Tolerating Ambiguity: Counselor Educators' Perceptions of Gatekeeping Administration.

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Bibliographic Details
Title:	Tolerating Ambiguity: Counselor Educators' Perceptions of Gatekeeping Administration.
Authors:	Bonner, Matthew W.¹ mbonner6@jhu.edu, Hsin-Ya Tang², Brown, Nathaniel², Eldridge, Keenan²
Source:	Journal of Counselor Preparation & Supervision. 2025, Vol. 19 Issue 4, p1-16. 16p.
Subject Terms:	Counselor educators, Attitude (Psychology), Qualitative research, Training of counselors, Gatekeeping, Phenomenology, Psychological techniques
Abstract:	In the counseling profession, gatekeeping is a legal, ethical, and accreditation mandate. Academic and clinical standards are straightforward about the significance of gatekeeping. However, there is a lack of clarity regarding counselor dispositions, policies, procedures, and processes for gatekeeping. This study explores the dispositional, interpersonal, and intrapersonal experiences of faculty in their engagement with the phenomenon of gatekeeping through the qualitative approach of Interpretative Phenomenological Analysis (IPA) with 12 (N = 12) diverse counselor educators. Findings indicate counselor educators' significant experiences with vague dispositions, relationships, engagement of counselors-in-training (CITs), supportive feedback, and faculty anxiety. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	In the counseling profession, gatekeeping is a legal, ethical, and accreditation mandate. Academic and clinical standards are straightforward about the significance of gatekeeping. However, there is a lack of clarity regarding counselor dispositions, policies, procedures, and processes for gatekeeping. This study explores the dispositional, interpersonal, and intrapersonal experiences of faculty in their engagement with the phenomenon of gatekeeping through the qualitative approach of Interpretative Phenomenological Analysis (IPA) with 12 (N = 12) diverse counselor educators. Findings indicate counselor educators' significant experiences with vague dispositions, relationships, engagement of counselors-in-training (CITs), supportive feedback, and faculty anxiety. [ABSTRACT FROM AUTHOR]
ISSN:	21643288