHCs.
b) Individuals who relocate to another state who require continuing care until they
have obtained the services of a new LCMHC/mental health professional if the
current practitioner is not licensed in the client’s new state of residence.
c) Individuals who are relocating to another country where psychotherapy services
may not be available, and who may warrant continuing treatment.
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d) Familiarity with the “other” state’s or country’s provisions for a “grace period”
and for how long that period permits service provision or if the state issues a
longer-term distance counseling license expressly for that LCMHC and client to
work together.
xiv. LCMHCs will provide timely and ample informed consent to clients who change
residences or locations about the need for referral if distance counseling is not
possible with the existing credentials of or authorizations extended to the LCMHC.
xv. Stay up to date with relevant changes to laws and continuously consult with ethical
and legal experts about ongoing developments and trends in the confidential, safe, and
therapeutic dynamics related to distance counseling.
xvi. Have a working knowledge of how TSCC adheres to policies within the Americans
With Disabilities Act (ADA). LCMHCs will seek ways to make appropriate
accommodations, provided that the client or prospective client is not in risk and is
assessed for “fitness for distance counseling.”
xvii. Know that provisions for emergency intervention will include, as a priority when
possible, face-to-face counseling or the provision of a geographically accessible (to the
client) LCMHC or other mental health provider, with the inclusion of the TSCC
counselor as part of a comprehensive care management plan. The TSCC-LCMHC will
have identified and established geographically nearby (to the client) emergency
response resources such as known agencies and options prior to beginning counseling
if there arises an emergency or threat of harm or danger to self of others. Some
examples (non-exhaustive here) may include direct 9-1-1 phone lines in specific
localities, fire and first responder agencies, emergency rooms and hospitals, domestic
violence shelters, and local crisis response services. The LCMHC will have established,
prior to beginning counseling, the client’s safe therapy partner with contact
information so that the partner can be engaged in emergency situations with
immediacy.
xviii. Recognize that synchronous or live communication counseling modalities compared
to non-synchronous communication are generally easier to monitor a client’s safety
and therefore is recommended or preferred in the interest of quality assurance and
safety of the client when crisis or emergent situations seem imminent, are unfolding or
require active intervention.
xix. Recognize the importance of retaining records and copies of all correspondence in
regard to text-based communications and related electronic information (including
emails, text messages, written correspondence, etc.) in a manner that protects privacy
and meets the standards of HIPAA regulations and the Health Information
Technology for Economic and Clinical Health Act (HITECH Act).
xx. Know that confidential and privileged communications using text-based
communication TSCC should be encrypted securely whenever possible.
b. Communications
i. Understand the importance of maintaining boundaries in the use of social media
which should be continuously monitored and updated, including privacy settings in all
social media. LCMHCs should differentiate personal and professional forms of social
media and keep these separate, including maintaining personal account names that are
unlikely to be identified or known by clients.
ii. All informed consent materials along with disclaimers on the LCMHC’s social media,
such as but not limited to Facebook, Twitter, Instagram, Linked In, etc., will clarify
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exactly how a client will appropriately and securely contact the LCMHC in ways other
than through social media, and also explain that social media is not a means through
which personal information can be or will be shared. Further, the LCMHC does not
provide direct care and response through social media and clients should be instructed
clearly in both informed consent forms and prominently on social media sites to not
rely or expect this.
iii. LCMHCs will refrain from searching for or obtaining information about clients via
the clients’ identities in the internet and will not search or study clients’ narratives via
any social media options, unless the client has specifically directed the LCMHC to do
so for a specific therapeutic purpose with proper documentation, and within a certain
timeline.
iv. LCMHCs will understand that they should not solicit from clients their feedback for
social media sites or other published media in order to promote or authenticate the
LCMHC’s performance or services. Additionally, clients should be pre-informed that
if the client offers feedback about their LCMHC, there will be no response from the
LCMHC, and that confidentiality may be compromised if the client posts such
feedback.
2. Skills
a. General
i. Demonstrate proficiency with technological modalities being used such as
synchronous modalities (e.g., video-conferencing or virtual conferencing) and non-
synchronous modalities (e.g., texting, emailing).
ii. Demonstrate digital competence and the ability to anticipate and adapt to emerging
technologies and adopt those techniques to address the needs of clients to enhance
quality of care to them. Conversely, the LCMHC will discuss appropriate options for
the client if or when TSCC becomes counter-therapeutic.
iii. Possess the ability to carefully examine and to assess for the unique benefits of
delivering TSCC services (e.g., access to care, adaptive technology for differing
abilities, etc.) relative to the unique risks (e.g., safety of client, information security,
therapeutic alliance, etc.) when determining whether or not to offer TSCC services.
iv. Continually communicate any risks and benefits of the TSCC services to the client,
