| Gatekeeping is a primary function in counselor education that has been studied extensively
(Brown-Rice & Furr, 2013, 2015; Foster & McAdams, 2009; Gaubatz & Vera, 2002; Lumadue & Duffey, 1999; Parker, Chang, Corthell, Walsh, Brack, & Grubbs, 2014; Rapisarda & Britton, 2007; Ziomek-Daigle & Christensen, 2010). However, there is a dearth in the literature related to the process of becoming a gatekeeper. The purpose of this research study was to gain insight into the process of becoming a gatekeeper, as it is a fundamental role and responsibility that counselor educators and supervisors are called to assume (American Counseling Association
[ACA], 2014; Council for Accreditation of Counseling and Related Educational Programs
[CACREP], 2016). Seven participants in various stages of their process were recruited and selected. Two rounds of intensive interviews (Charmaz, 2014), two interpreting dialogue sessions (Coe Smith, 2007), and a final group member check were used to gather participants’ narratives. Charmaz’s constructivist grounded theory (2014) was employed to examine process and elicit meaning. Participants’ narratives revealed four primary categories that include: Being Molded by System Values and Relationships, Engaging in Educational Practices, Seeing the Need/Seeing a Bigger Picture, and Moving Toward Congruence. Results indicate that the process is characterized by continual momentum fueled by participants’ personal and professional ethics to safeguard client welfare and integrity of the counseling profession. Counselor education programs can use this theory as a framework to ensure they are supporting the development of gatekeepers and providing education that enhances their effectiveness.
Keywords: counselor education, gatekeeping, grounded theory |