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Another perspective to be addressed is how this case impacts student growth and development. Both the CACREP Standards (CACREP, 2016) and the ACA Code of Ethics (ACA, 2014) clearly discuss the evaluation of students and the importance of experiences for self-growth. This includes an assessment of academic, clinical, and dispositional growth throughout the program. Course assignments that require a high level of self-awareness and collaboration provide an opportunity for students to be assessed on their professional dispositions. The first step in this is the identification of such dispositions. Spurgeon, Gibbons, and Cochran (2012) operationalized five dispositions: commitment, openness, respect, integrity, and self-awareness.

TABLE 2.1 Sample Rubric for Group Process Contribution

	Skill Level Rating Scale
4 (Always)	3 (Almost Always)	2 (Sometimes)	1 (Rarely)
Task completion	Always brought needed materialsAlways ready to work materialsConsistently stayed focused on the task and what needed to be doneCould be counted on by other group members all the time	Almost always brought neededAlmost always ready to workFocused on the task and what needed to be done most of the timeCould be counted on by others most of the time	Sometimes brought needed materialsSometimes ready to workFocused on the task and what needed to be done some of the timeCould be counted on by others some of the time	Rarely brought needed materialsRarely ready to workRarely focused on the task and what needed to be doneLet others do the work most of the time
Contribution	Completed an equal share of the workStrived to maintain equity of work throughout the project	Contributed significantly but other group members clearly contributed more	Contributed some toward the project	Contributions were insignificant or nonexistent
Communication	Consistently responsive to requests for input and feedbackInitiated communication among the groupShared work for feedback	Usually responsive to requests for feedback and inputSometimes initiated communicationUsually showed work for feedback	Sometimes responsive to requests for feedback and inputOccasionally initiated communicationSometimes showed work for feedback	Rarely responsive to requests for feedback and inputRarely initiated communicationRarely shared work for feedback
Preparation	Often cited from readingsUsed readings and experiences to support point of view	Occasionally cited from readingsSometimes used readings and experiences to support point of view	Rarely able to cite from readingsRarely used readings and experiences to support point of view	Unable to cite from readingsCould not use readings and experiences to support point of view
Demonstration of professional attitude and demeanor	Always demonstrated commitment through participationAlways arrived on timeOften solicited others’ perspectivesAlways had a positive attitude toward the project and the group	Rarely unpreparedRarely arrived lateOccasionally solicited others’ per-spectivesOften had a positive attitude toward the group and the project	Often unpreparedOccasionally arrived lateRarely solicited others’ perspectivesUsually had a positive attitude toward the group and the project	Rarely preparedOften arrived lateNever solicited others’ perspectivesRarely had a positive attitude toward the group or project
Cooperation and interaction	Was consistently courteous and valued others’ opinionsRoutinely volunteered point of viewAlways a willing participantWorked to minimize conflict and was effective at resolving personal issues within the groupResponded frequently to questions	Was mostly courteous and valued most opinionsOccasionally volunteered point of viewMinimally involved in either starting or resolving conflictsResponded occasionally to questions	Was sometimes courteous and valued some opinionsRarely volunteered point of viewThe source of conflict within the groupRarely able to respond to questions	Was not courteous and did not value others’ opinionsNever volunteered point of viewParticipated in regular conflict that interfered with group progressNever able to respond to questions
Quality of work and leadership	Exhibited excellent listening and leadership skillsProvided work of the highest qualityComments were relevant and reflective of knowledge, previous comments from students, and learningComments frequently moved the research project forward	Provided high-quality workComments were mostly relevant and reflective of knowledge, previous comments from students, andComments sometimes moved the research project forward	Provided work that occasionally needed to be checked or revised by group members to ensure qualityComments were rarely relevant and were only slightly reflective of knowledge, previous comments from students, and learningComments rarely moved the research project forward	Provided work that usually needed to be checked or revised by group members to ensure qualityComments reflected little understanding and betrayed a lack of preparationComments did not move the research project forward

The dispositions most applicable to Mary are commitment and integrity, defined as “investment in learning; development of counselor identity; advocacy; professional excellence; civic engagement; collaboration; scholar/practitioner; interpersonal competence” and “personal responsibility; personal and professional maturity; honesty; courage; congruence,” respectively (Spurgeon, Gibbons, & Cochran, 2012, p. 103). It is important for Professor Madden to be knowledgeable about the scholarly discussion of dispositions (Miller et al., 2020; Spurgeon, Gibbons, & Cochran, 2012) and how accreditation and ethical standards inform the manner in which counselor educators provide feedback to emerging counselors about their dispositions. From this perspective, each assignment has the potential to address significant parts of student development and opportunities for self-growth.

The impact of failure to address student growth can be significant. Mary’s choices provide an example of the importance of being aware of one’s impact on others. Mary engaged in a set of behaviors seemingly without much care or concern for the impact her choices would have on those in her group. She unilaterally decided that Kyle and Jennifer could complete the assigned project in her absence. In addition, she shared comments of support and congratulations after not fulfilling her commitment to the group or the project. This could easily be seen as being patronizing or not taking Kyle and Jennifer’s individual needs into account. Professor Madden’s lack of clarity regarding learning and growth expectations could also have a negative impact on the program’s ability to assess key performance indicators or engage in remediation should concerns about Mary’s dispositions continue.