and document such communication, preferably during in-person contact with the
client, and facilitate an active discussion on these issues when conducting screening
for fitness for distance counseling, intake, and initial assessment.
b. Assessment
i. Demonstrate digital competence in assessing the appropriateness of the TSCC
services to be provided for the client. Assessment may include:
a) The examination of the potential risks and benefits of TSCC services for clients’
particular needs;
b) A review of the most appropriate medium (e.g., video teleconference, text, email,
etc.);
c) The client’s situation/locality within the home or within an organizational context;
ii. Prepare for service delivery options (for example, if in-person services are ever
available);
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a) The availability of geographically near crisis or emergency, or technical personnel
or supports;
b) The multicultural, ability level, legal, clinical and ethical issues that may impact the
client’s safety or therapeutic conditions;
c) Risk of distractions or possible technological limitations or failures in session
related to reception, connectivity, band width, streaming, power sources, etc.;
d) Potential for privacy breaches and subsequent protective measures; and
e) Other impediments that may impact the effective delivery of TSCC services.
iii. Demonstrate the ability to monitor and engage in the continual assessment of the
client’s progress when offering TSCC services to determine if the provision of services
is appropriate and beneficial to the client while anticipating and providing other
therapeutic supports if needed.
c. Emergency Considerations:
i. Demonstrate reasonable efforts, at the onset of service, to identify and learn how to
access relevant and appropriate emergency resources in the client’s local area. These
should include:
a) Emergency response contacts,
b) Emergency telephone numbers,
c) Hospital admissions and/or emergency department,
d) Local referral resources,
e) Client-safety advocate (clinical champion) at a partner clinic where services are
delivered, and
f) Other support individuals such as a trusted family member, friend, or ally in the
client’s life when available.
ii. Establish clear and specific instructions that is provided to all clients for what to do in
an emergency.
d. Multicultural Considerations
i. Demonstrate an understanding of specific issues that may arise with diverse
populations that could impact assessment when providing or considering TSCC.
LCMHCs should make appropriate arrangements to address those concerns including
but not limited to language or cultural issues; cognitive, physical or sensory skills or
impairments; transportation needs; rural resident needs; elderly considerations and
needs for appropriate adaptive technology.
e. Special Needs
i. Demonstrate reasonable skill in accepting and addressing special needs of clients in
adhering to appropriate ADA provisions.
ii. Make appropriate arrangements for individuals with differing abilities to accommodate
special needs, for example, such related to sight and hearing impairments.
f. Communications
i. LCMHCs should explore and install all available technologically advanced features for
telephone, computer, and devices such as laptop and tablet services that ensure
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encryption and which safeguard the identity and confidentiality of a clients’
communications and records with the LCMHC for both counseling and general
administrative communications (e.g., setting up appointments, billing and collecting
fees, etc.). These features may include practice management software, documentation
of sessions, billing, appointment management, texting, or emailing communication,
etc.
ii. The Social Media Policy will contain clearly stated instructions for the LCMHC’s
preferred methods of contact, including:
a) LCMHCs will instruct clients that the LCMHC’s professional social media sites
will not be a venue for direct contact, and that clients’ posts may be a breach of
their confidentiality.
b) LCMHCs will maintain their own personal social media with identity and
monikers distinctly different from their professional social media sites.
iii. LCMHCs will develop a Social Media Policy (SMP) that will be included with, shared,
explained, and updated in the informed consent process. Some elements of the SMP
should include but may not be limited to the following:
a) Friending: The LCMHC addresses the concept of “friending” and explains that
they will not be able to accept friend requests or issue friend requests via social
media apps.
b) Liking or Following: Similarly, the SMP defines clients’ “Liking” or “Following” and
that they present threats to the client’s confidentiality, while also explaining that
the LCMHC may delete clients’ posts at their discretion.
c) Texting or Messaging: The LCMHC will use encrypted texting apps if texting is
formally considered to be a way for the client and clinician to communicate.
d) Emails: Emailing will be done only with encrypted protection, and if it is a
formally accepted and stated way to communicate. Otherwise, emails will be
limited and used with discretion.
e) Search Engines: Using search engines and researching clients’ online thumbprint or
identity will be prohibited unless at the specific and documented request of the
client for a specific therapeutic reason and duration.
f) Business Site Reviews: Clarify the implications if the client uses business review sites
to rank or provide feedback about the LCMHC and their services, that the
LCMHC may not see this feedback, and will not be able to provide a response to
it outside of the counseling session. The LCMHC will refrain from requesting
clients to provide reviews.
g) Location-Based Services: Encourage the client to disable Location-Based Services
(LBS) which may signal to the client’s social media followers that they are visiting
a counseling agency address.
iv. Emphasize that LCMHCs will refrain from using social media to conduct counseling
or communications with clients and instruct clients clearly that social media cannot be
a way to get in contact with the LCMHC.
F. Integrated Behavioral Health Care Counseling

