Personal Foundations
The Personal Foundations competency area involves the knowledge, skills, and attitudes to maintain emotional, physical, social, environmental, relational, spiritual, and intellectual wellness; be self-directed and self-reflective; maintain excellence and integrity in work; be comfortable with ambiguity; be aware of one's own areas of strength and growth; have a passion for work; and remain curious. [1]
Many of the items that come with an exemplary level of competency in personal foundations came about, or were displayed, in the process of changing internships between the first and second year of the CSP program. Through that process, I was challenged to reflect on my values and beliefs, my desired experiences of graduate school and career trajectory- seemingly all topics that require time, deep insight, and having faith in the graduate school process.
There were several purposes that led to my decision to change internships between the first and second year. One purpose was the desire to have a better internship, supervisor, and institutional fit in the second year. Another purpose was that I was seeking to gain experience in a variety of new functional areas, including orientation, admissions, programming, and working with faculty. Ultimately, however, there were a series of events that occurred in my first-year internship that challenged my beliefs and commitments, my willingness to compromise my values, my concept of personal and professional excellence, and my ability to adapt in a hostile environment.
As I began to process my graduate school experience, using my gifts of reflection and self-awareness, I came to realize that I valued environments that encouraged learning, that expected me to perform at my best, and appreciated my talents and abilities. I valued a supervisor who was direct, but showed compassion and empathy. I needed peers who were engaged in their positions, who valued community, and were committed to their students.
After working in an environment that was mentally and emotionally oppressive at times, I learned how to manage the various triggers affiliated with those moments, how to ensure psychological and emotional health, and still maintain a high-quality of effort and output. The process of determining that a change was needed began in November of my first year, as evidenced by my CSP 6890 reflection for that month. Earlier in that month I experienced workplace harassment, and had a scheduled one-on-one with my supervisor two days after the event. After seeking out appropriate resources in managing that situation, I was able to articulate how I was triggered, how the event challenged my values and beliefs, and led to an unsupportive environment.
After determining that an internship change was necessary, I went about the process of having difficult conversations with faculty, supervisors, and students. Again, this portion of the process aided in my self-reflection, in my ability to articulate my values, and in clarifying what my desired experiences and environments in graduate school were. Through this experience, I noticed a change in my reflections for 6890 (October 2011, November 2011, January 2012). As time progressed and I began to manage my emotions and triggers more effectively, there was a noticeable improvement in my confidence and outlook on life.
As I then began my internship in the HESA office, one of the first tasks I completed was identifying personal and professional goals for the year, committing to meaningful goals and excellent work, and recognizing the areas for growth and challenge. I was able to attend to my immediate areas of growth that I’d identified, as well as gain experience and knowledge in areas that will be valuable to my career trajectory. Due to my own turbulent internship experience, I was able to serve as a role model and mentor for fellow CSP students in their own internship woes. Having gone through trigger management for supervisor and internship strife, I was able to provide practices that may work for those students.
There were several purposes that led to my decision to change internships between the first and second year. One purpose was the desire to have a better internship, supervisor, and institutional fit in the second year. Another purpose was that I was seeking to gain experience in a variety of new functional areas, including orientation, admissions, programming, and working with faculty. Ultimately, however, there were a series of events that occurred in my first-year internship that challenged my beliefs and commitments, my willingness to compromise my values, my concept of personal and professional excellence, and my ability to adapt in a hostile environment.
As I began to process my graduate school experience, using my gifts of reflection and self-awareness, I came to realize that I valued environments that encouraged learning, that expected me to perform at my best, and appreciated my talents and abilities. I valued a supervisor who was direct, but showed compassion and empathy. I needed peers who were engaged in their positions, who valued community, and were committed to their students.
After working in an environment that was mentally and emotionally oppressive at times, I learned how to manage the various triggers affiliated with those moments, how to ensure psychological and emotional health, and still maintain a high-quality of effort and output. The process of determining that a change was needed began in November of my first year, as evidenced by my CSP 6890 reflection for that month. Earlier in that month I experienced workplace harassment, and had a scheduled one-on-one with my supervisor two days after the event. After seeking out appropriate resources in managing that situation, I was able to articulate how I was triggered, how the event challenged my values and beliefs, and led to an unsupportive environment.
After determining that an internship change was necessary, I went about the process of having difficult conversations with faculty, supervisors, and students. Again, this portion of the process aided in my self-reflection, in my ability to articulate my values, and in clarifying what my desired experiences and environments in graduate school were. Through this experience, I noticed a change in my reflections for 6890 (October 2011, November 2011, January 2012). As time progressed and I began to manage my emotions and triggers more effectively, there was a noticeable improvement in my confidence and outlook on life.
As I then began my internship in the HESA office, one of the first tasks I completed was identifying personal and professional goals for the year, committing to meaningful goals and excellent work, and recognizing the areas for growth and challenge. I was able to attend to my immediate areas of growth that I’d identified, as well as gain experience and knowledge in areas that will be valuable to my career trajectory. Due to my own turbulent internship experience, I was able to serve as a role model and mentor for fellow CSP students in their own internship woes. Having gone through trigger management for supervisor and internship strife, I was able to provide practices that may work for those students.
Basic
One should be able to:
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Intermediate
One should be able to:
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Advanced
One should be able to:
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