Prepracticum service-learning (PPSL) was investigated through a qualitative case study of a counselor education program. Participants were PPSL instructors, coordinators, and alumni of the selected program. As it relates to the counselor education program under study, this article illustrates perceived effects of PPSL on student counselors' overall development and comparisons of PPSL and practicum training. Implications for counselor education are addressed.
Counselors aim to promote the advancement of society. This aim is reflected in the American Counseling Association's (ACA) mission statement: "to enhance the quality of life in society by . . . using the profession and practice of counseling to promote respect for human dignity and diversity" (ACA, n.d., ACA Mission Statement, ΒΆ 1). ACA presidential themes of Social Action (Lee, 1998b) and Advocacy (Bradley, 1999) as well as scholarly writings (see Lee & Walz, 1998) further demonstrate counselors' commitment to society. However, despite calls for social involvement in counseling, some counselors remain uncomfortable adopting a socially active role (Sexton & Whiston, 1998). One concrete strategy that might help student counselors become socially active is service-learning. Kenny and Gallagher (2000) posited that service-learning, defined as an experiential learning strategy that blends academic learning and community service, can help prepare student counselors for social action as professionals. They stated that service-learning has several positive effects: it familiarizes student counselors with systemic factors that affect human development, affirms student counselors' commitment to social justice, and aids student counselors' understanding of the social problems facing community members.
Historically, service-learning has occurred in the United States at the undergraduate level. Ideally, service-learning joins community service and traditional classroom learning. In a seminal work, Bringle and Hatcher (1996) proposed a definition of service-learning:
A credit-bearing educational experience in which students participate in an organized service activity that meets identified community needs and reflect on the service activity in such a way as to gain further understanding of course content, a broader appreciation of the discipline, and an enhanced sense of civic responsibility. (p. 222) Bringle and Hatcher addressed service-learning's dual emphasis on educational and community goals. Moreover, with respect to edu-