The integration of clinical mental health counseling with primary care and other medical services is
required to achieve better patient health outcomes. Integrated systems of medical and behavioral care
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are comprehensive, coordinated, multidisciplinary, and co-located through the latest technologies.
Clinical mental health counselors must continually increase their knowledge and skills to participate
in these emerging practices and systems through the use of evidence-based treatment approaches. In
order to stress the vital importance of integrated behavioral health counseling, please see the
AMHCA white paper entitled Behavioral Health Counseling in Health Care Integration Practices and
Health Care Systems.
Integrated health care is the systematic coordination of behavioral health care with primary care
medical services. Episodic and point-of-service treatment which has not included behavioral health
care has proven to be ineffective, inefficient, and costly for chronic behavioral and medical illnesses.
By contrast, the integrated behavioral health care assessment and treatment of patient psychiatric
disorders strongly correlates with positive medical health outcomes. For example, many gastro-
intestinal health outcomes rely on the effective treatment of anxiety disorders. By employing all-
inclusive behavioral health interventions, skilled LCMHCs assist patients to realize optimal human
functioning as they alleviate emotional and mental distress.
LCMHCs have the ethical responsibility to possess the training and experience to promote health
from their unique perspective of prevention, wellness, and personal growth. They must be able to
work as members of multidisciplinary treatment teams and provide holistic behavioral health
interventions. Integrated care models hold the promise of addressing many of the challenges facing
our health care system. LCMHCs as “primary care providers” are invaluable in developing
innovations in integrated public health. These knowledgeable and skilled LCMHCs will be prepared
to dramatically reduce the high rates of morbidity and mortality experienced by Americans with
mental illness.
1. Knowledge
a. Understand the anatomy and physiology of the brain with particular relevance to mental
health.
b. Gain a working understanding of the most common medical risks and illnesses confronted
by patients (e.g., obesity related diseases, substance use disorder related diseases,
cardiovascular disease, cancer, diabetes, COPD, etc.)
c. Understand the processes of stress which relate to impaired immune systems as well as its
affects regarding depression and anxiety.
d. Understand the correlation of trauma, chronic distress, and anxiety with medical health
issues, medical diagnoses, medical treatment, and recovery (e.g., post-surgical trauma).
e. Understand how to triage patients with severe or high-risk behavioral problems to other
community resources for specialty mental health services.
f. Understand and address stressors which lead individuals to seek medical care.
g. Understand primary (preventing disease) and secondary (coping and ameliorating symptoms)
prevention interventions for patients at risk for or with medical and mental health disorders.
h. Understand and conduct depression, anxiety, and mental health assessments.
i. Understand and provide cognitive-behavioral interventions.
j. Understand and assist clients to cope with the medical conditions for which they are
receiving medical attention.
k. Understand and operate in a consultative role within primary care team.
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l. Understand and provide recommendations regarding behavioral interventions to referring
medical providers.
m. Understand and conduct brief interventions with referred patients on behalf of referring
medical providers.
n. Understand the importance of being available for initial patient consultations.
o. Understand the importance of maintaining a visible presence with medical providers during
clinic operating hours.
p. Understand and provide a range of services including screening for common conditions,
