What Do These Two Words Business Schools Mean to You Your Definition May Be Changing

Many recent graduates of business schools at the community college straight may never have dreamt as a child about one day getting a business diploma. There is an explanation for what at first glance seems jibing a strange phenomenon.

The curricula in business programs at community colleges have extended in recent dotage to reflect new realities, including the emergence of emergency planning and web design as distinct professions requiring specialized training. New graduates of function planning courses and web design courses may not have grown up dreaming of taking such classes, because when they were born, such classes did not yet exist, or, at least, not on the widespread level that they do now.

So whereas we may traditionally associate business programs with accounting, management and secretarial students, the new face of these schools is much more diverse. It now regularly extends to include students of event planning courses and of web design courses. Read on to learn a little bit more about these two fields of interest.

Event planning courses

In the not - so - distant past, events such as weddings were organized by friends and family members, or, in some cases, servants. Today, event planning, like so many other tasks of modern living, is just as likely to be outsourced to professionals with a network of florists, musicians, venues, etc., already firmly in place. Increasingly, there is a demand for graduates of event planning courses to plan such events as:

- academic conferences

- corporate meetings

- fundraisers

- online meetings

- birthday parties ( for kids and adults alike )

- bridal showers

Students may benefit from their placement in the business program of community colleges, because it enables them to foster their professional network with potential suppliers and clients while they are still in school.

Some courses even task their students with planning a party for their business school ' s other students, giving them much needed hands - on experience.

Web design courses

In the not - so - distant past, there was no Internet and therefore no need for web design courses, which are now a staple at schools at the community college level around the world.

Today, web design courses prepare the designers of tomorrow for the technical and professional demands of their jobs.

As with event planning students, students of web design courses can use their time at college to build their professional networks, making it easier for them to find employment after graduation. Also, some web design courses task their students with designing web sites for their business school ' s other programs.

If you are interested in enrolling in event planning or web design courses, contact the business schools in your area.

What Are Charter Schools Choices in Education

Choices in Education

Parents want the best of everything for his or her kids, but when it comes to education, sometimes it is oppressive to know how to make that happen. Private school? Public school? Charter school? What is the difference and which can furnish the most effective chance for our personal children, as well as for the strength of our economy and our country.

Public School

Though it appears a accustomed that a sturdy public education system is part of the American way, it wasn ' t until 1918 that all American kids were required to emerge at aboriginal elementary school. Abbot to that, and despite the detail that Thomas Jefferson had argued that the newly independent nation required an academic system, suggesting that impost dollars be used to fund it, the consideration for a public school system wasn ' t realized for partly a century.

As public schooling, and of course taxation for education, proliferated, noticeable questions arose. What IS the government ' s role in educating the crowd? Who is to redeem the education funded by the public? How is quality to be measured and ensured?

Private School

Matching in its early stages, public schooling was only available to those that could maintain it. A sort of hybrid of public and private, schools were open solely to landowners who could pament for their kids to arise. Considered public faculties seeing they were government dash, not religious establishments, they still excluded those that were too broke.

Private school applies to thing from a personal instructor industrious to teach youngsters in their cubbyhole, to a variety of institutions with their own curriculums. The colloquial twist is that parents figure for the school, recompense tuition, and carry forward by its rules and regulations. Ofttimes those rules have school uniforms and compliance to other codes of conduct. Students may be expelled for violations.

Since problems of social inequality arise with Private schools and education of only the rich, a solution of vouchers, paid by the government to assist poorer families to pay private tuition, has been offered. Some may find it surprising that some of the concepts debated today have extremely early foundations. School choice, or the concept of vouchers to assist in obtaining private school attendance, was introduced as early as 1778, by Adam Smith, who proposed that the government give parents money to get teachers for their kids, as a result of parents are in the most effective position to judge their own children ' s needs. In 1798, Thomas Paine agreed with Smith, advocating money for poor families to educate their kids. These founders might not have known it, but they were the genesis of the voucher movement.

