Department
Counseling and Human Services
Degree Name
Doctor of Philosophy (PhD)
Date of Award
2024
Format
Degree Level
Ph.D.
LCSH subject
Mental health counselors -- Education, Mentoring -- Methods, Counseling -- Education
Medium
manuscript
Identifier
31635547 (Proquest)
Size or duration
134
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.
Recommended Citation
Gill, Vanessa Pauline, "Addressing gatekeeping challenges in counselor education: a grounded theory" (2024). Dissertations. 79.
https://commons.stmarytx.edu/dissertations/79
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.