assessments, including risk assessments, and interventions related to chronic disease
management programs.
q. Understand and assist in the development of behavioral health interventions (e.g., clinical
pathway programs, educational classes, and behavior focused practice protocols).
r. Understand medical concepts needed to effectively function on an integrated health team
including these topics and others:
i. Medical literacy
ii. Population screening
iii. Chronic disease management
iv. Educating medical staff about integrated care
v. Group interventions
vi. Evidence-based interventions (See the AMHCA Practice Guideline entitled Behavioral
Health Counseling in Health Care Integration Practices and Health Care Systems)
s. Understand the basic knowledge about key health behaviors and physical health indicators
(e.g., normal, risk, and disease level blood chemistry measures) that are routinely assessed
and addressed in an integrated system of care, including but not limited to:
i. Body mass index
ii. Blood pressure
iii. Glucose levels
iv. Lipid levels
v. Smoking effect on respiration (e.g., carbon monoxide levels)
vi. Exercise habits
vii. Nutritional habits
viii. Substance use frequency (where applicable)
ix. Alcohol use (where applicable)
x. Subjective report of physical discomfort, pain or general complaints
t. Understand psychopharmacological treatment of mental health disorders.
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2. Skills
a. Demonstrate the ability to understand the dynamics of human development to capture good
psychosocial histories of patients.
b. Diagnose and treat for behavioral pathology.
c. Provide evidenced-based psychotherapy practices to provide credible treatment to patients.
d. When appropriate, facilitate and oversee referrals to specialty mental health providers and
primary care providers.
e. Support collaboration of primary care providers with psychiatrists or other prescribing
professionals concerning medication protocols.
f. Monitor psychopharmacological treatment of mental health disorders.
g. Apply motivational interviewing skills.
h. Demonstrate consultation liaison skills with other primary care providers.
i. Provide teaching skills and impart information based on the principles of adult education.
j. Provide comprehensive integrated screening and assessment skills.
k. Provide brief behavioral health and substance use intervention and referral skills. Coordinate
the treatment of trauma, chronic distress, and anxiety with medical health issues, medical
diagnoses, medical treatment, and recovery (e.g., post-surgical trauma).
l. Provide triage for patients with severe or high-risk behavioral problems to other community
resources for specialty mental health services.
m. Identify and address stressors which lead individuals to seek medical care.
n. Provide comprehensive care coordination skills.
o. Provide health promotion, wellness, and whole-health self-management skills in individual
and group modalities.
p. Apply brief interventions using abbreviated evidence-based treatment strategies including,
but not limited to:
i. Solution-focused therapy
ii. Behavioral activation
iii. Cognitive behavioral therapy
iv. Motivational interviewing
q. Employ behavioral health care techniques to address the needs of geriatric population to
address their chronic health issues, disabilities, and deteriorating cognitive needs.
r. Treat the full spectrum of behavioral health needs, which minimally include:
i. Common mental health conditions (depression, anxiety)
ii. Lifestyle behaviors (self-care, social engagement, relaxation, sleep hygiene, diet,
exercise, etc.)
iii. Substance use disorders
s. Coordinate overall patient care in coordination with the treatment team, including:
i. Reinforce care plan with other primary care providers
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ii. Summarize goals and next steps with patient
t. Lead group sessions for patients (e.g., pain groups, diabetes management, etc.).
u. Provide concise information to the primary care team verbally, through EHR notes, and
other appropriate communication channels.
G. Child and Adolescent Standards and Competencies

