School of Counseling

Student Performance and Dispositions Review (SPDR)

The Academic Affairs Committee (AAC) for the School of Counseling meets in May, August, and December for the Student Performance and Dispositions Review. All Richmont students are evaluated during this process, although additional attention is given to students who are currently in the clinical sequence (Helping Relationships, Applied Practicum and Treatment Planning Lab in Counseling, Counseling Practicum, and Counseling Internship I & II).

Faculty and staff may observe a student concern at any time throughout the semester and complete a Student Concern Report. Faculty and staff are encouraged to address the concern with the student before submitting the Student Concern Report. Student Concern Reports should be submitted to the Dean/Asst. Dean of School of Counseling (academic concerns), the Office of Student Affairs (dispositional concerns), and/or the Director/Assistant Directors of Clinical Training (clinical skills concerns). Evaluation of students serves to identify both strengths and deficiencies and to create a development plan, when necessary.

Clinical skills, knowledge and academic performance, self-awareness, and general dispositions are all factors considered in the SPDR. MS students are evaluated in dispositions and academic levels only. Faculty rate students on Knowledge, Skills, and Dispositions; staff evaluate dispositions only. Students’ performance is assessed in the classroom and in other settings, both formal and informal, including observations from faculty and staff, the student’s advisor, and clinical supervisors where applicable.
Each semester, faculty and staff rate the students on the categories above. In each of the three categories (knowledge, skills, and dispositions), students will receive feedback from the faculty at one of the following levels:

• Special Commendation
• Meets Expectations
• Level 1 – Meeting Expectations with Slight Concerns
• Level 2 – Meeting Expectations with Moderate Concerns
• Level 3 – Not Meeting Expectations with Significant Concerns

If a faculty or staff member reports a slight or moderate concern (rating of 1 or 2), they are asked to provide specific behavioral instances or patterns of student behavior that warrant their concern. If faculty reports a significant concern about a student (rating of 3), they complete a Student Concern Report to provide more detailed information.

Each semester, the ratings and comments provided by faculty and staff for each student are reviewed by the SPDR Committee and a determination is made as to those students whose status warrants further review by the faculty (Academic Affairs Committee: AAC). The SPDR Committee includes representatives from Clinical Training, Student Affairs, and Academic Affairs. The choice to further evaluate a student of concern is based upon, but not limited to, evaluations from the Clinical Training Committee regarding the student’s clinical performance, observations of the student’s advisor, and feedback from faculty and site supervisors where applicable, and whether or not the problematic behavior is an observed pattern. Clinical performance, academic performance, self-awareness, and general professional dispositions are all factors considered in the Student Performance and Dispositions Review.

Students in the clinical training courses (CED6113: Helping Relationships, CED6913: Applied Practicum and Treatment Planning Lab, CED6922: Practicum, CED7932: Internship I, or CED7942: Internship II) are given special attention during the feedback review. If the AAC feedback raises moderate or significant concerns of a clinical nature, the committee may recommend that the student be delayed from advancing in the clinical sequence regardless of their grade in their current clinical course. In situations of grave concern, such as, but not limited to, major ethical violations, the committee may recommend that the student be dismissed from the program.

Each semester, the Academic Affairs Committee reviews and discusses the SPDR Committee recommendations and decides on any necessary action plan for each student. The AAC has four options regarding a decision to approve the student for continuation in the program:

