Department

Counseling and Human Services

Degree Name

Doctor of Philosophy (PhD)

Date of Award

9-2024

Format

PDF

Degree Level

Ph.D.

LCSH subject

Mental health counselors -- Education, Mentoring -- Methods, Counseling -- Education

ISBN

9798308182504

Medium

Manuscript

Proquest Document ID

3174514745

Identifier

31635547 (Proquest)

School/University

St. Mary's University

Size or duration

x, 134 pages

Document Type

Dissertation

First Advisor

Spurgeon, Shawn

Second Advisor

Tubbs, Carolyn

Third Advisor

Hampsten, Katherine

Abstract

This constructivist grounded theory study explored how counselor educators navigate remediation and gatekeeping challenges in CACREP-accredited programs. Fifteen counselor educators with at least one challenging gatekeeping experience participated in semi-structured interviews conducted via Zoom. All interviews were recorded and transcripts were completed. Data was analyzed using grounded theory methodology and analysis efforts were organized using the MAXQDA 2024 software. Data analysis involving constant comparison methods and memo-writing generated an emerging theory describing counselor educators’ journey from uncertainty to increased confidence in addressing remediation issues. The theory illuminates how experiential learning, reflective practice, and supportive professional relationships inform this developmental process. Additionally, it highlights the therapeutic value of sharing gatekeeping experiences for professional growth. This research contributes to the understanding of counselor educators’ lived experiences with gatekeeping and remediation, offering insights to support professional development strategies and to improve counselor education training programs.

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