But, there are a number of objections to the voucher program. The primary complaint is the very fact that several private schools are also religious establishments, and by an interpretation of the separation of church and state, government vouchers to attend those religious schools would be tantamount to the government funding that faith. As early as 1875, President Ulysses S. Grant promised that " Encourage free schools and resolve that not one dollar of the cash appropriated to their support shall be appropriated to the support of any sectarian school; that neither the state or nation, not both combined, shall support institutions of learning other than those sufficient to afford to each child within the land the chance of a good common - school education, unmixed with sectarian, pagan, or atheistic dogma. " In 1970 & 1971, respectively, vouchers were both approved and ruled by the Supreme Court to be unconstitutional if used for religious schools. Several states currently have voucher programs, whereas as early as 2000, voters in California and Michigan rejected voucher initiatives at the polls. Mired in controversy, vouchers are clearly not THE answer parents are trying for.

Charter School

While several individuals think that Charters are Private schools, they are, after all Public Schools. Throughout the 70 ' s, innovative district schools were founded in Chicago, New York, Philadelphia, Minneapolis and St. Paul. These faculties rejected the notion that " one size fits all " and sought to form distinctive schools that give choices to parents and students. In the Nineteen Eighties, Minnesota allowed public funds and looser administrative requirements for brand new schools, laying groundwork for the first official Charter School legislation in 1991.

" Charter Schools are distinct legal entities. They ' re public schools that are financed by public funds but are governed by their own specific charter and not by the regular public school rules. State Legislatures enact charter school enabling legislation and determine the framework for charter approval. New schools may be created or converted from existing public schools under the direction of educators, parents, community members or private concerns. "

Charter schools are, thus, not an indictment on public schools, but really a natural outgrowth of the public school system. It ' s not a question of charter school vs. public school - they are two sides of the same coin. Charter schools supply parents options and choice among the framework of the system. They ' re public schools that operate under the same testing requirements, are funded publicly, and have open and equal, tuition - free enrollment, just like a neighborhood public school.

The distinction is that every charter school has its own mission, or " charter " within the community it serves. This charter, approved by the government, is custom fit to fulfill the requirements of a specific student population or offer a unique academic philosophy, approach, or curriculum not obtainable elsewhere. So, for a child who is not succeeding in the classroom because she or he has an unconventional learning style, there is likely a charter school option. Or alternately, a child that is succeeding, but is not being challenged enough might find a charter school better suits her needs. These are some of the charter school benefits - choice, customization, parent involvement, smaller class sizes, innovation, accountability based on performance and market forces. Many parents who might have had a bad experience with an educator at a public school openly embrace the charter school ' s ability to hire and fire without Union ramifications and District regulations, but based on performance alone. However, the flip side of that coin ends up in insecurity for teachers, potential for favoritism, and with loose administrative requirements to encourage innovation, it can sometimes mean lack of educational background informing decision making. Other criticisms include waiting lists that limit the claim of " choice " to attend, the push towards innovation leads instead to creation of laboratories for curriculum that risks kids in its testing, and lack of oversight for quality - relying instead on market forces to determine quality, i. e. ' if the school is not great, they won ' t be able to maintain attendance. ' Finally, the diversion of public funds from public schools has many teachers unions angry as the charter movement gains momentum. The funds determined for a child move with that child to their charter. If, however, the child decides part way through the year, to return to public school, the funds do not travel back. The public school must carry the burden of the student.

What Makes School Life Interesting to Students

Children are one of the most dazzling creations of the Great Creator called Demigod. It is vocal that kids are the image of Deity. What makes those creatures special is cipher but their innocence. It is unvaried the most affectionate moment for a colossal when nymphet first holds her child into her arms.

Though we think that the child acquires knowledge about things after coming to this earth one, but it is not like that. We take birth with some scattered innate ideas and gradually we fashion the dexterity to arrange those ideas into a proper sequence.

