Psychological Fitness
As a counselor-in-training, I’ve come to understand that self-reflection and self-care are not optional, they’re essential to my effectiveness and longevity in this field. Through my graduate coursework, supervision, and internship experiences, I’ve grown in my ability to pause, reflect, and evaluate not only my clinical skills but also my internal responses, values, and areas of bias. I’ve learned to see self-reflection as an ongoing practice that helps me stay grounded, present, and attuned to my clients.
Self-care has also become more intentional for me over time. I’ve learned to prioritize rest, boundaries, and activities that recharge me emotionally and physically. I’ve realized that burnout is real, especially in a helping profession, and taking care of myself directly impacts the quality of care I can provide.
That said, I recognize there’s still room to grow. I want to deepen my reflective practice by incorporating more structured tools like journaling, consultation, and feedback from peers. I’m also working on developing a more consistent routine for self-care that adapts to the demands of the semester and life transitions.
Overall, I’m committed to being a reflective and balanced counselor who not only supports others in their healing, but also honors my own process along the way.
CACREP Common Core Area Standards
This artifact is informed by the following CACREP Standards:
2.F.1.d. The role and process of the professional counselor advocating on behalf of the profession.
2.F.1.e. Advocacy processes needed to address institutional and social barriers that impede access, equity, and
success for clients.
2.F.1.l. Self-care strategies appropriate to the counselor role.
5.C.2.a. Roles and settings of clinical mental health counselors.
5.C.2.l. Legal and ethical considerations specifc to clinical mental health counseling.
5.C.2.m. Record keeping, third party reimbursement, and other practice and management issues in clinical mental
health counseling.
Artifact: Counselor Ethical Boundaries and Practices
ACA Code of Ethics Standard
C.2.g. Impairment
Counselors monitor themselves for signs of impairment from their own physical, mental, or emotional problems and refrain from offering or providing professional services when impaired. They seek assistance for problems that reach the level of professional impair- ment, and, if necessary, they limit, suspend, or terminate their professional responsibilities until it is determined that they may safely resume their work. Counselors assist colleagues or supervisors in recognizing their own professional impairment and provide consultation and assistance when war- ranted with colleagues or supervisors showing signs of impairment and intervene as appropriate to prevent imminent harm to clients.
Self-Awareness
As a counselor-in-training, developing self-awareness has been essential to my growth. I've learned to recognize how my personal values and beliefs can impact the counseling relationship and the importance of bracketing them to create a safe, nonjudgmental space for clients. Supervision and reflection have helped me become more mindful of my reactions and biases, allowing me to respond ethically and with cultural sensitivity.
While I've grown in this area, I know self-awareness is a lifelong process. I continue to work on deepening my understanding of how identity, culture, and power influence the counseling space so I can remain client-centered and avoid causing harm.
CACREP Common Core Area Standards
This artifact is informed by the following CACREP Standards:
2.F.5.f. Counselor characteristics and behaviors that infuence the counseling process.2.F.5.g. Essential interviewing, counseling, and case conceptualization skills.
Artifact: Practicing SOLER, Active Listening, Empathetic Listening, Probing, and Summarizing
ACA Code of Ethics Standards
B.1.a. Multicultural/Diversity Considerations
Counselors maintain awareness and sensitivity regarding cultural meanings of confdentiality and privacy. Counselors respect differing views toward disclosure of information. Counselors hold ongo- ing discussions with clients as to how, when, and with whom information is to be shared.
C.2.a. Boundaries of Competence
Counselors practice only within the boundaries of their competence, based on their education, training, supervised experience, state and national professional credentials, and appropriate professional experience. Whereas multicultural counseling competency is required across all counseling specialties, counselors gain knowledge, personal awareness, sensitivity, dispositions, and skills pertinent to being a culturally competent counselor in working with a diverse client population.
Cultural Diversity
Throughout my training, I’ve come to understand that embracing cultural diversity is central to ethical and effective counseling. I’ve worked to increase my awareness of how culture, identity, and lived experience shape each client’s story, and I strive to approach every interaction with openness and respect. Through supervision, coursework, and direct client work, I’ve become more mindful of my own cultural assumptions and how they may show up in the therapeutic space.
I aim to create a space where clients feel affirmed in all aspects of who they are. While I’ve grown in my ability to be culturally responsive, I recognize the importance of ongoing learning. I’m committed to deepening my understanding of diverse experiences and continuing to challenge my own biases to ensure I provide equitable and inclusive care.
CACREP Common Core Area Standards
This artifact is informed by the following CACREP Standards:
2.F.2.a. Multicultural and pluralistic characteristics within and among diverse groups nationally and internationally.
2.F.2.b. Theories and models of multicultural counseling, cultural identity development, and social justice and
advocacy.
2.F.2.c. Multicultural counseling competencies.
2.F.2.d. The impact of heritage, attitudes, beliefs, understandings, and acculturative experiences on an individual’s
views of others.
2.F.2.g. The impact of spiritual beliefs on clients’ and counselors’ worldviews.
