Appendix I: Counselor Dispositions Statement

Candidate Statement of Commitment to Counseling Dispositions

The Counselor Education Department at Portland State University is committed to training professional, highly impactful counselors. Effective interpersonal and intrapersonal functioning as aspects of counselor dispositions are considered necessary and important functions of an effective counselor. So, these functions will be formally evaluated at various points in the program and informally evaluated as you progress.

Professional dispositions are values, attitudes, and beliefs that influence your behavior and impact your professional growth and development as a counselor in training and, eventually, a professional level counselor.

Various aspects of your professional behavior are assessed during classes and field experiences as a representation of your overall presentation. These factors are listed in the first year pre-practicum review, the pre-internship review, and the pre-graduation final review. In addition to these dispositions, counselor trainees are expected to aspire to the highest possible standards of professional conduct both in the university learning setting and during field placements.

At times, students have difficulty with some of these areas of professional functioning. This may be due to situational factors (like a personal crisis or health issue), mental illness, substance abuse, excessive stress, or other variables that prevent a student from demonstrating adequate professional disposition. Indicators of difficulty may include behaviors such as excessive disruptions to the learning climate, hostility or aggression toward peers or faculty, obvious signs of impairment from substance use, insensitivity, failure to attend classes or inadequate participation, or a general attitude of disrespect or disinterest.

Students who are considered to not be meeting the minimum acceptable dispositions will not be allowed to sign up for practicum until they have achieved a satisfactory level of functioning. If dispositional concerns are observed during a practicum or internship placement, the student may be required to drop the class and engage in a remedial effort prior to returning to field placement in a subsequent term.

As referenced in the Department Statement and Student Handbook, the following dispositions are formally assessed at various points in your program:

1. Professionalism

a. Attendance and Punctuality: prepared and on time for classes and field experience; completes assignments in a timely manner; reliable attendance at relevant meetings and trainings.

b. Demeanor and Appearance: grooming and dress are professional and appropriate for the setting.

c. Attitude: is positive, hopeful, patient, fair, empathic, caring, and non-judgmental.

d. Spirit of Cooperation & Collaboration: willingly works with and connects with others; respects individual differences and varying perspectives.

e. Ethical Functioning: demonstrates truthfulness and honesty; adheres to the code of ethics and standards of practice; maintains confidentiality; does not plagiarize or cheat.

f. Appropriate and respectful online presence/electronic communication.

g. Absence of Impairment: impairment due to substance use.

h. Flexibility: can adapt to changes quickly and positively.

2. Intrapersonal and Interpersonal Effectiveness

a. Interpersonal Awareness: demonstrates an understanding of 1) how trainees are experienced by others (e.g., clients, peers, faculty, staff, supervisors) and 2) the impact of trainees’ demeanor, communication, and interactions on others.

b. Intrapersonal Awareness: understands how the trainees’ personal qualities (e.g., values, experiences, personality, attitudes, beliefs, biases, assumptions, history) interacts with professional development and performance.

c. Professional Communication: utilizes respectful, clear, professional - communication (verbal, written, and electronic); absence of slang, biased language, or unprofessional conversations; demonstrates effective conflict resolution skills.

d. Self-Management: responds effectively under stress; shows an ability to maintain a regulated, calm composure; actively engages in self-care; takes responsibility for own actions.

3. Commitment to Learning and Growth

a. Cultural Humility: operates with a high level of commitment to self-reflection and self-critique regarding cultural features, usually demonstrated by curiosity, a willingness to learn about others, and a willingness to ask questions, correct errors, and make a sincere effort to learn.

b. Openness: willingness to embrace and examine multiple perspectives; demonstrates an attitude of curiosity; demonstrates a willingness to learn and be taught.

c. Openness to Feedback: willingness to receive feedback and incorporate it into future work.

d. Contributes to the Learning Climate: shows courtesy and respect to peers and faculty; proactively contributes to a positive and safe learning environment for all participants (self, fellow trainees, instructors).

e. Learning Skills: actively engages and reflects throughout the learning process; effectively uses problem-solving skills to identify solutions and resources.