TPC Journal V8, Issue 2 - FULL ISSUE

The Professional Counselor | Volume 8, Issue 2 199 Gaubatz, M. D., & Vera, E. M. (2002). Do formalized gatekeeping procedures increase programs’ follow-up with deficient trainees? Counselor Education and Supervision , 41 , 294–305. doi:10.1002/j.1556-6978.2002.tb01292.x Gilfoyle, N. (2008). The legal exosystem: Risk management in addressing student competence problems in professional psychology training. Training and Education in Professional Psychology , 2 , 202–209. doi:10.1037/1931-3918.2.4.202 Gizara, S. S., & Forrest, L. (2004). Supervisors’ experiences of trainee impairment and incompetence at APA- accredited internship sites. Professional Psychology: Research and Practice , 35 , 131–140. doi:10.1037/0735-7028.35.2.131 Goodrich, K. M., & Shin, R. Q. (2013). A culturally responsive intervention for addressing problematic behaviors in counseling students. Counselor Education and Supervision , 52 , 43–55. doi:10.1002/j.1556-6978.2013.00027.x Homrich, A. M. (2009). Gatekeeping for personal and professional competence in graduate counseling programs. Counseling and Human Development , 41 (7), 1–23. Homrich, A. M., DeLorenzi, L. D., Bloom, Z. D., & Godbee, B. (2014). Making the case for standards of conduct in clinical training. Counselor Education and Supervision , 53 , 126–144. doi:10.1002/j.1556-6978.2014.00053.x Jacobs, S. C., Huprich, S. K., Grus, C. L., Cage, E. A., Elman, N. S., Forrest, L., . . . Kaslow, N. J. (2011). Trainees with professional competency problems: Preparing trainers for difficult but necessary conversations. Training and Education in Professional Psychology , 5 (3), 175–184. doi:10.1037/a0024656 Kerl, S., & Eichler, M. (2005). The loss of innocence: Emotional costs to serving as gatekeepers to the counseling profession. Journal of Creativity in Mental Health , 1 (3–4), 71–88. doi:10.1300/J456v01n03_05 Lambie, G. W., & Vaccaro, N. (2011). Doctoral counselor education students’ levels of research self-efficacy, perceptions of the research training environment, and interest in research. Counselor Education and Supervision , 50 , 243–258. doi:10.1002/j.1556-6978.2011.tb00122.x Letourneau, J. L. H. (2016). A decision-making model for addressing problematic behaviors in counseling students. Counseling and Values , 61 , 206–222. doi:10.1002/cvj.12038 Lumadue, C. A., & Duffey, T. H. (1999). The role of graduate programs as gatekeepers: A model of evaluating student counselor competence. Counselor Education and Supervision , 39 , 101–109. doi:10.1002/j.1556-6978.1999.tb01221.x McAdams, C. R., III, & Foster, V. A. (2007). A guide to just and fair remediation of counseling students with professional performance deficiencies. Counselor Education and Supervision , 47 , 2–13. doi:10.1002/j.1556-6978.2007.tb00034.x National Board for Certified Counselors. (2012). Code of ethics. Greensboro, NC: Author. Nelson, K. W., Oliver, M., & Capps, F. (2006). Becoming a supervisor: Doctoral student perceptions of the training experience. Counselor Education and Supervision , 46 , 17–31. doi:10.1002/j.1556-6978.2006.tb00009.x Parker, L. K., Chang, C. Y., Corthell, K. K., Walsh, M. E., Brack, G., & Grubbs, N. K. (2014). A grounded theory of counseling students who report problematic peers. Counselor Education and Supervision , 53 , 111–125. doi:10.1002/j.1556-6978.2014.00052.x Rapisarda, C. A., & Britton, P. J. (2007). Sanctioned supervision: Voices from the experts. Journal of Mental Health Counseling , 29 , 81–92. doi:10.17744/mehc.29.1.6tcdb7yga7becwmf Rust, J. P., Raskin, J. D., & Hill, M. S. (2013). Problems of professional competence among counselor trainees: Programmatic issues and guidelines. Counselor Education and Supervision , 52 , 30–42. doi:10.1002/j1556-6978.2013.00026x Scarborough, J. L., Bernard, J. M., & Morse, R. E. (2006). Boundary considerations between doctoral students and master’s students. Counseling and Values , 51 , 53–65. doi:10.1002/j.2161-007X.2006.tb00065.x Ziomek-Daigle, J., & Christensen, T. M. (2010). An emergent theory of gatekeeping practices in counselor education. Journal of Counseling & Development , 88 , 407–415. doi:10.1002/j.1556-6678.2010.tb00040.x ®