# data[].attributes.body
As professionals in the Counseling field, educators hold a responsibility of being Gatekeepers to our profession. Counselor education programs are directed by CACREP accreditation standards and the ethical standards of the American Counseling Association. This obligation to preserve the integrity of the profession becomes challenging when attempting to educate students that may exhibit problematic or resistant behaviors to the educational process.  According to Brown (2013) the evaluation of problematic behaviors in students is one of the most critical responsibilities of counselor educators.

# data[].attributes.body
Students will be able to:
1. Understand the importance gatekeeping and the duty of educators and professionals to protect the integrity of the counseling profession
2. Understand CACREP and ACA Standards defining expectations of students within a counseling program
3. Understand what defines problematic or resistant behaviors
4. Understand how those problems will be assessed.
5. Understand the cause of resistant behaviors
6. Understand how to work through resistance and move forward to success

# data[].attributes.body
Gatekeeping, as stated by Svinicki and McKeachie,(2014) is an opportunity for established counseling professionals to protect and preserve the integrity of the counseling profession by controlling access and evaluation of the students who aim to practice in this profession.  As it pertains to counselor education, gatekeeping identifies expectations of both the counselor education program and of the student.  Brown (2013) stated there are multiple gatekeeping models for counselor education programs that establish foundations for educators and counseling professionals to utilize as a way to critique and evaluate a student.  Some models include identifying policies and procedures detailing specific program expectations, outlining procedures to identify and notify students when a problematic behavior exists and formal sequences if behaviors would lead to possible dismissal (Brown, 2013).

# data[].attributes.headline
Council for Accreditation of Counseling and Related Educational Programs (CACREP) Standards

# data[].attributes.subject
Council for Accreditation of Counseling and Related Educational Programs (CACREP) Standards

# data[].attributes.body
The Council for Accreditation of Counseling and Related Educational Programs (CACREP) established standards for educators to evaluate students in counselor educational programs. CACREP standards section 4 (2016) identifies the standards expected of counselor education students and the necessity of evaluation by faculty, which includes identifying a student’s progress throughout the program, their overall knowledge of material and the processes to which a student may be dismissed from the program.

# data[].attributes.headline
American Counseling Association Ethical (ACA) Standards

# data[].attributes.subject
American Counseling Association Ethical (ACA) Standards

# data[].attributes.body
The American Counseling Association (ACA) identified the ethical standards for counselor educators and the importance for ongoing evaluation of students in counselor education programs. ACA Code F.9.a. (2014) discusses clear expectations of competency expected and the appraisal throughout a counselor education program.

# data[].attributes.headline
Defining Problematic or Resistant Behaviors

# data[].attributes.subject
Defining Problematic or Resistant Behaviors

# data[].attributes.body
The challenge for many counselor educators may be in defining what consists of problematic behaviors or resistant behaviors in counseling education students. This challenge may be related to deciphering deficiencies or individual counseling style. Brown (2013) stated problematic behaviors amongst counseling students usually focus around performance deficiencies, incompetence, ethical dilemmas, boundary issues and overall professional competence. As you can see from these identified behaviors, developing a solidified definition to what equates problematic behaviors or resistant behaviors is complicated and should be taken seriously especially if these behaviors may result in remediation or dismissal from the program.

# data[].attributes.headline
Assessing Problematic or Resistant Behaviors

# data[].attributes.subject
Assessing Problematic or Resistant Behaviors

# data[].attributes.body
Counselor educators have both the privilege and challenge of developing counselors into competent professionals. When a student is demonstrating problematic or resistant behaviors, a counselor educator must review and make clear the expectations of not only the class and of the profession (Brown-Rice & Furr, 2016). Students are made aware they are being evaluated throughout their academic career and counseling program. Per Brown-Rice and Furr (2016) this is an opportunity for counselor educators to engage in dialogue that explores issues that may be impacting the students overall learning experience. An example of an assessment may be multicultural assessments that challenge the student to explore personal biases or prejudices

# data[].attributes.body
Many students may feel as if they are in over their head when entering into a graduate counseling program, this is normal. According to Weimer (2010) a student's insecurity as a learner is the number one cause of resistant behavior. An additional cause is not knowing what to expect of themselves, of the educator and of the program. A third reason is having an expectation as to how the class will be conducted or organized. An example of this may be for counseling students, the expectation may be there will be minimal lecture and more person to person dialogue or discussion. An additional cause to resistance, according to Weimer, is if the student doesn't understand the connection between subject matters or material. If a student does not understand the relevance of the material, they may lose interest in the class. Lastly, a student may be more likely to engage in resistance if they cannot connect with the educator. Sometimes, no matter the best effort of both the teacher and the student, a student may not like the teacher or their teaching style and resist the educational experience.