An estimated one in five youth struggles with mental health challenges. Like adults, children and
adolescents struggle with mental disorders that include anxiety, depression, obsessive-compulsive
disorder, and post-traumatic stress. Children and adolescents often present different symptomatic
presentations of these disorders compared with adults, requiring specialized knowledge of diagnosis
and treatment. Several notable neurodevelopmental conditions emerge during early childhood,
including autism and spectrum disorders and attention-deficit/ hyperactivity disorder. Late
adolescence is also the time when major mental disorders such as bipolar disorder and schizophrenia
develop, with prodromal symptoms often appearing earlier in adolescence. The teenage years are a
time of experimentation, identity formation and exploration that can have lasting implications
throughout the life span (e.g., risk-taking related injuries, substance use and experimentation, sexual
experiences, and possible pregnancy).
Licensed Clinical Mental Health Counselors (LCMHCs) can provide more effective services to youth
after obtaining knowledge and skill in assessing, diagnosing, and treating these conditions during
childhood and adolescence while also remaining informed about developmental neurodevelopmental
conditions and other issues that occur during the process of child development.
Treatment approaches to counseling youth can vary substantially, depending on their developmental
level and age. For example, younger children do not have the capacity for higher-order cognition and
are more likely to benefit from play therapy, and interventions that address parent-child interaction.
Mentalization abilities, sometimes referred to as metacognition and theory of mind, develop during
adolescence, and this new ability to “think about thinking” provides foundational ability for talk
therapy approaches such as cognitive-behavioral therapies, among others.
Early intervention has the potential to improve prognosis of mental disorders over the course of the
life span. For example, early behavioral intervention for children with autism spectrum disorders at 2
or 3 years of age can have a greater impact on the acquisition of social skills and language
development compared with later remediation. Early intervention with many disorders often yields
better prognosis over time.
Family involvement is often a crucial component of treatment for children and adolescents with
mental health struggles. Working with parents/guardians to address family dynamics and interactions
through family counseling can often facilitate sustained treatment gains and prevent recurrent
episodes of symptoms. LCMHCs also need to understand minors’ rights in the state that they
currently reside, pertinent to the age of consent for adolescents, and parent/guardian rights to see the
treatment record. Knowledge and skills pertinent to assessing for child abuse and neglect are also
crucial.
LCMHCs working with children and adolescents require specialized culturally competent knowledge
and skills pertinent to the inter-related domains of development--cognitive, neurological, physical,
sexual, and social development. Additionally, LCMHCs need to understand the educational and
academic requirements of P–12 education, the rights and responsibilities of students in their
educational systems, the impact of mental health challenges on academic achievement and vice-versa,
and study skills required to enhance academic achievement. LCMHCs also need specialized
knowledge and skills in working with family systems that support and promote child and adolescent
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development. An understanding of social influence from peer relationships is also important,
particularly during adolescence.
1. Knowledge
LCMHCs must demonstrate knowledge of the following subject areas specific to working with
children and adolescents:
a. Neurophysiological Development
i. Understand postnatal and infant mental health.
ii. Understand developmental milestones, transitions, and life span theories relating to
children and adolescents.
iii. Understand neurological brain development during childhood and adolescence, and its
impact on executive functioning and decision-making.
iv. Understand physical and sexual development during childhood and adolescence.
v. Understand the development of sexual/affective orientation, including the exploration
and questioning of sexual and gender identity.
b. Social, Cultural, and Familial Influences
i. Understand the role of gender and gender identity on development, including the
influence of gender role socialization practices.