As every human being is different, therefore they carry different mind sets as well and this is true about kids also. Our relation with parents and the environment in our home influence our thought structure and personality. A child born in a family of poets and literary persons may love to read books, whereas a child born in farmer ' s family may develop an interest for crops. Though it ' s very true that there is no guarantee that a doctor ' s son would become a doctor or a politician ' s daughter would become a politician only, but even then family environment influences us lot. It is observed that most of the children love to go to schools. But as every child develops different kind of interests, so no one can answer what makes the school life interesting to the students. A child may love to go to school because he has his friends there or because he loves to attend the lectures of a particular teacher or he also may find interest because he develops a curiosity about a particular subject and so on. Even after all these things, the school environment plays a significant role in making school life interesting. And it is also important to generate interest among the students about the school and the classes.

Modern day educationists and teachers give special emphasis on making education a creative process. If a student couldn ' t find interest in studies, he couldn ' t accept that whole heartedly. There are some schools in Surat, schools in Mysore and schools in Indore that set an example by introducing modern facilities to the school education system. It has been observed that after the introduction of modern facilities to these schools, the number of school goers have increased. So it can be said that the schools basically generate interests among the kids to go to schools and take learning as a delightful process of acquiring knowledge.

The writer of this article is a school advisor in OnlineSchoolAdmissions and provides free of cost consultancy to parents on school admissions. Parents can look for schools directory list on the site from where they can search for schools in Surat or schools in Indore where they can admit their child. They can also search for schools in Mysore as per their choice and can fill up school ' s application forms online.

What Is The Importance Of Wearing School Uniforms

School uniforms have terribly remained a highly unconfirmed topic among parents, students and educators. The significance of implementation of clothing code in schools has been brought below detector time and also. There are many convincing pros and cons for school uniforms. The basic premise unpunctual school uniform is that it creates equality amongst students and helps to deter conflict.

Ultimately, school uniform serves the plan of being a disciplinary tool. It accurately reflects schools discipline standard and represents in what school a student goes. No school can function effectively irretrievable a disciplined student body and uniform plays a cardinal role in achieving so. A school may produce excellent result academically but slovenly dressed students leave not so effective impression on others. While, neatly dressed uniformed children undoubtedly suggest that the school is good.

Positive effects of school uniform

Wearing school uniform has many positive effects in a childs life from promoting discipline to inculcating feelings of belongingness; uniforms aids in the development of a child. It further mushrooms the feeling of unity among students in the school.

A school uniform also saves students from putting their fashion tastes before their learning. Also, it takes the pressure off the children to look fashionable along with other students.

Uniform symbolizes equality and serves as a great leveler making every child look equal. Use of uniforms in schools ensures less competition and less distractions. Uniform gives children a common identity and a sense of belongingness.

For safety reasons also uniforms are good. It makes it easier for educators to identify their students who are dressed alike and keeps students safe from outsiders. Identifying potential threat from interlopers becomes easier.

School Uniforms in Indian schools

Schools uniforms are almost universal in India, from primary to higher - secondary level. School boys generally adorn light - colored shirt and dark long trousers and girls wear shirt and skirt. Some schools employ Salwar Kameez for girls.

One of the popular schools Presidium senior secondary school strongly believes in the concept of school uniform and realizes its importance. Thats why they have provided students with comfy uniforms which all students love to wear. In order to add little colour and vivacity to their daily uniform routine, they have kept one day of the week for club uniforms. Presidium senior secondary school has six clubs namely Legends, Supremes, Elites, Leaders, Victors and Maestros; and each of these club has dedicated uniforms in white, black, yellow, blue and green color. Children thoroughly enjoy and love adorning their club uniforms. It provides them much better attitude at school and makes them look trendy as well.

What is an Alternative School

Alternative schools have been accepted since about the behind 1970s to just the needs of children and adolescents who cannot learn effectively in a prevalent school environment ( i. e., conventional public or private schools ) due to behavioral issues, certain medical conditions, learning challenges, and or psychological issues.

