Reference no: EM132690452

A learner in a face-to-face counseling course is having difficulty demonstrating foundational counseling skills such as conveying empathy and attending non-verbally with the client in classroom role-plays. The learner has difficultly tracking the content of the client's narrative and responds with comments that are out of context and often include self-disclosure. For example the client was talking about experiences with depression symptoms and the learner, while in the counselor role, responded by saying that she completely understood and that medications have helped her in the past and recommended that the client get on medication. The learner also would look around the room seemingly unable to make eye contact and move excessively around in her chair while the student client was sharing her emotional story. Outside of the role-plays the learner isolated herself with minimal engagement with other learners. In class discussions she usually self-disclosed and focused her comments on her life and her hardships.

Question 1: Examine the role of gatekeeping as an instructor and associated best practices citing the literature in the counselor education profession.

Question 2: Evaluate the role of consultation and mentoring in counselor education as it pertains to gatekeeping. Use the current literature on gatekeeping, consultation, and mentoring to support your discussion.