
Audio Transcript Auto-generated
- 00:02 - 00:04
gate keeping is an important role for counselor educators.
- 00:05 - 00:05
But what is it exactly?
- 00:11 - 00:15
It's the professional and ethical responsibility or indicators.
- 00:16 - 00:21
So educators were supposed to prepare counselors in training.
- 00:22 - 00:26
You go into the view, but the responsibility is also
- 00:27 - 00:30
too, not just the students, but also to the public.
- 00:31 - 00:33
But we want to make sure that we're putting affective,
- 00:34 - 00:37
confident counselors out there who are able to do no
- 00:38 - 00:46
harm. And Leslie ethical responsibility is Teoh the profession, the
- 00:46 - 00:50
integrity of the profession who don't want just anyone going
- 00:50 - 00:53
up care of providing constant service's who are unfit.
- 00:56 - 01:00
Expectations for eight keeping can be found in counseling association,
- 01:02 - 01:05
American Counseling Association, but of ethics as well as the
- 01:06 - 01:09
cake crap standards counseling programs.
- 01:10 - 01:13
So educators or two posted meet regularly with their supervises
- 01:15 - 01:16
Onley to monitor their progress in the program.
- 01:17 - 01:22
But to monitor the work with client killed and really
- 01:22 - 01:28
literally, students and educators should have some personal insight into
- 01:29 - 01:32
their health and well being the students and supervisors.
- 01:33 - 01:35
If they start to notice that there are impaired physically,
- 01:36 - 01:41
emotionally or interested in mental health, it should step away
- 01:41 - 01:48
from the accounting practice in the supervisory practices to ensure
- 01:48 - 01:51
that they're not doing any harm to their clients.
- 01:53 - 02:05
Expectations for thes expectations for students should be clearly communicated,
- 02:07 - 02:09
particularly the evaluation process.
- 02:09 - 02:10
How will they be evaluated?
- 02:11 - 02:11
Health frequent.
- 02:12 - 02:14
They will be about be back.
- 02:14 - 02:19
Should be both positive in negative should occurs throughout the
- 02:19 - 02:22
training process and program to really have policies and procedures
- 02:23 - 02:23
in place.
- 02:24 - 02:34
Teoh Discussing student retention remediated in dismissal So again, educators
- 02:35 - 02:39
want to support um their students and to prepare them
- 02:40 - 02:40
for going into the field.
- 02:41 - 02:44
But they also are responsible for noting any deficiencies.
- 02:45 - 02:51
And if these deficiencies occur, providing Cibak two students and
- 02:51 - 02:56
if the feedback isn't incorporated, to really be able to
- 02:56 - 02:58
provide some plans for immediate.
- 03:06 - 03:09
So when this gate keeping a curb keeping should actually
- 03:10 - 03:14
occurred long before students into a program, programs should have
- 03:14 - 03:18
again policies and procedures that set up the expectations for
- 03:19 - 03:23
the programs in the courses specifically, and the policy should
- 03:23 - 03:27
also make mention of the remediation and due process.
- 03:28 - 03:31
This should be evident in any type of literature for
- 03:31 - 03:35
the graduate program, including the him it's in the websites.
- 03:40 - 03:45
During the application process, he faculty the chancing education, apathy,
- 03:46 - 03:50
fit, look at not only the academic accomplishments so j
- 03:50 - 03:54
p a D Army scores, but also the non academic
- 03:54 - 04:01
characteristics to incite attitudes, personalities, the values and these can
- 04:01 - 04:07
be assessed through the use of interviews requiring applicants to
- 04:07 - 04:12
provide her, uh, person statements a ZX well, US admit
- 04:13 - 04:18
reference letters, anything that would help determine the applicants professionals
- 04:26 - 04:31
Once students are rolled again, the feedback could be ongoing
- 04:32 - 04:37
and and provided regularly, and the evaluation should not only
- 04:37 - 04:44
focus on the knowledge can they regurgitate information and they
- 04:44 - 04:49
process information be provided ports, words and their clinical skills,
- 04:50 - 04:53
but also should look at their personality, their values?
- 04:54 - 04:55
Are they open to feedback?
- 04:56 - 04:58
Are they hearing toe ethical codes?
- 04:58 - 05:04
What are these other pieces that really impact their ability
- 05:05 - 05:08
to be Beth Effective Ethical counselors?
- 05:28 - 05:29
Why is it so hard?
- 05:30 - 05:33
Gate keeping isn't an easy pass for sure, being able
- 05:33 - 05:37
to evaluate academic skills seem relatively straightforward.
- 05:38 - 05:41
But when it comes to the interpersonal skills or those
- 05:41 - 05:45
non active characteristics, those could get a little bit more
- 05:45 - 05:50
difficult to define into evaluate because it can't be sick,
- 05:50 - 05:54
that is, it depends on who evaluator might be.
- 05:55 - 06:00
So to really assess these kind of subjective pieces educators
- 06:01 - 06:06
met must ask themselves, Does this behavior, attitude or belief
- 06:07 - 06:11
effect or possibly impact a counselling relationship?
- 06:13 - 06:17
If the answer is yes, then the student needs immediate
- 06:18 - 06:19
feedback. Ongoing feedback.
- 06:20 - 06:24
If a student fails to incorporate this feedback, sometimes this
- 06:24 - 06:25
may be a willful behavior.
- 06:27 - 06:31
Then there should be some remediation plans in place so
- 06:32 - 06:34
the behavior cannot go unchecked.
- 06:37 - 06:43
One of the pitfalls in get keeping It's something called
- 06:43 - 06:44
Gates. Slip it.