ii. Appreciate sociocultural differences among children and adolescents, including
race/ethnicity, acculturation level, family background, and culturally relevant strategies
to promote resilience and wellness.
iii. Understand socioeconomic influences on development, including the impact of
poverty, homelessness, and displacement.
iv. Understand social support system in childhood and adolescence, including family,
peer, community, and school-based supports.
v. Understand the impact of bullying experiences and stigma.
vi. Understand family relationships, including parent-child relationships, sibling
relationships, relationships with extended family, and the impact of domestic violence.
vii. Understand family events that can generate distress in childhood and adolescence,
including parental divorce, and transitions such as stepfamily integration.
viii. Understand technology and social media use among children and adolescents,
including healthy limits with mobile technology use, internet safety, cyber bullying, and
appropriate parent/guardian involvement.
ix. Understand risk factors for externalizing problems such as school truancy, peer
influence, substance use, high risk behavior, gang involvement.
c. Diagnosis and Treatment Planning
i. Understand risk factors for internalizing problems such as adjustment problems,
anxiety, and depression.
ii. Understand pre-morbid factors associated with the development of severe and
persistent mental disorders such as schizophrenia and bipolar disorder.
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iii. Understand behaviors associated with neurodevelopmental disorders that include
autism, particularly during crucial early developmental period (< 3 years of age).
iv. Understand differential diagnosis for mental disorders that can have similar
presentations in children, such as anxiety and attention-deficit/hyperactivity disorders.
v. Understand risk factors for suicide attempts by children and adolescents, and
differentiating suicidal from non-suicidal self-injury.
vi. Recognize when referrals are needed for evaluation by a psycho-pharmacologist.
vii. Recognize how psychopharmacological medication prescribing may differ between
children/adolescents and adults, such as dosing.
viii. Recognize when consulting with school-based professionals is indicated to inform the
treatment process when counseling children and adolescents, including school
counselors, psychologists, social workers, teachers, and other school-based mental
health professionals.
ix. Understand specialized personality, psychopathology, intelligence, and aptitude
assessments for children and adolescents, compared with adults.
x. Understand drug use among children and adolescents, and its impact on development.
d. Academic, Vocational, and Career Development
i. Understand factors associated with academic achievement and underachievement.
ii. Understand school-based legal rights of minors pertinent to special education services
and academic accommodations.
iii. Understand career development and vocational aspirations during childhood and
adolescence, including early career exploration, influence of social environment on
career choice, and impact of school environment on college readiness and vocational
training.
e. Legal and Ethical Considerations
i. Understand parent/guardian rights during childhood and adolescence, including
minors independently seeking health care services in the U.S. state where the
counselor and client reside.
ii. Understand state-based laws pertinent to adolescent emancipation and removal of
parental/guardian rights.
iii. Understand physical and emotional signs of child abuse and neglect, interviewing
procedures, and appropriate steps required to report such abuse/neglect within
timeframes established by state law.
2. Skills
LCMHCs must demonstrate skills in the following subject areas specific to working with
children and adolescents:
a. Neurophysiological Development
i. Demonstrate the ability to help children and adolescents explore their emerging
identity, including cultural, sexual, gender, and vocational identities.
ii. Implement developmentally-appropriate practices when counseling youth, such as
using play therapy approaches.
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iii. Implement theoretical approaches that are evidence-based practices when counseling
child and adolescent clients, not limited to, for example, parent-child interaction
therapy, cognitive-behavior therapy, multisystemic family therapy, applied behavior
analysis and video modeling (recommended for the care of youth who have autism).
