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...

a.) Goodnough suggests the following guidelines for conducting oneself ethically in the counseling profession: Always be in a position of supervision, think before you act, study up on ethical rules, seek advice from a variety of sources when faced with a moral problem, commit to lifelong learning in your field, and join a professional organization.

b.) Exactly What It Means. Imposing your ideals on customers is an effort to change their thoughts, emotions, evaluations, and actions.

Learn to accept and understand yourself.

Seek the Advice of a Clinical Supervisor.

Avoid taking any side.

5. Specific student action if necessary to (a.) limit, (b.) suspend, or (c.) terminate your professional responsibilities until it is determined that you may safely resume your work. (see 2014 ACA Code of Ethics, Section F.5.b. Impairment).

a.) In cases when a social worker has first-hand knowledge of a coworker's ineptitude, they should discuss the situation with the coworker and help them take the necessary steps to improve.

b.) Use something like "job ended," "laid off," or "terminated" if you don't want to go too specific. Dealing with the problem face to face is preferable to dealing with it on paper. To increase your chances of getting an interview, this is highly suggested.

6. Specific student action to engage in self-care activities to maintain and promote (a.) emotional, (b.) physical, (c.) mental, and (d.) spiritual well-being to best meet your professional responsibilities. (2014 ACA Code of Ethics, Section C: Professional Responsibility - Introduction).

Create a network of positive, encouraging friendships.

Document the three best things about each day.

Relax after practice with a game and a cup of coffee.

Spend time doing something you like, like going to the movies.

Do not stop attending your parent's club or other social gatherings.

7. Specific student action to engage in Self-Growth is defined as (a.) self-examination and (b.) challenging assumptions to enhance professional effectiveness. (2014 ACA Code of Ethics, Glossary of Terms, p. 20).

a.) Get over your apprehension. Living in constant terror may stifle personal development and development as a whole.

Read. Knowledge, vocabulary, and current events may all be increased by the simple act of reading.

b.) Acquire some new information.

I…