- 06:49 - 06:56
Eight. Slipping is when, um, educators, um, recognize a problem,
- 06:58 - 07:04
whether it be clinical skills or, uh, her academic performance.
- 07:06 - 07:09
But they failed to intervene when they notice a problem.
- 07:09 - 07:12
Here, a seeded deficiencies been simply, do not invest them.
- 07:14 - 07:18
This behavior runs the risk of putting some very ill
- 07:18 - 07:21
equipped, incompetent people into the few.
- 07:22 - 07:27
Some of the reasons why um, evaluators or educators might
- 07:27 - 07:31
fall into gate slipping is because they feel ill prepared.
- 07:32 - 07:35
They don't think they received their proper training on how
- 07:35 - 07:39
to be a keepers when you don't feel supported by
- 07:39 - 07:40
their agencies.
- 07:41 - 07:45
Are universities to really make the tough decisions to really
- 07:45 - 07:50
have those policies that God guide, then in there Kate
- 07:50 - 07:57
Gate keeping responsibilities really and truly, it takes a lot
- 07:57 - 08:02
of time and energy, especially when someone has been deficient
- 08:03 - 08:06
and has not been able to incorporate you back.
- 08:06 - 08:07
That requires additional support.
- 08:08 - 08:14
UM, additional supervision, remediation plans that must be created.
- 08:15 - 08:19
Darkman Kitchen on how these plans they're going in the
- 08:19 - 08:23
student's progress and then, ultimately, of the students dismissed, there's
- 08:24 - 08:27
that that process is well so it can be quite
- 08:27 - 08:27
time consuming.
- 08:33 - 08:40
Gatekeepers can simply fear being sued litigations.
- 08:41 - 08:45
Very real possibility, especially for students who are perhaps disgruntled
- 08:47 - 08:51
and they've been dismissed from a program, is this is
- 08:52 - 08:58
This can be a concern for gatekeepers and then as
- 08:59 - 09:05
gatekeepers. Counselor educators are, uh, chancers, so they do empathize,
- 09:06 - 09:08
and sometimes they meet with eyes a little too strongly.
- 09:10 - 09:12
The concept is called Deputy Bill.
- 09:14 - 09:20
Educators really want to be supportive off their students and
- 09:20 - 09:23
a empathize and recognize that programs can be tough.
- 09:24 - 09:32
But this empathy it's in the way of, um, having
- 09:32 - 09:37
the tough conversations and providing feedback all and behaviors and
- 09:37 - 09:45
performances evaluators avoided and avoid it to the point of
- 09:45 - 09:49
simply wanting to provide the positive and not perhaps the
- 09:49 - 09:58
negative, and then also educators for your fear game biased
- 10:00 - 10:04
Sammy. Good educators recognize that there are cultural look that
- 10:04 - 10:06
is a stiff Penis.
- 10:06 - 10:07
Cultural diversity.
- 10:08 - 10:15
Not every students will have the same culture perspectives and
- 10:15 - 10:18
operate exactly the same in their pounds exist.
- 10:20 - 10:25
And educators want to be sensitive that sensitive that wound
- 10:25 - 10:29
their providing their feedback and monitoring of a student's progress.
- 10:30 - 10:38
But sometimes that, uh, sensitivity can become fear and impede
- 10:39 - 10:45
a proper evaluation of the skills and separating something out
- 10:45 - 10:51
something, uh, separating being skill from the culture.
- 11:05 - 11:27
Uh, so what is the adequate preparation or really intruding?
- 11:27 - 11:32
A. Keeping, ah, preparation to happen when people are in
- 11:32 - 11:33
their doctoral programs?
- 11:34 - 11:40
It seems there seems to suggest that people feel more
- 11:41 - 11:44
confident and more effective as gatekeepers when they've been provided
- 11:44 - 11:45
the opportunity.
- 11:46 - 11:55
You really learn at information priority going into the profession
- 11:55 - 12:08
prior to being and executing case in order to effectively
- 12:09 - 12:11
execute, get keeping responsibilities.
- 12:13 - 12:17
It's really important that counselor educators rely on ethical state,
- 12:18 - 12:22
um, that they adhere to them, that they are consistent
- 12:23 - 12:27
in how they evaluate students, that they also adhered to
- 12:28 - 12:34
their institutions, policies and when and when needed, really seek
- 12:35 - 12:40
the ultimate beach in of their their peers on how
- 12:40 - 12:45
to handle and support and provide for the whole bidets
- 12:45 - 12:49
to students are struggling.
- 13:30 - 13:32
So in this presentation, I mean a few references.
- 13:34 - 13:36
Teoh sources that it's good information.
- 13:37 - 13:40
Definitely want to be able to access the American Accounting
- 13:41 - 13:42
Association's code of ethics.
- 13:43 - 13:44
It has everything in there.
- 13:44 - 13:45
So it'll set up.
- 13:45 - 13:47
Expect each and not only for it.
- 13:47 - 13:49
Keeping another ethical responsibilities.
- 13:50 - 13:52
It also list the K Cup.
- 13:52 - 13:52
A accreditation.
- 13:54 - 14:01
What site for the standards, not just for being pouncing
- 14:02 - 14:04
program. Uh, excuse me.
- 14:04 - 14:10
Not just for tthe e courses, but also programs as
- 14:10 - 14:10
a whole.
- 14:12 - 14:17
And then a few other articles be telling some good
- 14:17 - 14:20
information all and get keeping three concerns.
- 14:22 - 14:26
The research behind effective practices as a gatekeeper.