2.F.2.h. Strategies for identifying and eliminating barriers, prejudices, and processes of intentional and unintentional
oppression and discrimination.
ACA Code of Ethics Standards
A.4.b. Personal Values
Counselors are aware of—and avoid imposing—their own values, attitudes, beliefs, and behaviors. Counselors respect the diversity of clients, trainees, and research participants and seek training in areas in which they are at risk of imposing their values onto clients, especially when the counselor’s values are inconsistent with the client’s goals or are discriminatory in nature.
A.11.b. Values Within Termination and Referral
Counselors refrain from referring pro- spective and current clients based solely on the counselor’s personally held values, attitudes, beliefs, and behaviors. Counselors respect the diversity of clients and seek training in areas in which they are at risk of imposing their values onto clients, especially when the counselor’s values are inconsistent with the client’s goals or are discriminatory in nature.
Artifact: Social and Cultural Diversity Analysis
Multicultural Issues/Diversity in Assessment
Counselors select and use with caution assessment techniques normed on populations other than that of the client. Counselors recognize the effects of age, color, culture, disability, ethnic group, gender, race, language pref- erence, religion, spirituality, sexual orientation, and socioeconomic status on test administration and interpre- tation, and they place test results in proper perspective with other relevant factors.
Acceptance
As a counselor-in-training, practicing acceptance has meant learning to meet clients exactly where they are without judgment, assumptions, or expectations. Whether working with clients whose values differ from my own or navigating complex emotional content, I’ve learned the importance of creating a space where all thoughts, feelings, and identities are welcomed and validated.
Through supervision and self-reflection, I’ve become more aware of how my own background and biases can influence my perceptions. I continue to work on expanding my capacity to hold space for experiences that are unfamiliar or challenging, while maintaining empathy and unconditional positive regard.
Acceptance for me is not passive, it’s an active, ongoing choice to honor the full humanity of every client. I am committed to strengthening this skill across all contexts and relationships as I grow into a more compassionate and competent counselor.
Artifact: Marginalized Group Counseling Paper
CACREP Common Core Area Standards
This artifact is informed by the following CACREP Standards:
2.F.5.f
2.F.2.d
2.F.3.e
ACA Code of Ethics Standards
A.4.a. Avoiding Harm
Counselors act to avoid harming their clients, trainees, and research participants and to minimize or to remedy unavoidable or unanticipated harm.
A.4.b. Personal Values
Counselors are aware of—and avoid imposing—their own values, attitudes, beliefs, and behaviors. Counselors respect the diversity of clients, train- ees, and research participants and seek training in areas in which they are at risk of imposing their values onto clients, especially when the counselor’s values are inconsistent with the client’s goals or are discrimina- tory in nature.
Empathy
Empathy is at the heart of my work as a counselor-in-training. I’ve learned that truly understanding and validating a client’s experience requires more than just listening, it requires being fully present, suspending judgment, and connecting with their emotional world. Whether in session, in supervision, or with peers, I strive to communicate genuine care and understanding.
Throughout my training, I’ve grown in my ability to attune to clients’ unspoken feelings and to respond in ways that foster trust and safety. I’ve also learned to balance empathy with boundaries, recognizing that holding space for others requires self-awareness and emotional regulation.
I continue to develop this skill by reflecting on feedback, practicing active listening, and learning to better recognize and respond to cultural and individual differences in how clients express their emotions. Building deeper, more nuanced empathy remains a key area of growth for me as I work to support each client with compassion and respect.
Artifact: Kohlberg's Six Stages of Moral Reasoning
CACREP Common Core Area Standards
This artifact is informed by the following CACREP Standard:
2.F.3.a. Theories of individual and family development across the lifespan.
ACA Code of Ethics Standards
A.2.c. Developmental and Cultural Sensitivity
Counselors communicate information in ways that are both developmentally and culturally appropriate. Counselors use clear and understandable language when discussing issues related to informed consent. When clients have diffculty understanding the language that counselors use, counselors provide necessary services (e.g., arranging for a qualifed interpreter or translator) to ensure comprehension by clients. In collaboration with clients, coun- selors consider cultural implications of informed consent procedures and, where possible, counselors adjust their practices accordingly.
A.4.a. Avoiding Harm
Counselors act to avoid harming their clients, trainees, and research par- ticipants and to minimize or to remedy unavoidable or unanticipated harm.
Genuineness.
As a counselor-in-training, I’ve learned that genuineness is foundational to building authentic, trusting relationships with clients. Being genuine means showing up as my true self while still maintaining professionalism and creating a space where clients feel safe to do the same. In sessions, I strive to be present, honest, and transparent in ways that are supportive and grounded in empathy.
Through supervision and client work, I’ve seen how genuineness strengthens the therapeutic alliance. Clients respond when they feel I’m not just using skills, but truly connecting with them as a person. At the same time, I’ve learned that being genuine also requires self-awareness, knowing when my personal reactions might need to be bracketed to stay client-centered.
