Course overview

As gatekeepers, counselor educators and supervisors must ensure counseling trainees demonstrate competency (Dollarhide, 2013), uphold ethical standards (Kimball et al., 2019), and provide culturally responsive counseling (Ratts et al., 2015). Remediation and gatekeeping models have historically neglected cultural factors in remediation (Goodrich & Shin, 2012; Dollarhide et al., 2020; Russell et al., 2007) or failed to address power dynamics that influence trainees’ capacity for change (Fickling et al., 2019). Furthermore, educators and supervisors may be unsure of how to engage in necessary remediation practices due to concerns of disempowering trainees (Freeman et al., 2016), as well as being mindful of the colonization of the counseling profession. Counselor educators and supervisors can benefit from employing relational-cultural theory (RCT; Miller, 1976) in their remediation and gatekeeping practices. RCT posits that transformation occurs within relationships and through culturally tuned and collaborative practices (Jordan, 2017). RCT practitioners utilize mutual empathy and empowerment, authenticity, and relational growth to promote change (Jordan, 2017). Presenters will provide an overview of intermediate/advanced RCT concepts, introduce RCT as a framework for remediation, and engage attendees in application of RCT to remediation through case studies. Presenters will utilize a variety of presentation modalities including PowerPoint, examples, discussion, and case study.

 Learning Objectives:

  1. Attendees will gain an advanced knowledge of relational-cultural theory (RCT) tenets and practice. 
  2. Attendees will examine ways RCT can be applied in remediation and gatekeeping within counselor education and supervision.
  3. Attendees will practice the implementation of RCT in remediation and gatekeeping using case scenarios.

Course curriculum

    1. Webinar Video: Utilizing Relational-Cultural Theory in Remediation and Gatekeeping

    2. Webinar Quiz

    3. Webinar Evaluation

About this course

  • Free
  • Certificate Available
  • NBCC 1.5 CE Hours

Laura G. Dunson Caputo PhD, LPCC-S (OH)

Laura Dunson Caputo is an Assistant Professor of Practice at John Carroll University in Cleveland, Ohio. She earned her PhD in Counselor Education and Supervision from Kent State University, her M.S.Ed in Clinical Mental Health Counseling from Duquesne University, and her B.S. in psychology and religion from Baldwin Wallace University. Dr. Caputo is an LPCC-S who operates a private practice that supports clients with histories of trauma, neurodivergent clients, and LGBTQ+ clients. As a counselor, Dr. Caputo practices using relational-cultural theory, narrative theory, existential theory, and diverse creative and somatic interventions. Dr. Caputo has presented over thirty times at local, regional, national, and international conferences, and has held multiple leadership positions in counseling organizations. Dr. Caputo’s research interests include trauma-informed care, social determinants of mental health, creative interventions, and power dynamics in counseling, teaching, and supervision.

Jessica Danielson PhD, LPCC-S (ND), NCC

Jessica Danielson is an Associate Professor of Practice at North Dakota State University in Fargo, North Dakota. She earned her PhD in Counselor Education and Supervision from North Dakota State University, her MS in Clinical Mental Health Counseling from University of Mary, and her BA in psychology from University of Mary. Dr. Danielson is an LPCC-S who contracts with a private practice that supports clients with trauma, relational growth, self-concept, identity development, and life transitions. As a counselor, Dr. Danielson practices relational-cultural theory, dialectical behavior therapy, cognitive processing therapy, and creative interventions. Dr. Danielson has presented over 85 times at local, state, regional, and national conferences and has held multiple leadership positions in counseling organizations.