Counselor Educators and Students With Problems of Professional Competence: A Survey and Discussion

Abstract

It has been found that 10% of counselors-in-training are ill-suited for profession (Gaubatz & Vera, 2002). In that, they have problems of professional competence (PPC) that impede their ability to function as professional counselors (Elman & Forrest, 2007). These PPC include skill competencies, ethical behaviors and appropriate personal functioning (Kaslow et al., 2007). To evaluate students in terms of professional competence and prevent those with inadequate skills and dispositions from entering profession, gatekeeping is utilized. Counselor educators are required to be transparent in their gatekeeping procedures with students. Students are to be informed of the levels of competency expected, appraisal methods, and timing of evaluations for both didactic and clinical and be provided ongoing (American Counseling Association [ACA], 2014, p. 15). There has been significant research to provide counselor educators with information to establish gatekeeping and remediation procedures (Gaubatz & Vera, 2002; Homrich, DeLorenzi, Bloom, & Godbee, 2014; Hutchens, Block, & Young, 2013; Kerl, Garcia, McCullough, & Maxwell, 2002; McAdams, Foster, & Ward, 2007; Pease-Carter & Barrio Minton, 2012; Vacha-Haase, Davenport, & Kerewsky, 2004; Zoimek-Daigle & Christensen, 2010). However, little research has been done to examine impact on counselor educators when interacting with students who have PPC and roadblocks that impede educators' ability to gatekeep.Gatekeeping ProceduresGatekeeping is a mechanism for counselor educators to determine fitness of students to enter counseling profession (Vacha-Haase et al., 2004). Gatekeeping begins as part of admission process of a counseling program (Kerl & Eichler, 2007). During admission process, counselor educators do not allow entry to prospective students who show traits, qualities or behaviors that would result in them not being able to meet professional competencies or who lack prescribed academic requirements (Lumadue & Duffey, 1999; Swank & Smith-Adcock, 2013). However, gatekeeping is not just part of admission process. Ziomek-Daigle and Christensen (2010) found that gatekeeping is a progressive activity that includes four phases, including preadmission screening, postadmission screening, remediation plan and remediation outcome.Informing Students of Program ExpectationsThe American Counseling Association Code of Ethics (2014) provides that counseling students be aware of what type and degree of skill and knowledge will be required of them to be successful in program, specific training goals and objectives, what students' evaluations are based on, and policies and procedures for students' evaluations. One of most important methods of ensuring understanding of expectations is informing students of program's expectations at beginning of program. Once clearly defined behaviors are established, sharing these expectations with students can result in fewer problematic situations (Kerl et al., 2002; McAdams et al., 2007). Furthermore, not providing students with clear expectations for conduct may be viewed as unfair to those wanting to become counselors (Homrich et al., 2014).It is recommended that professional standards be made clear to students and applied consistently (Hutchens et al., 2013). Using multiple methods of distributing information is desired by students who have stated they want information shared both orally and in written form, and want information presented throughout program (Pease-Carter & Barrio Minton, 2012). PeaseCarter and Barrio Minton (2012) found that students desired information not only about academic expectations but also wanted to know about self-disclosure, reflection, personal growth and student rights.Assessing Students' PPC BehaviorsIndividual programs have developed standards for evaluating students on professional competencies and use these evaluations to provide formative feedback (Kerl et al. …