Gatekeeping as an Online Adjunct Clinical Instructor in Counselor Education

Abstract

This interpretative phenomenological analysis study examined how adjunct instructors teaching online clinical counseling courses experienced gatekeeping in the context of the university system. The research question was: How do online, adjunct instructors teaching master’s level clinical counseling courses experience their university interactions as a part of gatekeeping? The participants described five experiential themes. These were: a) Balancing marginalization in the system with advocacy for the profession; b) Maneuvering through dependency on the system in gatekeeping; c) Finding consultation while navigating gatekeeping interactions; d) Managing the intensity of clinical courses; and e) Navigating the steep learning curve of learning how to gatekeep within university systems. The findings suggest multiple implications for counselor education departments utilizing adjunct hires to fill online clinical courses.

Public Significance Statement

Gatekeeping is essential for ensuring that counselors entering the profession are prepared to provide safe, ethical, and effective support. High training standards build trust in the counseling field and strengthen public confidence in mental health care, ultimately benefiting communities by improving access to qualified practitioners. This study found that adjunct clinical instructors face significant challenges in their gatekeeping responsibilities, often due to marginalization within the academic system and a lack of clear guidance and support. Participants highlighted the importance of formalized support systems, such as structured onboarding, mentorship, and consistent communication, to empower adjunct instructors in their gatekeeping efforts