Counselor Educators\u27 Perceptions of the Gatekeeping Process

The purpose of this research was to examine counselor educators’ perceptions of the gatekeeping process. To fulfill this purpose, a qualitative methodology using grounded theory procedures was utilized. Eight counselor educators participated in three rounds of individualinterviews. These counselor educators were located in the south-east region of the United States and had five or more years of experience teaching in CACREP-accredited graduate programs. Initial interviews occurred face-to-face and follow-up interviews were conducted via electronic mail. Initial face-to-face interviews were audio taped and transcribed for the purpose of data analysis. Electronic mail interviews were printed for analysis purposes. For each round of individual interviews, coding procedures were utilized to identify emergent themes. Emergent themes were organized in four general categories: pre-admission screening phase, postadmission screening phase, remediation plan phase, and remediation outcome phase. Additionally, two interwoven themes emerged related to each gatekeeping phase: support and cultural sensitivity. Verification procedures are discussed and methods to address potential limitations are presented. Implications for counselor educators, counselor education programs, related educational programs, CACREP, and ACA are highlighted. Finally, suggestions for further research are offered

Embedding Grief and Loss Training across CACREP-Core Areas in School Counseling Programs

Each year, millions of school-aged children and teens experience grief and loss (Judi’s, 2023). This conceptual article describes the impact of grief and loss on school-aged children and the need to integrate grief and loss training into CACREP-accredited programs through the eight-core CACREP areas. Using Bronfenbrenner\u27s Ecological Systems Theory, the authors will highlight how counselor educators can infuse content to address grief and loss with preservice school counselors holistically across the various systems surrounding the student in each CACREP core area

Integrating a Multi-Tiered System of Supports With Comprehensive School Counseling Programs

A multi-tiered system of supports, including Response to Intervention and Positive Behavioral Interventions and Supports, is a widely utilized framework implemented in K–12 schools to address the academic and behavioral needs of all students. School counselors are leaders who facilitate comprehensive school counseling programs and demonstrate their relevance to school initiatives and centrality to the school’s mission. The purpose of this article is to discuss both a multi-tiered system of supports and comprehensive school counseling programs, demonstrating the overlap between the two frameworks. Specific similarities include: leadership team and collaboration, coordinated services, school counselor roles, data collection, evidence-based practices, equity, cultural responsiveness, advocacy, prevention, positive school climate, and systemic change. A case study is included to illustrate a school counseling department integrating a multi-tiered system of supports with their comprehensive school counseling program. In the case study, school counselors are described as interveners, facilitators and supporters regarding the implementation of a multi-tiered system of supports

Counselor Educators\u27 Perceptions of the Gatekeeping Process

The purpose of this research was to examine counselor educators’ perceptions of the gatekeeping process. To fulfill this purpose, a qualitative methodology using grounded theory procedures was utilized. Eight counselor educators participated in three rounds of individualinterviews. These counselor educators were located in the south-east region of the United States and had five or more years of experience teaching in CACREP-accredited graduate programs. Initial interviews occurred face-to-face and follow-up interviews were conducted via electronic mail. Initial face-to-face interviews were audio taped and transcribed for the purpose of data analysis. Electronic mail interviews were printed for analysis purposes. For each round of individual interviews, coding procedures were utilized to identify emergent themes. Emergent themes were organized in four general categories: pre-admission screening phase, postadmission screening phase, remediation plan phase, and remediation outcome phase. Additionally, two interwoven themes emerged related to each gatekeeping phase: support and cultural sensitivity. Verification procedures are discussed and methods to address potential limitations are presented. Implications for counselor educators, counselor education programs, related educational programs, CACREP, and ACA are highlighted. Finally, suggestions for further research are offered

An emergent theory of gatekeeping practices in counselor education

This article summarizes findings from a qualitative study involving 8 counselor educators who taught in master\u27s programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). Data analysis revealed an emergent theory of gatekeeping practices that includes 4 phases: preadmission, postadmission, remediation plan, and remediation outcome. The authors detail each phase and relate this process to counselor education. They outline implications of the findings for standards proposed by CACREP (2009) and American Counseling Association (2005) guidelines and offer suggestions for future research