Artifact 1 a – Purpose of Clinical Supervision
Strengthening Gatekeeping Practices in Counselor Education
(Pages 1-3)
This paper explores the critical role of gatekeeping in counselor education. Gatekeeping serves to protect client welfare and promote ethical, competent counseling professionals. Topics include CACREP standards, emotional tensions for counselor educators, and the need for clear institutional policies and communication.
Artifact 1 b – Theoretical Frameworks and Models of Supervision
Gatekeeping Models and Implementation Challenges
(Pages 4-6)
This section reviews widely accepted models such as the four-phase model of gatekeeping. It outlines existing frameworks for remediation, including dispositional assessments, and reflects on challenges to implementation like communication gaps and online instruction barriers.
Artifact 1 c – Roles and Relationships in Supervision
Mentorship and Collaborative Communication
(Pages 7-9)
This section discusses the relational components of supervision including mentorship and the communication dynamic between faculty and field supervisors. Strong mentorship is shown to build gatekeeping confidence while communication lapses can delay necessary intervention.
Artifact 1 d – Skills of Clinical Supervision
Legal & Ethical Challenges in Supervision
(Pages 10-12)
Highlights legal barriers that prevent educators from initiating or following through with remediation, including real-world examples (e.g., Ward v. Wilbanks). Also emphasizes ethical decision-making, institutional liability, and the need for stronger policies to protect both CITs and educators.
Artifact 1e – Multicultural Considerations in Supervision
Accountability, Cultural Bias, and Inclusive Practices
(Pages 13-15)
This section evaluates the need for cultural competence in gatekeeping, and the risks of biased assessments. It recommends using the Multicultural and Social Justice Counseling Competencies framework and enhancing fairness in evaluating dispositions across diverse populations.
Reflections
Self-Evaluation and Personal Integration of Supervision Skills
- Reflect on developing leadership-level knowledge:
- This program helped me grow in confidence as a supervisor. I shifted from uncertainty to embracing my role in blending instruction and mentorship to empower future practitioners.
- This program helped me grow in confidence as a supervisor. I shifted from uncertainty to embracing my role in blending instruction and mentorship to empower future practitioners.
- Describe an area of strength:
- After studying competency-based supervision, I now emphasize evaluating supervisees on professional values and attitudes—not just tasks. I plan to implement this strength by focusing on both soft and hard skills in future supervisory roles.
- After studying competency-based supervision, I now emphasize evaluating supervisees on professional values and attitudes—not just tasks. I plan to implement this strength by focusing on both soft and hard skills in future supervisory roles.
- Describe a growth area:
- I aim to become more confident in offering critical feedback to supervisees. I’ve often second-guessed myself when providing corrective input. My goal is to deliver feedback clearly while remaining supportive.
- I aim to become more confident in offering critical feedback to supervisees. I’ve often second-guessed myself when providing corrective input. My goal is to deliver feedback clearly while remaining supportive.
- How faith in Christ relates:
- Jesus modeled mentorship—He taught, corrected, and empowered others. I strive to follow this example, using faith as a foundation to uplift supervisees in their learning process.
Candidacy Prtfolio Gatekeeping 