The School of Counseling Key Professional Dispositions

Student Development Plan (SDP) Outcomes

The School of Counseling identifies ten (10) Key Professional Dispositions that students most suitable for the profession consistently demonstrate (Bogo et al., 2007): Engagement, Accountability, Relationships, Sensitivity, Impartiality, Discipline, Awareness, Growth, Communication, and Congruence. These key professional dispositions are defined as follows:

RESPONSIBILITY

1. Engagement: The student punctually attends scheduled meetings, actively contributes to required academic settings, and promotes other students' learning.

2. Accountability: The student accepts personal contributions to academic skills and comportment deficiencies and acts responsibly to enhance professional effectiveness.

FITNESS

3. Relationships: The student professionally interacts with others and effectively navigates interpersonal differences.

4. Sensitivity: The student attends to the feelings, experiences, and perceptions of others and consistently honors their autonomy.

5. Impartiality: The student displays contextual and cultural competency by valuing all people's fundamental rights, dignity, and worth. This includes 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.

MATURITY

6. Discipline: The student can control personal stress, self-disclosure, and excessive emotional reactions that interfere with professional functioning.

7. Awareness: The student manifests alertness of how personal beliefs, attitudes, values, and behaviors affect others and uses sound judgment to assess situations properly.

8. Growth: The student is willing to engage in self-examination, challenge assumptions, and integrate feedback to reach an acceptable level of competency.

INTEGRITY

9. Communication: The student displays a respectful tone and uses open, honest, and accurate statements in dealing with others.

10. Congruence: The student demonstrates the ability to acquire and integrate ethical codes, accreditation standards, and institutional policy into one's repertoire of professional behavior in all settings.

According to Brown-Rice (2012), "the outcome of the [student development] plan should be evaluated to determine the success of the plan" (p. 3). Most importantly, our accreditation body CACREP requires the following (Section 4: Evaluation in the Program, Assessment of Students, standard G.):

The counselor education program faculty systematically assesses each student's professional dispositions throughout the program. The assessment process includes the following: (1) identification of key professional dispositions, (2) measurement of student professional dispositions over multiple points in time, and (3) review or analysis of data.

As such, below are the professional dispositions (specialized behavioral skills) required from your SDP that your SDP supervisor recently indicated you were consistently demonstrating:

Instructions: Type your responses in the open text boxes. Please be specific, objective, and measurable in each of your responses.

Professional dispositions

Demonstrated outcomes

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

In my view the regulations of The Graduate School are designed to keep graduate programs' academic standards at a high level. Graduate academic rules are reviewed, modified, and approved by the Graduate School in collaboration with the University Graduate Council. The policies and procedures in the following links are meant to help graduate students, instructors, and staff with important elements of obtaining graduate degrees and certifications, from admission through completion.

2. Use technology appropriately and ethically in all situations while respecting others who are present or affected.

Even in kindergarten, I start learning about doing the right thing. The instructor explains the regulations and their rationale. The lessons I learn from each other include avoiding being dishonest or cruel. Classroom ethics, however, have become more nuanced since the introduction of technology into the classroom.

Even before they start primary school, many children are already engrossed in the world of electronic play. Students' familiarity with computers and the Internet varies widely. Not all parents will permit their children to use the Internet, and others will strictly prohibit it. Some people may not want their kids online unless they supervise them at all times.

Ethical questions raised by technology arise long before kids are prepared to deal with real-world scenarios. Kids typically don't learn much about handling situations like cyberbullying or infringing their intellectual property until they're already well into high school. Not only do teachers have to handle students bringing their gadgets to class, but they also have to deal with students' varying degrees of experience and competence with utilizing these devices and the Internet.

3. Participate in self-reflection and self-exploration.

During my childhood it was the primary stage for my culture. My parents, who emigrated from Germany, instilled a strong commitment to honesty, modesty, and compassion. They fostered a climate of openness and exhibited a genuine desire to aid their five kids in discovering their innate goodness, compassion, and insight. They did more than give us more backbone and conviction; they also established values based on mutual regard. One of my brothers is my identical twin, and the two went in entirely different directions professionally. Attending college, testing the waters of autonomy, and developing a keener sense of self were crucial to my development as a person. When I was a college freshman, far from home, I was no longer considered a twin but a person with my relationships and goals.

4. Exhibit awareness of personal beliefs (assumptions), values, needs, strengths, and limitations and understand their potential influence on personal and professional performance.

My values are the shared assumptions about what is right and good in a community. Virtues are the positive qualities that one possesses. My values have been defined and discussed by a wide range of people, from philosophers to academics to practitioners, each with their unique take on the topic based on their own disciplinary or professional background. It is common knowledge that a person's habits, behaviors, beliefs, expectations, and connections all reveal something about their core values. My manner of thinking and behaving is based on their values. They are crucial in forming one's opinions, preferences, and choices.

