TPC Journal V8, Issue 2 - FULL ISSUE

194 The Professional Counselor | Volume 8, Issue 2 students with the corresponding ethical codes that they are expected to uphold. Three sources that guide ethical behavior and educational standards for counselor educators that must be integrated in curricula and training include the American Counseling Association Code of Ethics (2014), the 2016 CACREP Standards (2015), and the National Board for Certified Counselors Code of Ethics (2012). Doctoral preparation programs should draw specific attention to codes related to the function of gatekeeping. These ethical codes and professional standards can be introduced in an orientation and discussed in more depth during advising and formal courses. Doctoral preparation programs have flexibility in introducing standards and ethical codes during doctoral students’ academic journey. We recommend relevant standards and ethics be introduced early and mentioned often during doctoral training, specifically in terms of gatekeeping. Doctoral students should have prior knowledge of the ethical codes before engaging in gatekeeping or remedial functions with CITs. Moreover, if doctoral students have an understanding of the educational standards that are required of them, they can strive to meet specific standards in a personalized, meaningful manner during their training. Referencing CACREP standards addressed in a course syllabus is required for accreditation and helpful for students; yet, educational standards should be incorporated in training to foster deeper meaning and applicability of standards. As doctoral students are being trained to take leadership positions in the counselor education field, a more thorough understanding of educational principles and ethical codes is vital, particularly in the area of gatekeeping. Faculty members leading doctoral courses are encouraged to speak to standards related to gatekeeping throughout the duration of a course. Faculty intentionally dialoguing about how these standards are being met may allow for doctoral students to provide informal feedback to whether they believe they understand the multifaceted role of gatekeeper. During the review of codes and standards, focused attention should be given to “cultural and developmental sensitivity in interpreting and applying codes and standards” (p. 207) in gatekeeping-related situations (Letourneau, 2016). One option for attending to such sensitivity is the introduction of a case study in which doctoral students participate in open dialogue facilitated by a trainer. The inclusion of a case study aims to engage doctoral students in critical thinking surrounding cultural and diversity implications for gatekeeping practices. The following section will draw further attention to the importance of cultural awareness in gatekeeping practices and responsibilities. Cultural Considerations It is vital for doctoral students to have an understanding and awareness of the cultural sensitivity that is required of them in making sound gatekeeping-related decisions. Not only do ethical codes and educational mandates expect counselor educators to possess a level of multicultural competency (American Counseling Association, 2014; CACREP, 2015), but recent literature draws attention to cultural considerations in the gatekeeping process (Goodrich & Shin, 2013; Letourneau, 2016). These cultural considerations provide doctoral students with valuable information on conceptualizing and interacting with gatekeeping practices in a more culturally sensitive manner. Letourneau (2016) described the critical nature of taking into account students’ cultural influences and differences when evaluating their assessment of fitness for the profession, while Goodrich and Shin (2013) called attention to “how cultural values and norms may intersect” (p. 43) with appraisal of CIT counseling competencies. For example, when assessing a CIT’s behavior or performance to determine whether it may be defined as problematic, evaluators may have difficulty establishing if the identified behavior is truly problematic or rather deviating from the cultural norm (Letourneau, 2016). This consideration is essential as culture, diversity, and differing values and beliefs can influence and impact how perceived problematic behaviors emerge and consequently how observed deficiencies in performance are viewed (Goodrich & Shin, 2013; Letourneau, 2016). Examining the