Self-examination of professional conduct according to Walden University policy

STUDENT professional conduct
Guiding Framework:
2014 ACA Code of Ethics 2014, Section C: Professional Responsibility - introduction. “Counselors aspire to open, honest, and accurate communication in dealing with the public and other professionals.”
2014 ACA Code of Ethics 2014, Section d: Relationships with other Professionals - introduction.“Counselors develop positive working relationships and systems of communication with colleagues to enhance services to clients.”
Your task:
Read Walden University’s Student Professional Competence Policy (https://catalog.waldenu.edu/content.php?catoid=158&navoid=52058)
Read Walden University’s Code of conduct policy (https://catalog.waldenu.edu/content.php?catoid=158&navoid=52055)
Using the tables below, compare your conduct with the professional dispositions endorsed by each respective policy. Specifically,
After Engaging in Meaningful Self-Examination, Describe Your Values, Thoughts, Emotions, Behaviors, and Motives that Contributed to the Identified Behaviors Listed in Your SDP.
Describe How You Are Considering Alternative Points of View, Changing Ideas, and Examining Personal Reactions So That You Correct and Prevent Each of the Identified Behaviors Listed in Your SDP
If any of the “Defined Concerning Behaviors” or “Defined Unprofessional Behaviors” do not apply to your situation, then please write “not applicable” in the text boxes.
In your responses, please describe how you are engaging in both aspects of self-growth (as defined in the SDP Assignment Evaluation Rubric at the end of this document) and describe how you are developing and internalizing the professional dispositions as targeted outcomes for this assignment (as defined in the SDP Assignment Evaluation Rubric at the end of this document).
Self-Examination of Personal Conduct to Walden University’s Student Professional Conduct Policy
Defined Concerning Behaviors
After Engaging in Meaningful Self-Examination, Describe Your Values, Thoughts, Emotions, Behaviors, and Motives that Contributed to the Identified Behaviors Listed in Your SDP
Describe How You Are Considering Alternative Points of View, Changing Ideas, and Examining Personal Reactions So That You Correct and Prevent Each of the Identified BehaviorsListed in Your SDP

1. Problem Behaviors (occur when a student’s attitude and behavior is of concern and requires remediation but is not unexpected for professionals in training)
N/A
Although this area does not apply to my specific behaviors of concern, it is worth noting that the Walden University Student Professional Competence Policy stresses the singular importance of remediating problem behaviors as soon as possible with appropriate training and supervision.
N/A

1. Inappropriate/Unprofessional Conduct (an interference in professional functioning)
N/A
N/A

1. Critical Behaviors (put, or have the potential to put, students or instructors and staff - including oneself - at risk for physical harm or serious emotional distress; or violation of ethical standards and university code of conduct)
I do not like to deal with unnecessary problems. I tended to be too informal in my communications and I need to improve my professional communications skills.
According to the Walden University Student Professional Competence Policy, critical behaviors manifest during face-to-face meetings. Being under stress can lead to inappropriate behavioral responses, particularly when there is genuine threat of psychological or physical harm. This self-reflection exercise helps me to see how a critical behavior can start with something seemingly small and insignificant, offering us the chance to remedy the situation before it escalates into a critical behavior that actually puts people in danger.
It still helps to be aware of what constitutes inappropriate or unprofessional conduct. I see now that I need to develop a more professional comportment using formal language in emails. Reviewing the Walden University student Code of Conduct, for example, I recognize how my values of nondiscrimination and nonharassment align with official school policy. I can therefore make it my objective to use this self-reflection exercise to better comport myself when critical behaviors begin to emerge—in myself, students, or colleagues.




Self-Examination of Personal Conduct to Walden University’s Code of Conduct
Defined Unprofessional Behaviors
After Engaging in Meaningful Self-Examination, Describe Your Values, Thoughts, Emotions, Behaviors, and Motives that Contributed to the Identified Behaviors Listed in Your SDP
Describe How You Are Considering Alternative Points of View, Changing Ideas, and Examining Personal Reactions So That You Correct and Prevent Each of the Identified Behaviors Listed in Your SDP

