Professional Competence and 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.