Issues in Gatekeeping

Abstract

This paper discusses specific gatekeeping issues facing social work educators, both university- and agency-based, and uses case analysis to explain how one undergraduate program handled these issues. The cases highlight procedures used in the gatekeeping process and reflect the difficulty of gatekeeping including many problems that can arise in any educational setting. Focusing on case examples may help educators develop and further refine approaches and strategies for gatekeeping in order to guard the gate to the social work profession.

Professional Suitability for Social Work Practice

“…Social work practitioners and educators face multiple issues including dilemmas related to the dual roles of educator and social worker (Coleman, Collins, & Aikins, 1995;Collins, Coleman, & Miller, 2002;Moore, Dietz, & Jenkins, 1998;Tam & Kwok, 2007b;Younes, 1998), an absence of a working agreement on professional suitability (Gibbs & Blakely, 2000;Gray, 2005;Wahlberg & Lommen, 1990), and fear of litigation (Cole & Lewis, 2000;Madden, 2000;Madden & Cobb, 2000;Redmond & Bright, 2007).…”

Gate‐keeping for professional social work practice

“…Issues commonly identified include: difficulty with incorporating theory into practice, the wounded helper phenomena, extreme narcissism, and clear violations of the Code of Ethics (Moore et al, 1998). As evident as the uncertainty about definitions is, there is still a lack of conviction among many that educators can, or should, act on their concerns.…”

“…The literature is clear that social work programs have the responsibility of guarding the gates of the profession (Cobb & Jordan, 1989;Moore & Urwin, 1990;Moore et al, 1998;Ryan et al, 1997). Some suggest that suitability should be assessed at the time of admission (Miller & Koerin, 1998;Ryan et al, 1997); others emphasize the process of counseling out (Gibbs, 1994).…”

“…Some suggest that suitability should be assessed at the time of admission (Miller & Koerin, 1998;Ryan et al, 1997); others emphasize the process of counseling out (Gibbs, 1994). Some emphasize the role and responsibility of the field supervisor, since characteristics which make a student unsuitable are often more evident in the field than in the classroom (Moore et al, 1998), while others warn of the danger in shifting responsibility from the faculty to the field (Gibbs, 1994).…”

Validation Study of a Gatekeeping Attitude Index for Social Work Education

“…Most social work programs use a range of assessment and screening mechanisms, such as grade point average, letters of reference, statement of intent, interviews, examinations, and successful completion both of core and selective courses, and requisite practicum hours (Kropf, 2000). However, the literature has identified several issues that may interfere with individuals being able to fulfill their gatekeeping function (Moore, Dietz, & Jenkins, 1998;Tam, 2003).…”