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Seeking the Balance Between Trauma-Informed Supervision and Gatekeeping: Addressing Impairment and Problems of Professional Competency in Counselors-in-Training
Abstract
Remediation and gatekeeping in counselor education can be a scary and stressful process for students and faculty alike. While mandated by the American Counseling Association's 2014 Code of Ethics and the Council for the Accreditation of Counseling and Related Educational Programs (CACREP), there is little guidance related on how to approach gatekeeping, particularly in a growth-oriented manner. Even the term “impairment,” as referenced in sections C.2.g. and F.5.b. of the Code is problematic, as it is used in the Americans with Disabilities Act to designate a person with disability. This chapter, per the author, will propose more appropriate nomenclature and an approach to gatekeeping utilizing trauma-informed practices (TIP). While gatekeeping may continue to be anxiety provoking, the use of trauma-informed principles such as safety, collaboration, and empowerment may help the process be more successful for all involved.
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