1. Nondiscrimination.
N/A
N/A

1. Nonharassment.
N/A
N/A

1. Professional Conduct.
Professional conduct comprises a variety of behaviors, attitudes, and competencies. It includes academic honesty, taking responsibility for our actions, communicating clearly, and recognizing the appropriate ways of settling conflict. I have never been called out for poor professional conduct.
Comparing my professional conduct with the ideals laid forth in the Walden Student Code of Conduct, I see how passivity can be as much a problem as active, more overt forms of unethical behavior. My professional conduct concerns relate less to active forms of harassment, and more in subtle means of showing disrespect. These behaviors come via low self-esteem and fear, and I intend to correct and amend my behavior to better align with Walden policy and ideals.
Reflecting on the Walden Code of Conduct, I noticed that trust, honesty, and fairness are the most important components of how we are expected to comport ourselves as students regardless of our background or any other individual factor. Professional conduct is about mutual respect.

1. Academic Integrity.
N/A
N/A




Self-Examination of Professional Dispositions
The 2016 CACREP Standards“require that graduates demonstrate both knowledge and skill across the curriculum as well as professional dispositions” (p. 2). Therefore, “the counselor education program faculty systematically assesses each student’s professional dispositions throughout the program” (p. 17). Professional dispositions are “the commitments, characteristics, values, beliefs, interpersonal functioning, and behaviors that influence the counselor's professional growth and interactions with clients and colleagues” (p. 44).
Your task:
Read the Spurgeon, Gibbons, and Cochran (2012) article “Creating Personal Dispositions fora Professional Counseling Program” (Counseling and Values, 57, pp. 96-108).
Integrating concepts and principles from the article, describe your plan to consistently develop anddemonstrate the following School of Counseling’s KeyProfessional Dispositions.
In your responses, please describe how you are engaging in both aspects of self-growth (as defined in the SDP Assignment Evaluation Rubric at the end of this document) and describe how you are developing and internalizing the professional dispositions as targeted outcomes for this assignment (as defined in the SDP Assignment Evaluation Rubric at the end of this document).
School of Counseling’s Key Professional Dispositions
Your Specific Plan to Consistently Demonstrate Each Key Professional Disposition (integrate concepts from theSpurgeon, Gibbons, and Cochran article)

1. Engagement: The student punctually attends scheduled meetings, actively contributes to required academic settings, and promotes other students’ learning.
a. Fulfill obligations promptly, consistently, reliably, and according to expectations.
b. Advocate for the advancement of and excellence in the profession.
a. Engagement reflects the student’s level of commitment to the program, the school, and to the profession (Spurgeon, Gibbons & Cochran, 2011, p. 103). It involves a fulfillment of the obligations required for each class, but beyond that, it involves being reliable and accountable. Responding to communications, interacting with and helping other students, and meeting all expectations to fulfill course requirements and conduct codes are all ways that I have demonstrated engagement throughout my term. Comment by Ryan Day: Section 1 looks good so far. No additional concerns.
b. Both in terms of self-growth and professional disposition, I advocate for the advancement and excellence in the profession by remaining engaged with all coursework and classes. It is our responsibility to represent our profession, for when we are in the public eye, we represent our colleagues and not just ourselves. We also hold each other accountable, speaking out against any observed injustice in or outside of the classroom.

