Monitoring Professional Competence and Conduct Sample Clauses

Monitoring Professional Competence and Conduct. All students are expected to demonstrate professional behavior that conforms to the standard codes of conduct of their respective disciplines. It is the job of all faculty members to evaluate students for clinical and/or professional competence during their entire course of study. For example, students in the College of Psychology and Behavioral Sciences and in the College of Health Sciences are expected to demonstrate professional behavior that conforms to the guidelines developed by the Student Competence Task Force of the Council of Chairs of Training Councils (CCTC), December 4, 2003. Faculty in the Colleges of Psychology and Health Sciences programs are asked to evaluate each student in the following competency areas: • Interpersonal and professional competence; examples of which include the following: – Demonstrates respectful peer and faculty interactions – Demonstrates respect for the ideas and integrity of others – Demonstrates maturity in interactions with others – Demonstrates ability to interact respectfully with people of diverse backgrounds – Demonstrates ability to react with appropriate empathy and sensitivity Sample behaviors that could result in referral to the committee are: Student demonstrates an inability to control anger uses insulting or profane xxxxx uses intimidating tactics demonstrates inability to tolerate cultural or lifestyle differences demonstrates dishonest or unethical behavior • Self-awareness, self-reflection, and self-evaluation; examples of which include the following: – Ability to formulate and express observations/impressions – Interpersonal interactions provide evidence that student understands how one’s behavior affects relationships with others Sample behaviors that could result in referral to the committee are: Student demonstrates a lack of awareness or inability to manage own limitations and responsibilities; for example, does not allow enough time to study, turns assignments in late with some regularity avoids responsibility for situations by blaming others • Openness to process of supervision; examples of which include the following: – Uses professional language to communicate even when agitated, uses the appropriate chain of command, etc. – Subsequent clinical work samples and/or interpersonal interactions reveal evidence that student has understood and applied supervisory feedback Sample behaviors that could result in referral to the committee are: Student demonstrates overt hostile reaction to supervision...