본 연구는 학부 상담교육 인증기준을 개발하기 위하여 실시되었다. 이를 위해 상담교육인증의 모델을 설정하고 전문가 델파이 조사 방법을 활용하여 학부 상담교육 인증의 영역과 기준을 도출하는 과정을 진행하였다. 연구 참여자는 학부과정 상담(심리)학과 소속의 교수 22명이었다. 연구결과, 학부상담교육 인증의 모델은 최소기준인증형 모델이 선정되었으며, 인증영역으로는 학과운영, 교육과정, 학생, 교수, 교육환경, 교육성과 등 6개 영역이 선정되었다. 각 영역별로 2개에서 4개까지의 하위영역이 도출되었고, 각 하위영역별로 1개에서 8개까지의 인증기준이 개발되었다. 학과운영 영역은 비전목표, 운영체계, 교육과정 영역은 학습목표, 교과목운영, 실습운영, 학생영역은 학생선발, 학생지도, 학생지원, 학과적응 및 직업적응 프로그램, 교수 영역은 교수확보, 교수업적, 교수개발지원, 교육환경 영역은 행정체계, 재정지원, 교육시설, 행정 및 교육 보조인력, 교육성과영역은 교육성과평가, 졸업생진로이었다. 본 연구 결과를 토대로 상담교육 체계와 인증기준 활용에 대해 논의하였다.

This study was conducted to develop the undergraduate counselor education accreditation standards. It was set the model of counselor education accreditation for this purpose and it was conducted the process that lead to domains and standards of undergraduate counselor education accreditation standards through the expert delphi survey method. 22 study participants were belong to professor of the undergraduate counseling departments. As a result, A minimum standard accreditation model has been selected as the undergraduate counselor education accreditation standards. Accreditation domains were selected six area, including operating department, curriculum, students, faculty, learning environment, educational achievement. From two to four sub-domains were derived from each domain. Accreditation standards were developed from one to eight standards derived for the sub-domains. The domains of operating department are the vision objectives, operating systems, curriculum domains are learning objectives, course management, practice management, student domains are student selection, student guidance, student support, department and work adjustment programs, faculty domains are professor secure, professor achievement, professor of development assistance, environmental education domains are administrative systems, financial support, educational facilities, administrative and educational assistance personnel, educational achievement domains are the evaluation of education achievement, graduate careers. Based on the results of this study, counseling educational system and the utilization of accreditation standards were discussed.