The Role of Graduate Programs as Gatekeepers: A Model for Evaluating Student Counselor Competence

Abstract

Current literature indicates that in addition to academic ability, counselor educators must also assess students' personal characteristics and clinical skills. Given the increased awareness of the possible damage caused by counselors who do not possess the personal qualities and requisite skills, faculty may be expected to serve as gatekeepers for the profession. This article reviews the ethical and legal mandates relevant to developing and implementing a gatekeeping model. It presents a model endorsed, in principle, by the Texas Association of Counselor Educators that uses a behaviorally specific student evaluation instrument developed in accordance with competencies outlined in the American Counseling Association (1995) Code of Ethics and Standards of Practice.

Criteria of Nonacademic Characteristics Used to Evaluate and Retain Community Counseling Students

“…Within current counselor education programs, students are evaluated on numerous domains of nonacademic qualities, including professional responsibilities, maturity, and integrity (Lumadue & Duffey, 1999). Additional qualities evaluated include interpersonal sensitivity, freedom from unhealthy interpersonal dynamics, caring, positive regard, psychological-mindedness and the capacity for introspection, ability to express genuine empathy, a commitment to personal growth, and the ability to pursue counseling if needed (Bemak et al, 1999).…”

Gatekeeping in Family Science Programs

“…The macrosystem (e.g., values of the university, expectations of college graduates, goals of the family science profession) are aspects of the greater socio-cultural context that influence a student. Finally, a review of the gatekeeping literature and the evolution of gatekeeping practices within counseling, social work, and other helping professions (Bodner, 2012;Lafrance et al, 2004;Lumadue & Duffey, 1999;Vacha-Haase et al, 2004) suggest it is appropriate to consider gatekeeping processes within family science at this "time" (chronosystem). The family science field defined its Code of Ethics to "inspire and encourage family scientists to act ethically; provide ethical guidance in areas that family scientists may overlook; provide guidance in dealing with often complex ethical issues; and enhance the professional image and status of family scientists by increasing the level of professional consciousness" (NCFR, 1998;2012).…”

“…In mental health and social work graduate programs, the overarching goal of the gatekeeper's role is to protect future clients (Bodner, 2012;Lafrance et al, 2004;Lamb, Presser, Pfost, Baum, Jackson, & Jarvis, 1987;Lumadue & Duffey, 1999;Vacha-Haase et al, Family Science Review, Volume 19, Issue1, 1 2014 by The Family Science Association. All rights reserved.…”

Necesidades de información al inicio de los estudios universitarios

“…Entre las cualidades del "asesor ideal" destacamos: una postura abierta, ser positivo y flexible, estabilidad emocional, capacidad de expresar sus sentimientos de forma apropiada, cultura social, madurez emocional y liderazgo (Lumadue y Duffey, 1999;Ridley y Asbury, 1988). El asesor ha de empatizar con los estudiantes y tener la cualidad fundamental de escuchar a los demás con respeto y paciencia.…”

“…La relevancia de esta iniciativa reside, ante la inexistencia de información que nos haga pensar lo contrario, en que se trata de la primera universidad española que pone en práctica un proyecto de estas caracterís-ticas. mación experimentadas por los estudiantes una vez alcanzado el nivel universitario (Lumadue y Duffey, 1999;Ridley y Asbury, 1988;Schilling, 1974).…”