Dispositional Feedback: Interpersonally Rich and Creative Approaches

Abstract

ABSTRACT While there is increasing recognition of the need for counselor education programs to identify criteria by which students’ professional dispositions and associated behaviors are evaluated, the literature has yet to explore specific ways in which faculty can engage in the provision of dispositional feedback. This article offers a contemporary review of the related literatures and two specific case examples illustrating how theoretical, research, pedagogical, and clinical knowledge can inform interpersonally rich and creative approaches to formative dispositional feedback, all while fulfilling gatekeeping responsibilities.