# data[].attributes.body
American Counseling Association. (2014). 2014 ACA code of ethics. Retrieved from https://www.counseling.org/resources/aca-code-of-ethics.pdf.

Council for Accreditation of Counseling and Related Educational Programs (CACREP). (2016). 2016 CACREP standards. Retrieved from http://www.cacrep.org/wp-content/uploads/2017/08/2016-Standards-with-citations.pdf.

Demyan, A. L. Abraham, C. M., & Bui, N. H. (2018). Trainees looking through the lens of a supervisor: Remediation and gatekeeping responses to hypothetical problems of professional competency. The American Journal of Family Therapy, 48(1), 67-80. https://doi.org/10.1080/01926187.2018.1428128.

Brown-Rice, K., & Furr, S. (2016). Counselor educators and students with problems of professional competence: A survey and discussion. The Professional Counselor, 6(2), 134-146. doi:10.1002/ceas.12012.

Brown-Rice, K., & Furr, S. (2015). Gatekeeping ourselves: Counselor educators' knowledge of colleagues' problematic behaviors. Counselor Educations & Supervision, 54(3), 176-188. doi: 10.1002/ceas.12012.

Haddock, L., & Whitman, J. (2019). Preparing the educator in counselor education: A comprehensive guide to building knowledge and developing skills. Routledge.

Kozachuk L.A., & Conley, A. H. (2020). Development-oriented situational supervision: A leadership approach to supervision in counselor education. Journal of Counselor Leadership and Advocacy, 8(1), 44-55. doi:10.1080/2326716X.2020.1835586.

Schuermann, H., harris J. R. A., Lloyd-Hazlett, J. (2018). Academic role and perceptions of gatekeeping in counselor education. Counselor Education & Supervision, 57, 51-65.

# data[].attributes.body
Haddock and Whitman (2019) maintain that challenges related to professional competence include avoidance and one's inability to correctly cultural differences or refrain from having more serious conversations. To be and effective and competent professional counselor educators should embrace the variances within the cultural lense

# data[].attributes.body
- Gateslipping in a setting where educators favor students; have inappropriate boundaries; and fear of legal retaliation.
- poorly defined programs and policies.
(Brown-Rice & Furr, 2016).

# data[].attributes.body
- support students who have a skill difficulty (challenges with learning a skill); a skill deficit (inability to learn a new skill)
Program Level Strategies:
a. ready faculty to advocate and evaluate.
b. be familiar with ethical guidelines.
c. monitory competence in supervisors to identify deficits and provide corrective feedback.
d. fluid understanding of competence
e. separate dual toles when possible.
f. prevent inflation of evaluation due to poor barriers.
g. provide timely and accurate feedback.
h. utilize a valid and reliable means to evaluate competence.
i. use informal and formal methods to address problems of competence.

-Also view Box9.2 ( pp 178) for strategies order of intrusiveness.
(Haddock and & Whitman, 2019; Kozachuk. L. A., & Conley, A. H. 2020).

# data[].attributes.body
1. Preadmission Screening
2. Post- Admission Screening
3. Remediation Plan
4. Remediation Outcome

# data[].attributes.body
It is the responsibility of the counselor educator to successfully evaluate the student's knowledge, skills, and professional disposition to be considered a competent counselor (Haddock & Whitman, 2019).

In a study by Demyan et al. (2018) which evaluated the use of gatekeeping and remediation with regard to challenges in professional competency, it was noted that the use of gatekeeping and remediation strategies varies depending on the competency that has been compromised. The participates often elected to utilize talking informally as the first step in this process.

# data[].attributes.body
- Insures the use of effective teaching
- Protects community from those who are viewed as unfit for practice
- Reduces problematic students from influencing others and negatively impacting the learning environment, reducing confidence in the faculty and the degree.
(Haddock & Whitman, 2019).
American Counseling Association's Code of Ethics requests that counselors do no harm to the client and promote their welfare (ACA, 2014).

# data[].attributes.body
B. Doctoral Professional Identity:
1.e. - methods for evaluating counseling effectiveness
1.f. - ethical and culturally relevant counseling in multiple settings.
2.f. - assessment of supervisees' developmental level and other relevant characteristics.
2.i .- evaluation, remediation, and gatekeeping in clinical supervision
3.f. - screening, remediation, and gatekeeping functions relevant to teaching
3.h. - ethical and culturally relevant strategies used in counselor preparation.

# data[].attributes.body
Gatekeeping is a method of evaluation where the counselor educator evaluates the students' abilities and applications of skills to meet the client's needs within the counseling profession (Brown-Rice & Furr, 2016).
Areas of focus include knowledge, skills, and disposition, all of which aid in the identification of problem behaviors, attitudes, and personal characteristics that viewed as necessary for a student to become a competent counselor (Brown-Rice & Furr, 2015).
To ensure best practices in regards to gatekeeping it is necessary for counselor educators to provide comprehensive, ongoing, and behaviorally specific student assements, which are more in line with the many avenues for possible professional impairment in a student counselor (Schuermann et al., 2018)