2. Accountability: The student accepts personal contributions to academic, skills, andcomportment challenges and acts responsibly to enhance professional effectiveness.
a. Accept responsibility for actions and problems.
b. Solicit, consider, and respond thoughtfully to constructive feedback from others.
a. Taking accountability means accepting responsibility for our actions. When working in a team environment, it is especially important to remain accountable and not blame others for our problems. I have learned this on a personal and professional level throughout the course. Responsibility is a core requirement of all counseling professionals (Spurgeon, Gibbons & Cochran, 2011, p. 98). Comment by Ryan Day: Bryan this is great that you discussed the importance of accountability while working in a team environment. I would love to know your thoughts on the importance of accountability while operating within your individual domain and how it differs from working in a team environment, please write this out. Also, since accountability is a very important part of being a counselor, please explain your plans for maintaining accountabililty going forward as a counseling student when challenges arise when working with faculty, staff, peers, and clients? Also, describe what challenges you forsee becoming problematic with remaining accountable when problems happen (i.e., being overwhelmed with family/work/school or my anger getting the best of me when engaging people or when a teacher devalues my work or when a site supervisor mistreats a client, etc.)? Please be clear in explaining your accountability plan for problems that you may forsee happening. Thanks!!!Ryan DaySection B, was great, and I like how you provided an example of how to implement accountability within the classroom. Please provide one or two additional scenarios as to how you can implement accountability within the classroom. Thanks!!!
b. When we participate in class discussions, we need to remain respectful and accountable for our words. Soliciting feedback is one of the best ways to improve our overall level of personal and professional accountability. Spurgeon, Gibbons & Cochran (2011) used feedback as one of the methods in their research. Comment by Blank: HiThere is a lot to discuss here. Starting with the question related to personal accountability in different situations, I would say that working in the individual domain requires a set of high standards I set for myself. What I do when no one is looking is a key indicator of my ethical integrity. Therefore, I need to set high standards for myself and work hard to live up to those standards rather than do what I think I can “get away with.” Comment by Blank: Second, you ask about my plans for maintaining accountability as I step into my role as a professional counselor. I believe that there is too much complexity in the world, especially in human communication, to make any absolute claims as to how I can maintain accountability across various scenarios. To simplify things, I would focus on maintaining accountability to a few set of core values or principles: such as always asking others for feedback and engaging in dialogue first rather than assuming I know what another person is thinking. Also, if we establish some ethical ground rules at the beginning of our professional relationship, it helps all parties stay on the same page when we encounter conflict. Comment by Blank: Finally, you ask for specific accountability scenarios for implementing accountability in a classroom environment. One would be to have a situation in which the instructor actively uses a list of all the students in the class to ensure that all students are accounted for in classroom discussions. Teachers may have cognitive biases that cause them to systematically overlook some students who are shy or quiet, but not be consciously aware that they are ignoring those students. Another scenario would be to have an anonymous feedback system for students. It could be an online system, in which students can provide anonymous feedback safely. This would encourage teaches to be more receptive to student comments about perceived injustices, discrimination, or micro-aggressions.

3. Relationships: The student professionally interacts with others and successfully navigates interpersonal differences.
a. Work cooperatively and collaboratively with others across multiple settings.
b. Display sensitivity to the feelings, thoughts, and needs of others.
a. Developing professional relationships will help us to contribute to the growth and advancement of the profession, and raises the bar for our own ethical standards. Working cooperatively and collaboratively with others across multiple settings is one of the most important dispositions for a professional counselor (Spurgeon, Gibbons & Cochran, 2011). Comment by Ryan Day: Please define what professional disposition(s) in this sentence you are referring to, it appears to be unclear. Please elaborate, especially since relationships are very important in the work that we do as professionals.
b. When we work in a diverse environment, we need to be sensitive to the feelings, thoughts, and needs of others. Empathy and emotional intelligence are the skills I have developed through self-growth in this course. I have subsequently evolved a professional disposition that is sensitive to the needs of others. Comment by Blank: Thank you for your comments, and I apologize for the lack of clarity here. The professional dispositions I was referring to here include being an active listener, being compassionate and empathic, open to new concepts and cultural paradigms, and always interested in engaging in dialogue with those with different views. Yet ultimately, we all need to converge on shared professional dispositions that enable us to work together in harmony. The same goes for our professional dispositions with colleagues as our professional dispositions when working with clients. I hope that clarifies things.

4. Sensitivity: The student attends to the feelings, experiences, and perceptions of others and honors their autonomy.
a. Interact with appropriate assertiveness and emotional control.
b. Respect the autonomy and beliefs of others and refrain from imposing my personal beliefs on others.
a. According to Spurgeon, Gibbons & Cochran (2011), “self-awareness, sensitivity to others, and the skills needed to relate to diverse individuals, groups, and classrooms” is a primary requirement and professional disposition in the counseling profession (p. 98). I have interacted with assertiveness throughout this course, as part of my self-growth strategy, speaking up for myself and for others. Comment by Ryan Day: This section is great!!!Ryan DayI would like for you to add a sentence or two as to how you handle sensitive topics with others who may disagree with your viewpoint/perception, especially in topics that can become very heated or cause any countertransference.
b. Respecting others means leaving them leeway, allowing for autonomy in decision-making in group projects. While I offer assistance, I do not impose my personal beliefs on others. This helps me develop the disposition of sensitivity through the self-growth process I encounter as an aspiring professional counselor. Comment by Blank: Good question! It is worth mentioning that no matter how much preparation we do, or how determined we are to handle conflict gracefully, there will always be unexpected issues that arise when we encounter radically different ideas—ones we never even knew existed before because it was outside of our range of experience. Basically, though, the way I would generally handle such situations is to slow down. Instead of reacting based on my initial emotional/physiological urges, I would take time to process the information and formulate a level-headed response less laden with emotional baggage or bias. I would mainly want to ask more questions of the other person to find out the value system they work with, in order to better understand how to reach common ground.

