Problems of Professional Competence Among Counselor Trainees: Programmatic Issues and Guidelines

Abstract

Counselor education programs have a responsibility to ensure that individuals are competently trained, demonstrate understanding of ethical guidelines, and are free of observable psychological issues that may affect their ability to provide adequate counseling services. Counselor trainees who do not reach or maintain these professional standards may exhibit problems of professional competence (PPC). This position paper provides a review of the issues related to PPC among counselor trainees. It offers guidelines to counselor education programs for developing PPC policies and procedures. Future directions for research and training practice are discussed.

A Decision‐Making Model for Addressing Problematic Behaviors in Counseling Students

“…In determining potential courses of action (Step 3) for gatekeeping and remediation, counselor educators have a growing collection of literature to help guide them (e.g., Foster & McAdams, ; Hutchens, Block, & Young, ; Kress & Protivnak, ; McAdams, Foster, & Ward, ; Rust et al, ). Generating specific courses of action is outside the scope of this article.…”

“…A review of the literature reveals that there remains a lack of consensus regarding terms. Although some authors prefer the term problems of professional competence (e.g., Rust, Raskin, & Hill, 2013), there is concern (Gizara & Forrest, 2004) this implies that the student would be able to achieve competence. Influenced by the definition of problematic from Rosenberg, Getzelman, Arcinue, and Oren (2005), Kress and Protivnak (2009) defined problematic behaviors as "student behaviors that have interfered with academic or counseling function and require remediation" (p. 156).…”

Students' Perspectives on Gatekeeping in Counselor Education: A Case Study

“…Counselor educators and supervisors fulfill a myriad of roles, including the ethical responsibility as gatekeepers to the counseling profession (American Counseling Association [ACA], ; Counselor for Accreditation of Counseling and Related Educational Programs [CACREP], ). To protect clients from future harm is an essential function of counselor educators (Brear & Dorrian, ; Rust, Raskin, & Hill, ). Although numerous terms have been used to describe students of concern (e.g., impaired, unsuitable, unqualified, incompetent), Elman and Forrest () proposed the use of student first language that focuses on problems related to professional competence.…”

A Content Analysis of Problematic Behavior in Counselor Education Programs

“… Counselor education programs are obligated by accreditation standards and professional codes of ethics to identify counselors‐in‐training whose academic, clinical, and personal performance indicate problematic behavior that would potentially prevent them from entering the profession (McAdams, Foster, & Ward, 2007; Rust, Raskin, & Hill, 2013). Despite these obligations, there are no systematic criteria by which to address problematic behavior.…”

“…Counseling literature is replete with writings that underscore the issues related to problematic behavior and the importance of assessment of counselors‐in‐training (e.g., Evans, Carney, Shannon, & Strohl, 2012; Huprich & Rudd, 2004; Rust, Raskin, & Hill, 2013). The ACA Code of Ethics (American Counseling Association [ACA], 2005) underscores the responsibilities counselor educators have to monitor trainee performance (Standard F.1.a.…”