In general, alternative schools have more imperforate educational and developmental objectives than standard schools. They repeatedly have program fundamentals that focal point on essential student self - esteem, fostering fleshing out of individuality, and enhancing social skills. Alternative schools are more flexible in their administration and whole, which allows for more variety in educational programs.

Once available primarily for disruptive students and those at risk for dropping out of a general school environment, alternative schools have expanded significantly in view as educators, parents, and deeper communities know that legion adolescents may not learn successfully in a regular school environment. For children and adolescents with behavioral and psychological issues, selfsame as depression, personality disorders, substance use and bully, and assault, alternative schools may render a safer therapeutic environment and more individualized attention than standard schools.

For children and adolescents with certain medical conditions and learning challenges allying as attention lack hyperactivity disorder ( ADHD ), Asperger ' s syndrome, and dyslexia, alternative schools may fit out combined clinical and education services in one place to ease learning. Alternative school structure and curriculum varies depending on the educational goals and appropriate student population. Alternative schools may not be accessible or available locally and may miss further daily seafaring or residential boarding by the student. Repeatedly, local alternatives to public schools do not hurting for a publication tuition, allotment private schools do depend upon parents to stipend a rag tuition for student attendance. A figure of different types of alternative schools ensue, including the following:

oemotional flowering boarding schools

oindependent private schools

olocal alternatives to public schools, for example, at - risk programs, charter schools, magnetite schools,

ospecial - needs lastingness schools

otherapeutic wilderness programs

For parents who long a local alternative to regular public and private schools, several charter and electromagnet schools may be available, especially in urban areas. Charter schools are independent, publicly funded schools dash by foundations, parents or teachers that are oftentimes formed to appropriate local community needs as an alternative to public schools. Charter schools may have a important center, jibing as music or technical skills. As of 2004, virtual charter schools have been formed that offer all courses via the Internet or other distance learning methods for students who need to remain at home or whose parents urge them to remain at home. Magnetite schools are public schools that offer specialized programs designed to haul students wishing to add to particular skills. Lodestone schools were originally formed in the 1960s and 1970s to promote distinct racial desegregation in urban school districts. Electromagnet schools usually hype themselves as " centers of excellence " in a certain area, conforming as performing arts, mathematics or science.

Both charter and lodestone schools oftentimes have smaller classes and heavier extracurricular offerings.

For children and adolescents identified as " at - risk " by the public school district, alternative programs may be available.

Much, at - risk alternative programs are offered at a certain where within the public school district or at a locality that is accessible to and serves manifold public schools ( e. g., a rule - wide program ).

At - risk students oftentimes have undergone school psychological and behavioral evaluations that ascertain them as requiring specialized attention not available in the orderly school environment.

Suitable programs may include emotionally disturbed, oppositional, and disruptive students and offer smaller classes, specially trained staff, and closer supervision. Some programs may be dedicated to serving a particular group of at - risk students, such as pregnant teens and teen mothers.

Researchers have estimated that more than 280, 000 at - risk students in the United States are in alternative programs offered by school districts or private boarding schools. Special - needs day schools focus on special education programs to meet the needs of children and adolescents with learning disabilities and learning challenges. Students with severe ADHD, moderate - to - severe physical or behavioral obstacles, and other specialized educational needs receive customized instruction with individualized lesson plans, special counseling, adaptive physical education, speech therapy, and other supportive services to ensure that they can learn despite educational barriers caused by a medical condition or learning disability. Independent private schools are privately funded schools controlled by an individual or non - government organization. Private schools may be day schools or boarding schools.