b. Social, Cultural, and Familial Influences
i. Demonstrate the ability to communicate respectfully and effectively with children,
adolescents, and their families, adjusting communication style to match developmental
level and considering ethnic, racial, cultural, gender, socioeconomic, and educational
backgrounds.
ii. Demonstrate sensitivity and responsiveness to the child and adolescent’s individual
and family culture, age, gender, ethnicity, disabilities, socioeconomic background,
religious beliefs, and sexual orientation.
iii. Advocate for the prevention of mental health problems through the creation of social
environments in schools and community settings that support optimal mental health
and wellness.
iv. Directly address social problems facing children and adolescents, including
intervention related to peer pressure, bullying, gang involvement, and stigmatization.
v. Support children and adolescents in the aftermath of a crisis, disaster, or other trauma-
causing event, including deaths within the local community; prevents contagion of
suicidal behavior through public advocacy related to media coverage and responses
(e.g., public memorials) of schools and communities.
vi. Demonstrate the ability to address social problems facing children and adolescents,
including bullying, gang involvement, peer pressure, and stigma.
vii. Demonstrate the ability to strengthen healthy family functioning that impact child and
adolescent development, including, inter-parental conflict, domestic violence, parent-
child relational problems, parental/guardian over- or under-involvement, authoritarian
or passive parenting styles, and addiction in the family.
viii. Demonstrate ability to address problematic technology and social media use by
children and adolescents, including setting healthy limits with mobile technology use,
internet safety, cyber bullying, and appropriate parent/guardian involvement.
ix. Demonstrate an ability to assist youth in the development of face-to-face and
technology-based social interaction skills, and address adverse effects of social media
dominated communication systems.
c. Diagnosis and Treatment Planning
i. Demonstrate the ability to assess the various presentations of mental health disorders
in children and adolescents, with consideration for developmentally typical and
atypical behavior.
ii. Conduct developmentally appropriate interviewing procedures for assessing suicide
risk, homicide risk, and child abuse/neglect.
iii. Demonstrate ability to assess and treat attachment distress and relational patterns,
including attachment-based disorders.
iv. Demonstrate the ability to plan treatment, including a biopsychosocial formulation,
mental status examination, diagnosis, and psychological assessment as it pertains to
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v. Demonstrate familiarity with the diverse micro, meso, and macro systems within the
community that are involved in the care of children, adolescents, and their families
vi. Demonstrate the ability to effectively interface with integrated health care professional
and collateral sources, enlisting a multidisciplinary approach to the treatment of
vii. Demonstrate ability to effectively consult with school-based professionals, for
example school counselors, psychologists, social workers, teachers, and school-based
mental health professionals.
viii. Implement parent education programs and family therapy when indicated.
ix. Implement operant conditioning procedures when appropriate, including behavioral
modification and token economy programs.
x. Demonstrate ability to deliver effective psychoeducation to children, adolescents, and
families that is matched to developmental level, heeding adaptations designed for
adolescents and youth, specifically when available (for example, DBT, CBT, etc.)
xi. Demonstrate ability to form groups that are considerate of developmental level, such
as smaller sizes for younger children, and excluding younger children in adolescent
groups.
d. Academic, Vocational, and Career Development
i. Demonstrate the ability to assist children and adolescents with strategies (e.g., self-
efficacy, planning, organization, etc.) to improve academic performance that is
affected by clinical diagnoses and/or concerns, for example autism and spectrum
disorder difficulties, ADHD, etc.
e. Legal and Ethical Considerations
i. Navigate the unique legal challenges related to counseling children, such as age of
consent and assent, confidentiality, competence, parental involvement, guardianship,
and state laws related to the reporting of child abuse/neglect.
H. Aging and Older Adults Standards and Competencies