5. Impartiality: The student displays contextual and cultural competency by valuing the fundamental rights, dignity, and worth of all people. Thisincludes respect for age, culture, disability, ethnicity, race, religion/spirituality, gender, sexual orientation, marital/partnership status, language preference, socioeconomic status, veteran status, immigration status, or any basis proscribed by law or as defined by potential clients’ experience.
a. Maintain awareness of power and privilege dynamics on various levels.
b. Maintain openness to and respect for differences in ideology.
a. While it is challenging to remain impartial when faced with challenging or controversial topics, it is a professional disposition of the counseling professional (Spurgeon, Gibbons & Cochran, 2011). We need to remain aware of our own status relative to that of others, maintaining a sense of power and privilege that is unique to any given situation.
b. Openness is a subject that Spurgeon, Gibbons & Cochran (2011) address extensively in their research. I have grown tremendously through self-reflection on the area of openness and impartiality. Counselors work with diverse coworkers and clients and need to respect differences in ideology both in our personal and professional lives.

6. Discipline: The student exhibits the ability to manage personal stress, self-disclosure, and excessive emotional reactions that interfere with professional functioning.
a. Manage emotional reactions adeptly and exhibit emotional self-control.
b. Manage personal wellness physically, spiritually, psychologically, and socially.
a. Maintaining discipline is crucial for our personal and professional success. Discipline is not just about meeting deadlines. It is about managing our emotions and exhibiting self-control. I can cultivate the professional disposition of composure by reflecting on how to improve my emotional responses. Comment by Ryan Day: These two sentences are excellent statements. Please elaborate on what strategies you implement to maintain good personal wellness and the steps you take throughout the week to keep your overall wellness in check. Please open up with good examples and a clear plan. Thanks!!!
b. Personal wellness is something that is integral to my self-growth strategy. As I grow as a professional, I realize that my own health impacts my professional performance. As Spurgeon, Gibbons, & Cochran (2011) put it, good health helps me “maintain a focus on self-development along with acquiring knowledge and skills,” (p. 106). Comment by Blank: Maintaining personal wellness is a top priority for me; if I do not have my health, I cannot perform well as a counselor. One strategy I use is a daily morning routine that includes meditation and listening to some sort of positive or motivational messages. Another strategy is regular exercise. Every day I try to do something physical, and several times per week need to incorporate something more vigorous like a hard workout. These strategies are good for mental and physical well being!

7. Awareness: The student manifests alertness of how personal beliefs, attitudes, values, and behaviors affect others and uses sound judgment to assess situations properly.
a. Exhibit awareness of and respect for appropriate interpersonal boundaries.
b. Exhibit awareness of personal beliefs, values, needs, strengths, and limitations and understand their potential influence on personal and professional performance.
a. I have grown much in the area of self-awareness, exhibiting a remarkable understanding for interpersonal boundaries in personal and professional settings. Comment by Ryan Day: Please discuss the experiences in the past and recently that have led to your self-awareness growth. Please open up with good examples and a clear plan. Thanks!!!Ryan DayThis entire sentence is unclear. Please respond by letting us know how did you get to this conclusion that your personal beliefs and values do not need to interfere with your professional performance.
b. Because I have reflected on the code of ethics and on the information presented in the Spurgeon, Gibbons, & Cochran (2011) article, I see that my personal beliefs and values do not need to interfere with my professional performance. Comment by Blank: The past experiences that have led to increased self-awareness include having trusted, honest friends and colleagues who I can count on for valid feedback about my behavior or communication style—the things that I cannot necessarily see myself. Others perceive me differently than I perceive myself, and it is important that I listen to this feedback, especially when it comes from people I trust and who want me to perform at my best. Another self-awareness strategy is regular meditation and journaling. Meditation helps me to cultivate the mental resilience I need to change my behaviors, and to see where I need to improve. Journaling helps me to write down my goals for self-improvement, and to assess progress over time. Comment by Blank: Responding to your second comment: I have always known that what a professional believes on a personal level (related to religious or political beliefs) can potentially interfere with their judgment. We can unconsciously, or sometimes even deliberately, use our personal values and beliefs to influence others or to affect our attitudes towards others and our perceptions. This can be dangerous. It is impossible to react as if we are totally uninfluenced by our personal beliefs, but I also know that it is possible to have a different set of rules, values, and principles that apply in the workplace versus at home or in other scenarios. I have had role models who refrain from referring to their religious or political beliefs when working, and this is how I reached the conclusion that it is possible to separate these two domains to maintain professional accountability and comportment.

