For Part II of this E-Portfolio, I completed the Dispositional Pie Chart Self-Assessment.  This pie chart is a representation of nine dispositions that are grouped into clusters of three and are titled self, other, and community to describe their thematic connection.  Development in each dispositional area is represented by a color and three levels of saturation.  For dispositional areas where I am developing competency, I colored in the corresponding pie chart slices to the second line from the center.  For dispositional areas that I felt were well developed, I colored in the pie slices completely.

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Because this pie chart self-assessment was introduced during my final semester of graduate school, I did not get to complete earlier assessments and compare my dispositional growth areas throughout the program.  However, this exit pie chart helped me to reflect on dispositional areas where I feel I am still developing competency and areas where I feel well developed.  As a Southwestern College graduate, I did not feel that any of the dispositional areas were growth areas to be colored closest to the center line.  I felt all of my dispositional areas were at least developing or well developed and met the second line or completely filled the pie slices.  

 

The three areas that I felt were well developed are self-reflection, emotional regulation, and boundaries.  First, I feel that I have consistently demonstrated the ability to observe and reflect on my own process in most contexts.  During supervisory meetings throughout my clinical practicum and internship, I have engaged in ongoing reflection to inform my learning and growth, examined my feelings, beliefs, values, attitudes, behaviors, and motivations; tracked and recognized verbal and non-verbal personal responses, clearly articulated my process, including personal strengths and growth edges, and recognized my biases and impact on others.  

 

Second, I feel that I have consistently regulated my emotions in most contexts.  During class, clinical team meetings, and client sessions, I have applied strategies to regulate my nervous system and remained present and calm in tense, stressful, or volatile situations.  I have also recognized and acknowledged internal reactions (i.e., anger, fear, and judgment) to self-regulate and better respond with empathy, warmth, compassion, and acceptance; and used effective coping strategies in response to my fight, flight, and freeze reactions.

 

Third, I feel that I have consistently maintained appropriate boundaries in most contexts.  During supervisory meetings and client sessions, I have recognized my need for physical and psychological space and have been sensitive to these same needs in others.  I have engaged in dialogue with others to negotiate and maintain boundaries, and respected, upheld, and advocated for the boundaries of others regarding communication, touch, and proximity.  I have also recognized my limitations (i.e., knowledge, experience, skillset, scope of practice) and sought out resources and support; and I have engaged in self-care by maintaining healthy boundaries around time, personal space, and commitments.

 

The remaining six areas that I felt were still developing are empathy/warmth/compassion, responsibility to self and others, self-disclosure, openness to learning, giving and receiving feedback, and cultural humility.  Because I have developed strong and healthy boundaries, I clearly communicate my needs while remaining solutions-focused and collaborative.  When others do not have these skills and resort to co-dependent manipulation, I tend to emotionally isolate myself.  While this strategy prioritizes my emotional self-regulation, it also occasionally sacrifices my six developing dispositional areas, which primarily fall in the other and community clusters.  Additionally, I have experienced unprecedented discrimination as a neurodivergent Jewish lesbian and have had to rely more on myself to meet my needs than on others.  For me, the world is saturated in majority culture, and I often feel emotionally and physically unsafe.  As a result, I am still trying to balance meeting my unique needs with continuing to take healthy social-emotional risks in educational and professional contexts.

 

Please click the image below to view my self-assessment in greater detail.