Gatekeeping in the Mental Health Professions 1st Edition by Alicia M Homrich,Kathryn L Henderson ISBN 1556203284 978-1556203282

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Product details: 

ISBN 10: 1556203284 

ISBN 13: 978-1556203282

Author: Alicia M Homrich,Kathryn L Henderson

This book guides graduate faculty and supervisors in effective gatekeeping by bringing together the body of professional performance standards for multiple mental health fields and providing best practices, tools, and templates for use with trainees. Following an introduction to the professional, ethical, and legal issues involved in gatekeeping, the authors discuss contextual factors that can affect trainee functioning. Topics addressed include strategies for assisting low-performing trainees, faculty and supervisor roles, professional collaboration, evaluating trainee performance, designing remediation plans, documentation, and prevention and early intervention.

Table of contents: 

Chapter 1: Introduction to Gatekeeping

The Purposes of Gatekeeping

The Role of the Gatekeeper

The Process of Gatekeeping

The Mandate for Gatekeeping

Defining Competency

Striving for Proficiency in Gatekeeping

Conclusion

Key Points and Best Practices

Chapter 2: Critical Terminology in Gatekeeping

Defining Gatekeeping

Defining Trainee Behavior and Standards for Conduct

Measuring the Behavior and Conduct of Students and Supervisees

Controversial Terminology and Recommended Language in Gatekeeping

Ethical and Legal Terminology in Gatekeeping

Sources of Legal Mandates

Due Process

Conclusion

Key Points and Best Practices

Chapter 3: Challenges and Strategies in Addressing Problematic Trainees

The Transformative Nature of Training

Trainees as Developmental Beings

Conflicting Philosophies and the Gatekeeping Mandate

Due Process and Gatekeeping Procedures

What Is Due Process?

Upholding Ethics While Minimizing Litigation

Conclusion

Key Points and Best Practices

Chapter4: Trainee Development and Factors Affecting Behavior

A Developmental Perspective

Integrated Developmental Model of Supervision

Upholding the Dignity of the Supervisee

Factors That Influence Supervisees’ Behavior

Cultural Perspectives

Assisting Trainees in Accepting Feedback

Conclusion

Key Points and Best Practices

Chapter 5: Faculty and Supervisor Roles in Gatekeeping

Roles of Faculty and Supervisors

Leadership and Modeling

Gatekeeping Activities

Conclusion

Key Points and Best Practices

Chapter 6: Collaboration During Gatekeeping

Faculty/Supervisor Leadership

Collaborative Commitment

Collaboratively Maintaining Gatekeeping Systems and Procedures

Consulting With Colleagues

Conclusion

Key Points and Best Practices

Chapter 7: Informing Trainees About Gatekeeping Policies

Informing Students of Program Expectations and Professional Standards

Faculty Supervisor–Supervisee Contract

Field Site Supervision Agreement

Information Sources of Standards Expected of Students

Informing Postgraduate Supervisees of Supervisory Expectations and Professional Standards

Conclusion

Key Points and Best Practices

Chapter 8: Standards for Personal Behavior and Professional Conduct

Literature Across Clinical Professions

Considerations When Constructing Competencies

Personal and Professional Behaviors as Professional Competencies

Contributor’s Perspective

Codes of Ethics as Guides for Standards

Contributor’s Perspective

Conclusion

Key Points and Best Practices

Chapter 9: Evaluating Trainee Professional Performance

Introduction to Dynamic Assessment

The Challenge of Evaluating Behavior

Determining Checkpoints or Gateways

Critical Points in Graduate Training Programs

Critical Points in Pre- and Postdegree Supervision

Defining the Range of Trainee Functioning

Examples of Behavioral Misconduct

Factors Identified as Grounds for Dismissal

Measuring and Evaluating Conduct

Formative and Summative Assessment Feedback

Conclusion

Key Points and Best Practices

Chapter 10: Designing Remediation Plans and Interventions

Remediation Defined (or What’s It All About?)

Macrolevel (Big Picture) Guidelines for Remediation

Summary of Due Process Considerations for Remediation

Suggested Approaches to Writing Remediation Plans

Remedial Interventions

Outcomes of the Remediation Process

Challenges and Considerations in Remediation

Case Study

Conclusion

Key Points and Best Practices

Chapter 11: Documentation in Gatekeeping

Why Document?

When to Document

What to Document

Documentation and Student Privacy

How to Document

Practical Examples for Clinical Educators and Supervisors

Ethical Implications for Documentation

Documentation and Due Process

Conclusion

Key Points and Best Practices

Chapter 12: Preventing Problematic Behavior in Trainees

Modeling Appropriate Behavior

Developing Encouraging Working Relationships With Trainees

Fostering Professional Development to Prevent Problems

Admissions Processes That Screen for Problematic Trainees

Conclusion

Key Points and Best Practices

Appendix A Ethical Mandates for Gatekeeping Practices in Clinical Training and Supervision

Appendix B Sample Appeals Process From a Published Student Handbook

Appendix C Sample Correspondence Following Up a Remediation Planning Meeting

Appendix D Sample Professional Pledge for Entering Students

Appendix E Sample Verification of Understanding Agreement (Informed Consent)

Appendix F Sample Supervision Contracts

Appendix G Sample Documentation of Student Behavior and Faculty Action

Appendix H Sample Student Progress Evaluation Rating Form and Accompanying Rubric for Evaluating Multiple Students

Appendix I Sample Strategies for Reinforcing Professionalism at Transition Points in a Graduate Program

References

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Tags: Alicia M Homrich, Kathryn L Henderson, Gatekeeping, Mental Health