TPC Journal V8, Issue 2 - FULL ISSUE

196 The Professional Counselor | Volume 8, Issue 2 to communicate with entities outside of the university is crucial in the event that they are acting as university supervisors and correspondence is necessary for gatekeeping-related concerns. An additional governmental regulation they are expected to be familiar and interact with is the ADA. The ADA. Introducing doctoral students to the ADA serves multiple functions. First, similar to FERPA, it would be helpful for doctoral students to be grounded in the history of how the ADA developed and its purpose in protecting students’ rights concerning discrimination. Second, general disability service information, such as physical location on their respective campus, contact information for disability representatives, and protocols for referring a student, provides doctoral students the necessary knowledge in the event that a CIT would inquire about accommodations. If a CIT were to inquire about ADA services during a class in which a doctoral student co-teaches or during a supervision session, it would be appropriate for the doctoral student to disseminate information rather than keeping the CIT waiting until after consultation with a faculty member. Lacking general information relevant to student services may place the doctoral student in a vulnerable position in which the supervisory alliance is undermined, as the doctoral student serving in an evaluative role is not equipped with the information or knowledge to assist the CIT. Finally, presentation of the ADA and its implications for gatekeeping will inform students of the protocols that are necessary when evaluating a CIT who has a record of impairment. For example, if a CIT has registered a disability through the university’s ADA office, appropriate accommodations must be made and their disability must be considered during the gatekeeping process. Due Process. The introduction of students’ fundamental right to basic fairness is essential, as many doctoral students may not understand this concept outside of a student perspective because of a lack of experience in instructor and supervisor positions. Examples of such basic fairness can be illustrated for doctoral students through highlighting various components in a counselor training program that should be in place to honor students’ right to fair procedures and protect against arbitrary decision-making. These include but are not limited to access to program requirements, expectations, policies, and practices; opportunity to respond and be heard in a meaningful time in a meaningful way; decisions by faculty members, advisors, or programs to be supported by substantial evidence; option to appeal a decision and to be notified of judicial proceedings; and realistic time to complete remediation (Gilfoyle, 2008; Homrich, 2009). McAdams and Foster (2007) developed a framework to address CIT due process and fundamental fairness considerations in remediation procedures to help guide counselor educators’ implementation of remediation. It is recommended that these guidelines (McAdams & Foster, 2007) be introduced in doctoral student training to generate discussion and included as a resource for future reference. In educating doctoral students about considerations of due process through a faculty lens, formal procedures to address student complaints, concerns, and appeals also should be included in training. Implications for Counselor Education Doctoral preparation programs are charged with graduating students who will be prepared and competent for the various roles they will assume as a counselor educator and clinical supervisor. The lack of professional literature exploring the development and training of gatekeepers indicates a clear call to the counseling profession to investigate the emergence of counselor educators into their role of gatekeepers. This call is fueled by the need to understand how doctoral preparation programs can support students and ensure competency upon graduation. Generating dialogue related to doctoral student gatekeeper development may consequently continue the conversation of standardization in gatekeeping protocol. Accordingly, this sustained dialogue also would keep the need for more