Older adults, those aged 60 or above, make important contributions to society as family members,
volunteers and as active participants in the workforce. While most have good mental health, many
older adults are at risk of developing mental disorders, neurological disorders, or substance use
problems as well as other health conditions such as diabetes, hearing loss, and osteoarthritis, to name
but a few illnesses that may present in older persons. Furthermore, as people age, they are more likely
to experience several conditions at the same time.
The key components to successful aging include physical health, mental activity, social engagement,
productivity and life satisfaction. When any one of these components are compromised, it can have a
negative impact on quality of life. MHC’s must understand and address the interaction of these
components when working with aging adults.
In addition, older adults are more likely to experience events such as bereavement, a reduction in
one’s socioeconomic status with retirement, or a disabling condition. All of these factors can result in
isolation, loss of independence, loneliness and psychological distress in older adults.
Mental health problems can be under-identified by health care professionals and older adults
themselves, and the stigma surrounding mental illness can make older adults reluctant to seek help.
Substance use problems among the elderly can also be overlooked or misdiagnosed.
34
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1. Knowledge
LCMHCs in this area of specialization should demonstrate knowledge of the following physical
and mental health subject areas specific to working with older adults:
a. Understand life span developmental theories relating to older adults.
b. Understand social processes, including topics such as the cultural context of relationships,
social engagement and support, leisure and recreation, isolation, productivity (i.e., retirement,
loss of identity), sexuality, intimacy, caregiving, self-care, stress relief, abuse and neglect,
victimization, and loss and grief.
c. Understand skills necessary to cope with the emotional and physical challenges associated
with the aging process, including how society responds to older adults.
d. Appreciate psychological aspects of aging, including topics related to the meaning and end of
human life according to various religious and cultural viewpoints in relation to topics such as
the quality and sacredness of life, end-of-life moral issues, grief and mourning, satisfaction
and regret, suicide, and perspectives on life after death.
e. Recognize and have knowledge of the incidence of suicide among older persons, including
warnings signs, risk factors, protective factors, acute vs. chronic risk, the ability to formulate
the level of suicidal risk (none, low, moderate, high) using qualified assessment techniques,
and managing risk.
f. Appreciate cultural and ethnic differences among older adults, including culturally relevant
strategies to promote resilience and wellness in older adults.
g. Understand the integration and adjustment of life transitions that occur as part of normal
aging (i.e., functional mobility, family constellation, housing, health care, level of care etc.).
h. Recognize the comorbidity of aging-related and health-related vulnerabilities and strengths.
i. Recognize the interplay between general medical conditions and mental health, including an
understanding of common medications, side effects, drug interactions, and presentation.
j. Understand drug use and misuse among older adults.
2. Skills
a. Demonstrate the ability to assess the various presentations of mental health disorders (e.g.,
mood disorders and cognitive and thought disorders, etc.) in older adults and their impact
on functional status, morbidity, and mortality.
b. Demonstrate the ability to communicate respectfully and effectively with older adults and
their families, accommodating for hearing, visual, and cognitive deficits.
c. Demonstrate the ability to communicate respectfully with older adults and their families,
recognizing all multicultural considerations unique to older adults, particularly generational
values and age-related abilities.
d. Demonstrate the ability to navigate and address issues associated with the emotional and
physical challenges of the aging process, including how society responds to older adults
using appropriate counseling strategies.
e. Demonstrate an ability to navigate the unique challenges related to confidentiality of patient
information, informed consent, competence, guardianship, advance directives, wills, and
elder abuse.
35
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f. Demonstrate the ability to plan treatment, including a biopsychosocial conceptualization of
predisposing, precipitating, and protective factors, mental status evaluation, diagnosis, and
mental health assessment as it pertains to older adults.
g. Demonstrate familiarity with the diverse systems of care for patients and their families, and
how to use and integrate these resources into a comprehensive treatment plan.
h. Demonstrate the ability to effectively interface with integrated health care professional and
collateral sources, enlisting a multidisciplinary approach to the treatment of older adults.
AMHCA Standards for the Practice of Clinical Mental Health Counseling is continually reviewed and
updated as appropriate. This unabridged version of the latest AMHCA Standards is also
downloadable at no cost from www.amhca.org/publications/standards.
36
American Mental Health Counselors Association
107 S. West St., Suite 779
Alexandria, VA 22314
info@amhca.org
703-548-6002
www.amhca.org

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AMHCA Standards for the Practice of

Clinical Mental Health Counseling

II. Educational and Pre-Degree Clinical Training Standards

III. Faculty and Supervisor Standards

IV. Clinical Practice Standards

V. Recommend AMHCA Training

B. Standards of Practice and Research

CACREP-accredited clinical mental health counseling program—based on 2009 standards (endorsed

C. Specialized Clinical Mental Health Counseling Training:

D. Pre-Degree Clinical Mental Health Counseling Field Work Guidelines

III. Faculty and Supervisor Standards

IV. Clinical Practice Standards

B. Peer Review and Supervision

D. Legal and Ethical Issues

V. Recommended AMHCA Training

A. Biological Bases of Behavior

B. Specialized Clinical Assessment

D. Substance Use Disorders and Co-occurring Disorders

Additionally, LCMHCs should become familiar with “abstinence-focused” and “harm

E. Technology Supported Counseling and Communications (TSCC)

F. Integrated Behavioral Health Care Counseling

G. Child and Adolescent Standards and Competencies

H. Aging and Older Adults Standards and Competencies

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