Private schools require that parents pay tuition and usually have a competitive admissions process requiring students to complete an application and interview. Private schools usually emphasize academic and / or athletic achievement, and student acceptance is based on academic and athletic potential, as well as enthusiasm for being active in school community life. Private schools have smaller classes, a more structured learning environment, a variety of extracurricular activities, and individualized opportunities for developing student creativity and intellect. Therapeutic wilderness programs involve group and individual therapy in an outdoor adventure setting. More and more are now including some academics as parents have their students in these programs all throughout the year and not just in the summer months.

These programs generally run for six to eight weeks. Therapeutic wilderness programs use the outdoors to rapidly influence adolescents with at - risk behaviors through emotional and physical challenges that help them understand unhealthy behaviors and gain a more positive sense of self and responsibility.

Group therapy employed in a wilderness setting helps adolescents learn how to successfully interact with peers. Therapeutic wilderness programs are appropriate for adolescents who have exhibited extreme defiance; who have a history of running away, poor school performance ( failing ), sexual promiscuity, substance abuse and violence. Therapeutic wilderness programs often serve as a transition to long - term therapeutic placement in an emotional growth boarding school or residential treatment center depending on the needs of the adolescent. Emotional growth boarding schools integrate therapeutic programs with academics to provide for students whose behavioral, emotional, and psychological issues prevent them from learning effectively in a traditional school environment. Therapeutic components of these schools include daily and weekly group and individual therapy, highly structured learning and living environments, experiential learning, and individualized academic programming. Because the root of many behavioral and emotional challenges is low self - esteem and a negative perception of self, emotional growth programs focus on assisting students permanently change negative self - perceptions, discovering and healing emotional trauma, and identifying and changing negative behaviors. Emotional growth boarding schools usually offer rolling admission; that is, students are accepted year - round and academics are available year - round. This type of operation helps parents whose adolescent needs emergency placement.

Candidates for emotional growth boarding schools are enrolled from therapeutic wilderness programs or undergo educational and psychological testing to determine their academic and therapeutic needs.

Poor academic performance, a symptom of many emotional problems, is expected, and trained counselors, staff, and teachers provide support to improve student performance. While emotional growth boarding schools use different therapeutic models, depending on the school, most programs do use some sort of incentive - based learning and therapy, wilderness therapy, and intensive counseling to improve student decision - making, interpersonal skills, academic performance, and emotional coping skills.

These schools also use the arts, sports, and interaction with animals, such as equine therapy.

Parents considering alternative schools need to thoroughly investigate the school ' s available curriculum, credentials, staff training, student support services, and student population to make sure that the needs of their adolescent will be met and that long term results are the goal, and not a " quick - fix ". There are a number of wilderness programs available for different types of students. Not all have a therapeutic component. In addition, some wilderness programs employ " boot camp " methods that may be unsafe for children and adolescents. A therapeutic wilderness program needs to have certified and / or trained wilderness counselors and medical support services, as well as provide training in wilderness skills for participants. Making the decision to place an adolescent in an alternative school is difficult and involves a number of factors. For independent private schools and schools that focus on a specific skill or talent, interviews and applications may be necessary, and advanced students and students with special talents have to complete an often - rigorous application process. Parents and students need to be prepared to visit all schools under consideration and participate in interviews with school staff as well as visit the campus and speak wit other current students. For adolescents with special medical needs, clinical care may need to be coordinated with current physicians and clinical staff at the new alternative school.

Parents and students need to be prepared to undergo additional educational and medical testing to determine the student ' s needs for individualized lesson plans. Schools that accept at - risk children and adolescents require educational and psychological testing, as well as references or recommendations from a professional ( usually an educational consultant, psychologist, psychiatrist, or therapist ).

In some situations where the child or adolescent is a danger to himself / herself and / or others, emergency transport services to the therapeutic school are available; specially trained individuals escort the student from their home to the school, even via air travel, to ensure the adolescent ' s safety.

Parents of at - risk children and adolescents need to be prepared emotionally to handle such situations and also to participate in regular family therapy sessions during the alternative program. Public schools are obligated to provide access to a free and safe education for students, and when their curriculum and support services cannot handle the needs of a particular student, the public school may also be obligated to financially support the student in an alternative school that can better address the student ' s needs.