1. 1. Approval for Continuance: If the AAC approves the student for continuance, the student receives this notice on their Student Performance Review Feedback Form. The form indicates they are either meeting or exceeding expectations in all areas. Student Performance Review Feedback Forms are uploaded into the students online academic file and students are emailed notice when they are online for review. Should a student have questions, they are encouraged to contact their advisor.
2. 2. Dismissal: If the AAC determines that there is a problem that warrants dismissal, the AAC will issue a letter of dismissal to the student. The student’s advisor will schedule a meeting to discuss this dismissal with the student following the AAC meeting. This meeting will be conducted by the student’s advisor and will include the Dean/Assistant Dean of the School of Counseling and the student.
3. 3. Advisor Follow-Up: If the AAC determines there is a mild or moderate concern with a student, the committee will recommend that the student’s advisor meet with the student to discuss the observed concern. A concern is categorized as “mild” or “moderate” based on the current semester ratings and cumulative ratings for the student. The advisor and student will set up an informal plan to address the concern and check back as needed. The emerging concern will be noted on the student’s Student Performance Review Feedback Form.
4. 4. Remediation: If the AAC determines that there is a significant concern in a given semester, or a consistent pattern of concerns over time, which are not sufficient to warrant dismissal, a Student Development Plan may be created. A concern is categorized as “significant” based on the current semester and cumulative ratings for the student. In instances of significant clinical concern, the student development plan will be written by the Director/Assistant Directors of Clinical Training, or an appropriate designee. In instances of significant dispositional concerns, the Office of Student Affairs or an appropriate designee will write the Student Development Plan. In instances of significant academic concerns, the Dean/Asst. Dean of School of Counseling or an appropriate designee will write the plan. For students with a significant concern, a dean and the student’s advisor will meet with the student to communicate the concern and proposed Student Development Plan. The concern will be noted on the student’s Student Performance Review Feedback Form and included in their online academic file, along with a copy of the Student Development Plan. (If the significant concern is a clinical one, copies of all forms will also be kept in the student’s clinical file.)

 

 

Standards of Performance

By policy, students are expected to uphold standards of academic and moral excellence consistent with their commitment to Christian faith and scholarship. Richmont students must demonstrate readiness to meet the level of professional behavior and service expected of graduate students in professional counseling, including but not limited to:

•  Exhibiting conduct consistent with his or her profession of faith as a follower of Christ
• Maintaining a minimum term GPA of 3.0 (B)
• Abiding by the formal Statement of Community
• Participating in Richmont functions
• Exhibiting adequate social and interpersonal skills, self-awareness, and receptivity
• Exhibiting resilience and self-regulation, free from any impairment that might place self or another at risk
• Conducting herself or himself with confidentiality, honesty, and integrity
• Relating respectfully and professionally to faculty, staff, fellow students, and others
• Responding appropriately to supervision, class instruction, and other sources of constructive feedback
• Recognizing his or her limits of competency
• Appropriately translating academic preparation to clinical performance
• Providing competent service to counselees without academic or personal limitations, when compared to others at the same level of training
• Committing to and abiding by the standards set in the code of conduct established by the appropriate licensure boards and professional societies

Within the School of Counseling, faculty have the responsibility to monitor students’ academic progress, clinical skills, and their professional dispositions. While an individual may have the academic ability to successfully complete a graduate program at Richmont, some students remain unsuited for the necessary responsibilities of a professional counselor or marriage and family therapist. The faculty take this gate-keeping responsibility seriously.

Students are evaluated based on their knowledge, clinical skills, and dispositions during their training at Richmont. Academic knowledge, clinical skills, and general professional dispositions are all factors considered each semester by the faculty and staff as part of the Student Performance and Dispositions Review (SPDR). A dean or the student’s advisor provides feedback based on the SPDR Review. At times, a student development plan is required.

Students are encouraged to initiate a meeting with their advisors at any time to receive feedback about their progress in the program. Moreover, feedback sessions with advisors can be scheduled after the faculty has completed a review and the student has received their Student Performance Review Feedback Form.

Retention and Dismissal of Students

By policy, consistent with the Ethics and Standards of Practice of the American Counseling Association, the American Association for Marriage and Family Therapy, and the Christian Association for Psychological Studies, Richmont expects students to secure remedial assistance when needed, and dismisses from the program students who fail to comply with Richmont policies and procedures or who are believed to be unable to provide competent services due to academic, dispositional, or personal limitations.

