As a SCIT, I promote social justice and equity in multiple contexts. For instance, I advocate for diversity and support programs that provide resources and opportunities for marginalized students. It is my goal to be an inclusive counselor. I listen to their experiences and learn from their perspectives.

As a SCIT, I maintain appropriate standards of confidentiality. I strive to enforce clear policies regarding the handling and sharing of confidential information. I use secure modes of communication to protect sensitive data. It is my responsibility as a SCIT to ensure compliance with relevant laws and regulations is upheld ethically.

As a SCIT, I exercise fairness in all areas including assessment. It is my general practice to exercise fairness in all areas, including assessments. I clearly communicate the criteria and use measurable criteria to prevent biases. I uphold high ethical standards in every way possible.

My experiences and ongoing learning as a school counselor in training (SCIT) for the dispositional value of fairness about ethical and professional standards are that of reflective practice. I use self-assessment, feedback, and journaling to help me develop in this area. Regularly assessing my biases and using self-assessment practices are the crux of my growth. Using my supervisor’s expertise is legendary and maintaining a reflective journal provides my ongoing learning. I am committed to develop the fair qualities needed to become a well-rounded school counselor.

Professional Dispositions of Learners (Fairness) promotes social justice and equity, maintaining appropriate standards of confidentiality and exercise fairness in all areas including assessments.

Fairness is demonstrated by the following:
*Building positive relationships with the students
*Engaging students in conversations beyond the classroom
*Taking time to understand student issues and concerns
*Assessing student learning consistently and without bias
*Guiding students through the problem solving process
*Seeking to understand the issues and challenges facing students

ASCA Standards:
A.1.a. Have a primary obligation to the students, who are to be treated with dignity and respect as unique individuals.
b. Foster and affirm all students and their identity and psychosocial development.
c. Support all students and their development by actively working to eliminate systemic barriers or bias impeding student development.
d. Provide culturally responsive instruction and appraisal and advisement to students.

CACREP Standards:
5.G.3.h. Skills to critically examine the connections between social, familial, emotional, and behavior problems and academic achievement.
5.G.2.n. Legal and ethical considerations specific to school counseling.
2.F.2.a. Multicultural and pluralistic characteristics within and among diverse groups nationally and internationally.