To prepare for obtaining such financial support, parents of adolescents whose needs are not being met in the public school need to request an official evaluation by a school psychologist and the formulation of an individualized education plan ( IEP ), which needs to detail how the public school will meet the adolescent ' s needs. Having an independent psychologist or psychiatrist complete testing as well can provide a second opinion. When the IEP does not address the adolescent ' s challenges and problems, parents may request that the school pay for an alternative school program. A child rights advocate, educational consultant and / or attorney specializing in educational issues may help guide parents through this process.

Students graduating or transferring from alternative schools may continue to require special support, such as counseling, group therapy, in - home support services, or medical care. Support and encouragement from family members is important. Choosing an alternative school is difficult, particularly for parents of at - risk children and adolescents. Parents who feel that their local school district is not adequately addressing the educational needs of their adolescent need to consider an alternative school. Reasons for choosing an alternative school vary, depending on the adolescent, who may:

obe an underachiever or failing and require more individualized attention

obe exhibiting behaviors such as acting out, inappropriate sexual activity, oppositional defiance and / or substance abuse

obe unusually gifted or motivated

ohave a special talent or interest, such as music or science, that cannot be further developed in the present school

ohave been diagnosed with emotional and / or psychological problems that require a more structured therapeutic environment

ohave engaged in petty criminal behaviors and is becoming more self - destructive

ohave special needs due to a learning disability or medical condition

An educational consultant can help parents choose an alternative school. Educational consultants usually have visited many of the programs and schools they recommend and will consider the student ' s educational needs, psychological evaluations and other test results to determine the alternative school that will best meet their needs. An attorney specializing in educational issues may help parents obtain financial support for alternative therapeutic programs from the public school when this may appear to be an option.

Educational loans are also available. There is a growing demand for independent school financing which provides assistance for families and their students. These loans assist with private lending for parents or sponsors to cover the cost of a student ' s K - 12 educations.

Adolescents and at - risk children involved in an emotional growth school require significant involvement and support from family members, since many behavioral and psychological issues are rooted in family dynamics and history ( e. g., adoptions, bitter divorce ). Hence, parents may need to make significant changes in their family lifestyle to support their adolescent. Joining a parent support group or receiving parent coaching may help and most emotional growth schools have parent networks. Alternative schools for adolescents and at - risk children may seem too structured and too rigorous with regard to emotional therapy for some parents. However, outcome research for these types of schools has shown a high success rate; more than 85 percent of students completing such programs have improved family and peer relationships, attend a college or find a job, and remain free from substance use.

What Adult Education Students Need To Succeed

The demand for adult education is growing, with 39 million American adults wayward a high school diploma. Artistic GED experts at the GED Academy have identified four crucial elements to success for adult education students.

As the symbol of adult Americans without a high school degree nears 40 million, adult education is becoming a critical belief in the United States. GED education programs are sponsored by communities, non - profit organizations, and school districts across the country. Teaching undereducated adults is exceptionally no picnic. Most adults who didn ' t graduate high school never learned good study habits, never felt motivated to learn and never did well in a traditional classroom environment.

Research shows that most adults with a low level of education are encumbered with strapped self - esteem, frustration, emotions of helplessness, and dependency on others. It ' s particularly important for adult learners to succeed in their experiences with the GED. Success at this stage shows students that it ' s possible to succeed. The GED Academy identifies four crucial factors for success for adult learners.

1. The learner must be able to set the pace.

Adult learners begin their GED preparation at various stages. They have gaps in their education that are difficult to predict and unique for each individual. Students should be able to skip materials they ' re familiar with and review new material as many times as needed. Adult education must be customized to students ' needs. Spending hours on material that adults already know destroys motivation, and going too quickly over unknown material leads to frustration.