Students are expected to meet the Standards of Performance and must demonstrate professional behavior and dispositions expected of a graduate student in clinical mental health counseling. This policy is referenced during the admissions process, during the new student orientation, and in the relevant course descriptions. Because specific skills and personal qualities are essential to adequate performance as a counselor, not every student is suited to the profession of counseling, and acceptance into the program does not guarantee continuation in the program. The admission process is designed to accept students who, through testing, prior academic performance, interviews and other applications processes, appear to have the academic, professional, and dispositional characteristics that may lead to success in counseling. However, such judgments inevitably are based on limited data. Moreover, life circumstances, personal crises, and difficulties may arise which interfere with a student’s continued success in the program. Faculty and advisors are encouraged to communicate their concerns to students throughout the semester, and not only during the Student Performance and Disposition Performance and Dispositions (SPDR) Review process. 

 

Professional Competence and Dispositions

Four categories of deficiencies present concerns and will lead to a plan of remediation and possibly dismissal from a specific degree program. These include impairment, failure to demonstrate competence, ethical misconduct, and problematic dispositions.

Impairment

Impairment is defined as an interference in professional functioning, whether chemical, physical, emotional or otherwise, that is demonstrated in one or more of the following ways:

• Inability or unwillingness to acquire and integrate professional standards into one’s repertoire of professional behavior;
• Inability to acquire professional skills and reach an accepted level of competency;
• Inability to control personal stress, mental dysfunction, or emotional reactions that may affect professional or social functioning; or
• Relational and boundary setting traits or enduring behaviors that interfere with the establishment and maintenance of healthy relationships within or beyond Richmont.

Failure to Demonstrate Competence

Failure to Demonstrate Competence is defined as a lack of demonstrated skills or ability, including, without limitation, deficiencies in professional conduct, deficient interpersonal skills, academic deficiency, failure to fulfill academic requirements, neglect, repeated absenteeism, and/or similar behaviors. For a student to provide counseling services beyond his or her current level of competence would also be considered a failure to demonstrate competence.

Ethical Misconduct

Ethical Misconduct occurs when the Ethical Principles and Code of Conduct of the American Counseling Association, the American Association for Marriage and Family Therapy, and/or Christian Association for Psychological Studies are not followed. These codes are intended to provide both general principles and the decision rules to cover most situations encountered by counselors and marriage and family therapists in their professional activities. It has as its primary goal the welfare and protection of the individuals and groups with whom counselors or marriage and family therapists work. It is the individual responsibility of each student to aspire to the highest possible standards of conduct.

Problematic Dispositions and Behaviors

Problematic Dispositions refers to a student’s persistent, unmediated behaviors, attitudes or characteristics that are deemed unacceptable for professionals in training. Performance anxiety, discomfort with client’s diverse lifestyles and/or ethnic backgrounds, and lack of appreciation of agency norms are examples of problematic behaviors that are usually remedied and not likely to progress into impairment status. Problematic dispositions may be more situational and time limited rather than persisting across time and situations and, therefore, are expected to be corrected through counseling and remediation efforts initiated by either Richmont or the student without requiring further disciplinary action, up to and including dismissal.

Although each situation is different and requires individual assessment, the following factors may indicate that the problem is more serious and may represent a more serious impairment rather than a problematic disposition that is easier to remediate:

1. 1. The student does not acknowledge, understand, or address the problematic disposition when it is identified.
2. 2. The problematic disposition is not a reflection of a skill deficit that can be rectified by training.
3. 3. The quality of service delivered by the person is insufficient and cannot be restored or remedied.
4. 4. The problematic disposition is not restricted to one area of professional functioning.
5. 5. The problematic disposition has the potential for ethical or legal ramifications if not addressed.
6. 6. A disproportionate amount of attention by training personnel is required.
7. 7. Behavior does not change as a function of feedback.
8. 8. Behavior negatively affects the public image of the Richmont or training site.
9. 9. Interpersonal relationship problems suggest a personality disorder.

Identification and verification of impairment, failure to demonstrate competence, ethical violations, or problematic dispositions and behaviors can arise from many sources, including, but not limited to, behavior in the classroom, a faculty member, a clinical supervisor, the student’s advisor, a fellow student, or a member of the community. Both formal and informal interactions provide useful information in determining a student’s need for remedial work or suitability for the counseling profession.

Richmont retains the right to intervene and move toward remediation or dismissal at any point in the student’s program in the event of impairment, failure to demonstrate competence, ethical violations, or problematic dispositions or behaviors.