# data[].attributes.body
For some students, not having a representation of their culture may lead to them feeling inferior and therefore resistant to education process.
As I previously mentioned in the last slide, if students do not understand the relevance of the subject matter they are more likely to be resistant to the educational experience (Weimer, 2010). Moreover, according to Smith, Chang and Orr (2017) a subcategory of microaggressions are microinvalidations. Microinvalidations are when the experience of a person or group is invalidated by negating their feelings, thoughts or experiences. For students of color, which historically have not been overrepresented in the counseling field, their experience may seem unimportant. If a class is consistently presented through the eyes of a majority they may be more apt to resisting the educational process.

# data[].attributes.body
One thing that has not been stated in this presentation is a student has a right to resist. We can debate the benefit of this resistance, but nevertheless an educator cannot force a student to learn, especially in the graduate level. According to Weimer (2010) students are individuals with free will. An educator can only attempt to motivate the student but in the end the student decides if they want to participate.

# data[].attributes.body
Educators have a fear as well of being both gatekeeper and educator. As stated by Brown-Rice and Furr (2016) educators share the same insecurities their students have in regards to cultural insensitivity or appearing less favorable in teaching evaluations, therefore they may not be as assertive in their assessment which may cause the student to be resistant as they are not having adequate feedback.

# data[].attributes.body
Educators on any level have the challenge of presenting material in a manner that will engage and motivate students. This starts early in the educational process through the declaration of clear expectations found in the educators syllabus. According to Cullen (2015) the syllabus should act as the introduction of not only the course and its material but of the instructor as well. Here is the opportunity to establish a rapport with the students so they understand what it is that you will expect, how they will evaluated and assess

# data[].attributes.body
According to Malott, Hall, Sheely‐Moore, Krell, and Cardaciotto (2014) students want to feel as if they are working alongside the instructor for the purpose of education. Students want to feel the instructor cares about the student and their success. How this is achieved, according to Mallot, et.al., (2014) is through the teacher being respectful, interested and available.

# data[].attributes.body
Students and educators working together may lead to lower instances of resistance. Students are more likely to participate when they have been acknowledged by the instructor not only as it pertains to the class but also to their professional plans. Students are more likely to participate if they have a clear understanding of the anticipated goal. In this case, a counseling student may feel empowered through self-disclosure of the instructor about their struggles as a counseling student and new professional (Malott, Hall, Sheely‐Moore, Krell, and Cardaciotto ,2014).

# data[].attributes.body
The choice to participate is up to the student. However, that same choice is extended to the educator. Resistance and consequently problematic behavior may be caused by several reasons but those reasons can be explored and improved upon through open communication and a sense of teamwork.

# data[].attributes.body
American Counseling Association (ACA). (2014). 2014 ACA code of ethics. Retrieved fromhttp://www.counseling.org/docs/ethics/2014-aca-code-ofethics.pdf?sfvrsn=4

Brown, M. (2013). A content analysis of problematic behavior in counselor education programs. Counselor Education & Supervision, 52(3), 179–192.

Brown-Rice, K. k., & Furr, S. (2016). Counselor Educators and Students With Problems of Professional Competence: A Survey and Discussion. Professional Counselor, 6(2), 134-146. doi:10.15241/kbr.6.2.134

Council for Accreditation of Counseling & Related Educational Programs. (2017). 2016 CACREP Standards. Retrieved from http://www.cacrep.org/for-programs/2016-cacrep-standards/

Faculty Focus. (2015). 10 effective classroom management techniques every faculty member should know. Retrieved from http://www.easternflorida.edu/faculty-staff/cte/documents/classroom-management-techniques.pdf

Malott, K. M., Hall, K. H., Sheely‐Moore, A., Krell, M. M., & Cardaciotto, L. (2014). Evidence-Based Teaching in Higher Education: Application to Counselor Education. Counselor Education & Supervision, 53(4), 294-305. doi:10.1002/j.1556-6978.2014.00064.x

Smith, J. A., Chang, C. Y., & Orr, J. J. (2017). A phenomenological investigation: Microaggressions and counselors-in-training. Journal of Creativity in Mental Health, 12(2), 213–229. doi:10.1080/15401383.2016.1243076

Svinicki, M. D., & McKeachie, W. J. (2014). McKeachie’s teaching tips: Strategies, research, and theory for college and university teacher (14th ed.). Independence, KY: Cengage Learning.

Weimer, M. (2010). Student learning:Six causes of resistance. Retrieved from http://www.facultyfocus.com/articles/effective-teaching-strategies/student-learning-six-cause-of-resistance/