Examining Artificial Intelligence Policies in Counsellor Education

Abstract

ABSTRACT Aims This study investigated counsellor education Council for Accreditation of Counseling and Related Educational Programs (CACREP) programs generative artificial intelligence (AI) policies in doctoral‐level counselor education programs. We aimed to contribute to emerging research on the use of generative AI within counselor education. Methods A content analysis of the policies was conducted along with a linguistic analysis of the policies to determine the authenticity, tone, and analytical nature of the University, and program policies. Results A content analysis of generative artificial intelligence usage policies within doctoral counselor education programs indicated that only five programs had program‐specific generative artificial intelligence policies. Most programs utilized University policies or usage guidance. Conclusion Suggestions for practice include providing definitional clarity of the different types of AI to reduce potential frustration for learners. Further, programs should consider developing a program‐specific policy since the counseling profession requires a high level of ethical responsibility to best serve clients.

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