8. Growth: The student exhibits a willingness to engage in self-examination, challenge assumptions, and assimilate feedback to reach an acceptable level of competency.
a. Participate in personal growth and self-development activities.
b. Participate in self-reflection and self-exploration.
a. Since embarking on this self-growth program, I have participated more in personal growth and development activities including attending workshops and seminars.
b. Regular self-reflection and self-exploration do promote the level of awareness and personal accountability required for me to improve my competencies and perform at the highest possible standard in all professional settings.

9. Communication: The student demonstrates a respectful tone and uses open, honest, and accurate statements in dealing with others.
a. Communicate information truthfully and accurately.
b. Exhibit behaviors and express thoughts and feelings that are genuine and congruent with intrapersonal experience.
a. While initially my electronic communications were too informal, I have learned to alter my strategies and communicate with more brevity and clarity.
b. The behaviors I exhibit are completely congruous with my personal values, and show respect for others. Based on my interpersonal experience, I am building the professional dispositions required of a successful counselor.

10. Congruence: The student exhibits the ability to acquire and integrate ethical codes, accreditation standards, and institutional policy into one’s repertoire of professional behavior in all settings.
a. Follow the procedures and policies of the graduate program.
b. Demonstrate personal and professional integrity in stated thoughts and actions.
a. Being aligned with the procedures and policies of any program, as well as the ACA ethical standards, is a prerequisite for our success as counselors (Spurgeon, Gibbons, & Cochran, 2011).
b. In all my communications and actions, I have exhibited professional integrity because of my commitment to self-growth and personal development. As a result, my actions are aligned with my values as well as the values expressed by the ACA and Walden.





student Development PLAN (SDP) Assignment Evaluation rubric
Guiding Standard from 2014 ACA Code of Ethics - F.9.a. Evaluation of Students
“Counselor educators clearly state to students, prior to and throughout the training program, the levels of competency expected, appraisal methods, and timing of evaluations for both didactic and clinical competencies. Counselor educators provide students with ongoing feedback regarding their performance throughout the training program.”
As described in your signed Student Development Plan (SDP), the Student Development Committee will use the following rating scale to formally evaluate your responses contained in the initial development assignment submission and up to two resubmissions as requested.
0 = ABSENT: Student does not demonstrate self-growth and the required professional dispositions; therefore, requires immediate corrective action.
1 = INCONSISTENT: Student intermittently demonstrates self-growth and the required professional dispositions; therefore, is expected to integrate feedback to become consistent fully.
2 = CONSISTENT: Student frequently demonstrates self-growth and the required professional dispositions; therefore, is fit for professional practice.
IMPORTANT NOTE: An evaluation rating of “2-CONSISTENT” is required on both aspects of self-growth and each professional disposition for this development plan assignment to be completed. If you are unwilling or unable to complete any required development plan assignment by the third submission (as described in the Evaluation Process section of your SDP), you will fail the entire SDP, and the outcome described in the current Counseling Student Program Guide will result.

A. Self-Examination – theexploration of own thoughts, feelings, and behaviors and their usefulness or consequences.
1. Challenging of Assumptions – the use of direct questions, logical reasoning, and persuasion to evaluate, dispute, and modify unhealthy thoughts and behaviors.
Date

1stEvaluation Rating
1
1
1/27/2020

2ndEvaluation Rating




3rdEvaluation Rating






Ongoing Evaluation of Student’s Self-Growth (as defined in the 2014 ACA Code of Ethics)
Ongoing Evaluation of Student’s Professional Dispositions (as defined in the 2016 CACREP Standards
Required Professional Dispositions For This SDP Assignment
1stEvaluation Rating
2ndEvaluation Rating
3rdEvaluation Rating

1. Follow the procedures and policies of the graduate program.
1



1. Communicate with others respectfully and professionally using appropriate verbal and non- verbal language.
2





November 2019 version