2. Interest, not content, drives learning.

Students who never succeeded in school don ' t find classroom materials inherently interesting. Innovative adult education programs like the GED Academy prep program use storytelling techniques, among others, to capture learners ' interest. The lessons follow a virtual GED classroom, peopled with characters that include a class clown, a single mother, and an ex - convict. Following the story of virtual students ' lives creates interest and motivation, and it helps answer the question: how is this information important to me?

3. The learner needs immediate feedback.

Immediate feedback on adult learners ' progress creates a sense of accomplishment, since students can see their incremental improvement. It also shows students when they need to repeat material. Many adult education students can ' t assess their own learning. Immediate feedback helps build self - awareness of the learning process.

4. Success is the great motivator.

Every part of the learning experience is an opportunity for success. Students who have experienced failure and frustration need to recognize each little success along the way. Through a combination of storytelling, humor, exposing the learning processes of fellow students, and providing immediate feedback, learning programs like the GED Academy prep program attempt to build a foundation of success for learners. Whatever methodology you ' re using, give students a flexible study plan tailored to their needs, keep them interested, and give them immediate feedback. Really, these are the keys to the fourth element: success. Make sure they see their successes.

What Does It Mean To Be An Addiction Counselor

What Does an Addiction Counselor Do?

Two types of counselors deal with addictions: mental health counselors and substance maltreat counselors. Mental health counselors much help tribe or groups with a too many variation of issues including depression, stress, and sometimes addiction or substance maul.

Substance injure counselors spotlight their entire practice on people with addictions. Their clients may have problems with drugs, alcohol, gambling, or regular eating disorders. A lot of times they sway accumulation sessions for addicts or their families, or fall programs fanatic to preventing addictions.

Longitude Do Addiction Counselors Work?

A wide collection of facilities engage addiction counselors. Those that enrol the most include:

Outpatient Care Centers

Residential Mental Retardation, Mental Health and Substance Bully Facilities

Select and Family Services

General Medical and Surgical Hospitals

Other industries enrol far fewer professionals, but offer higher salaries:

Insurance Carriers

Elementary and Secondary Schools

Specialty Hospitals ( except Psychiatric and Substance Abuse Hospitals )

Colleges, Universities, and Professional Schools

Local government is the one industry that makes the top 5 list in both categories.

Working hours can also vary widely depending on where you work. Some counselors work evening and weekend hours to accommodate people with full - time jobs, others may work more traditional hours.

How Do You Become an Addiction Counselor?

Both education and licensing requirements vary by state, especially if you want to become a substance abuse counselor. In most states, a different agency or board governs them than the one that governs all other counselors. For instance, substance abuse counselors may only need a high school diploma plus counselor certification. By contrast, other counselors need a master ' s degree, up to 2 - years of supervised clinical experience, and a passing score on a state - recognized exam to obtain a license.

In any counseling field, you can choose to take an exam to receive national certification through the National Board for Certified Counselors ( NBCC ). It ' s not mandatory, but it does indicate to employers a certain level of proficiency.

The Association for Addiction Professionals ( NAADAC ) offers several other optional certifications specifically for addiction counselors. There are certificate programs focusing on drugs and alcohol, tobacco, and adolescent addictions. Finally, the Master Addiction Counselor certification is for those counselors who have a master ' s degree plus three years of supervised experience. Again, none of these are required for licensing but they can advance your career.

Job Prospects and Salaries for Addiction Counselors

While job prospects are excellent and growing rapidly, people don ' t enter this profession to make huge amounts of money. The median earnings for addiction counselors in 2006 were $34, 040, considerably lower than those of psychologists. Addiction counseling is an easier field to enter, however, with generally lower education requirements. Salaries are higher at the top employers, with mean annual wages at $42, 430 for local government and mean salaries over $49, 000 for those employed at elementary and secondary schools or with insurance carriers.

People who enter this profession can be proud of their work, helping individuals and loved ones deal with the difficulties of addictions and hopefully overcome them.