Furthermore, research on personal values has demonstrated that they frequently direct decision-making across a wide range of domains, including but not limited to one's profession, religion, social sphere, and sense of self. My values may be thought of in two ways: either as the principles by which they live or as the desired motivating objectives and interests that drive them. They have also been considered the products of one's mind and nonexistent mental entities. Accordingly, we may define values as how we interpret a person's internal thought states. Moreover, they are significant concerns that express the personality of an individual. Hence, realizing personal values by the self is vital and affects the self's growth and existence in every scenario. Conversely, understanding another person's recognized values is equally critical.

5. Act with an awareness of how personal actions affect others.

My Self-aware helps me enjoy better relationships and overall happiness, according to Eurich's study. In addition to increased happiness at work, they report increased feelings of control over my personal and social lives. Because of this, I am aware of our impression of others. When I step back and look at the world at large, I might see myself as others see me.

6. Prioritize the welfare of clients over self-interests when planning to provide professional services.

priorities should be set given the client's current health, any potential threats, the available resources, and the client's preferences. My intresest is the client's condition changes, it may be necessary to reevaluate goals and rearrange the sequence of treatments.

7. Use organized reasoning and good judgment to assess and respond to situations.

I found that it is judgment, or the capacity to integrate one's attributes with appropriate information and experience to create judgments and make choices (the authors of Judgment: How Winning Leaders Make Great Calls). It made me make a good decision when there aren't any hard facts or a simple solution. Likierman thinks it could be feasible for individuals to learn and improve their judgment if they had a clearer picture of the factors contributing to practical assessment. I also addressed senior partners at law and accounting firms, generals, physicians, scientists, clergy members, ambassadors, and CEOs at organizations ranging from the biggest in the world to start-ups. I had them describe instances in which they had to use judgment, both their own and that of others, to help him determine the traits and practices that foster innovative thinking and allow competent decision-makers to see recurring patterns others overlook. Therefore, he has concluded that there are six essential components that, when combined, make up sound judgment: education, confidence, experience, objectivity, alternatives, and execution. He outlines these components and gives ideas for development in each one

8. Act consistently and reliably.

Even if the measurement findings are repeatable, it doesn't mean they're accurate. If a test yields factual findings, the results should be easy to replicate, making it a valid measurement.

Guiding ACA Code of Ethics:

C.2.d. Monitor Effectiveness

Counselors continually monitor their effectiveness as professionals and take steps to improve when necessary. Counselors take reasonable steps to seek peer supervision to evaluate their efficacy as counselors.

Instructions: Type your responses in the open text boxes. Please be specific, objective, and measurable in each of your responses.

your PLAN FOR MONITORING EFFECTIVENESS

1. Specific student action to take reasonable steps to (a.) consult with your faculty and supervisors, (b.) the ACA Ethics and Professional Standards Department (see http://www.counseling.org/knowledge-center/ethics), or (c.) related professionals when you have questions regarding ethical obligations or professional practice. (2014 ACA Code of Ethics, Section C.2.e. Consultations on Ethical Obligations).

a.) Recognize and capitalize on each student's unique abilities.

Focus on solid intellectual achievement.

Leverage what I already know and have learned.

Situate learning in students' lives.

I recognize the role that cultural influences play.

Check my progress after every lesson.

b.) practicing competently and ethically; 3. valuing diversity and adopting a multicultural approach to promote individuals' value, dignity, potential, and individuality within their social and cultural settings

c.) I preserving the confidentiality of the counselor-client relationship; and 5.

2. Specific student action when faced with an ethical dilemma to (a.) use and (b.) document, as appropriate, an ethical decision-making model. (Cottone, R. R., and Claus, R. E. [2000], Ethical Decision-Making Models: A Review of the Literature. Journal of Counseling & Development, 78: 275–283. doi:10.1002/j.1556-6676.2000.tb01908.x or ACA Ethical Dilemma Poster @https://www.counseling.org/docs/default-source/ethics/ethical-dilemma-poster_fa.pdf?sfvrsn=2).

a.) if I taking credit for the labor of others is an example of an ethical problem. Misleading a customer by selling them a lower-quality item. Making use of confidential information for one's gain.

b.) What is the first thing you should ask yourself when confronting a moral problem? Is what I want to do legitimate? Crucial for successful job placement, high performance, professional growth, and the firm's overall success.

3. Specific student action to monitor yourself for signs of incompetence from your (a.) physical, (b.) mental, or (c.) emotional problems. (see 2014 ACA Code of Ethics, Section F.5.b. Impairment).