I continue to work on finding the right balance between authenticity and clinical intentionality, and I’m committed to deepening my ability to connect with clients in ways that are both real and responsible.
Artifact: Elements of a Successful Therapeutic Relationship
ACA Code of Ethics Standards
A.1.a. Primary Responsibility
The primary responsibility of counselors is to respect the dignity and promote the welfare of clients.
A.4.b. Personal Values
Counselors are aware of—and avoid imposing—their own values, attitudes, beliefs, and behaviors. Counselors respect the diversity of clients, train- ees, and research participants and seek training in areas in which they are at risk of imposing their values onto clients, especially when the counselor’s values are inconsistent with the client’s goals or are discrimina- tory in nature.
CACREP Common Core Area Standards
This artifact is informed by the following CACREP Standards:
2.F.1.b. The multiple professional roles and functions of counselors across specialty areas, and their relationships
with human service and integrated behavioral health care systems, including interagency and interorganizational
collaboration and consultation.
2. F. 5.a. Theories and models of counseling
2.F.5.f. Counselor characteristics and behaviors that infuence the counseling process.
2.F.5.g. Essential interviewing, counseling, and case conceptualization skills.
5.C.2.a. Roles and settings of clinical mental health counselors.
5.C.2.k. Professional organizations, preparation standards, and credentials relevant to the practice of clinical mental
health counseling.
5.C.3.d. Strategies for interfacing with integrated behavioral health care professionals.
5.C.3.e. Strategies to advocate for persons with mental health issues.
Flexibility
One of the most important lessons I’ve learned in my training is that things don’t always go as planned, and that’s okay. Whether it’s shifting a session focus based on a client’s immediate needs, adapting to new documentation systems, or receiving feedback that challenges my initial instincts, flexibility has been essential.
I’ve grown more comfortable adjusting in the moment, letting go of rigid expectations, and embracing curiosity instead of control. Practicing flexibility also means being open to perspectives that differ from my own and showing clients that I can meet them where they are, even when it’s outside of my comfort zone.
I’m continuing to build this skill by seeking out diverse clinical experiences, staying reflective, and reminding myself that flexibility isn’t about having all the answers, it’s about staying responsive, open, and present.
Artifact: Ethics in Psychological Assessments Paper
CACREP Common Core Area Standards
This artifact is informed by the following CACREP Standards:
2.F.7.i. Use of assessments relevant to academic/educational, career, personal, and social development.
2.F.7.m. Ethical and culturally relevant strategies for selecting, administering, and interpreting assessment and testresults.
ACA Code of Ethics Standards
C.7.b. Development and Innovation
When counselors use developing or innovative techniques/procedures/ modalities, they explain the potential risks, benefts, and ethical considerations of using such techniques/procedures/ modalities. Counselors work to minimize any potential risks or harm when using these techniques/procedures/modalities.
C.2.f. Continuing Education
Counselors recognize the need for con- tinuing education to acquire and main- tain a reasonable level of awareness of current scientifc and professional information in their felds of activity. Counselors maintain their competence in the skills they use, are open to new procedures, and remain informed re- garding best practices for working with diverse populations.
Patience
Patience has shown up in my development as a counselor-in-training in ways I didn’t fully expect. I’ve learned that growth, both for clients and for myself, rarely happens in a straight line. Progress can be slow, messy, or hard to measure, and that’s okay. I've had to practice waiting without pushing, trusting the process even when outcomes aren’t immediate.
This kind of patience is deeply connected to respecting autonomy. Clients move at their own pace, and it’s not my job to rush that. I’ve also had to extend that same grace to myself, accepting that learning clinical skills and building confidence takes time.
Patience, for me, is about staying present without trying to control the timeline. As I continue this journey, I’m learning to value steady, honest work over quick results, and to hold space for both myself and my clients to grow in our own time.
Artifact: Domestic Violence Victims
CACREP Common Core Area Standards
This artifact is informed by the following CACREP Standards:
2.F.6.a. Theoretical foundations of group counseling and group work.
2.F.6.b. Dynamics associated with group process and development.
2.F.6.c. Therapeutic factors and how they contribute to group efectiveness.
2.F.6.d. Characteristics and functions of efective group leaders.
2.F.6.e. Approaches to group formation, including recruiting, screening, and selecting members.
2.F.6.f. Types of groups and other considerations that afect conducting groups in varied settings.
2.F.6.g. Ethical and culturally relevant strategies for designing and facilitating groups.
ACA Code of Ethics Standards
A.2.c. Developmental and Cultural Sensitivity
Counselors communicate information in ways that are both developmentally and culturally appropriate. Counselors use clear and understandable language when discussing issues related to informed consent. When clients have diffculty understanding the language that counselors use, counselors provide necessary services (e.g., arranging for a qualifed interpreter or translator) to ensure comprehension by clients. In collaboration with clients, counselors consider cultural implications of informed consent procedures and, where possible, counselors adjust their practices accordingly.
A.4.b. Personal Values
Counselors are aware of—and avoid imposing—their own values, attitudes, beliefs, and behaviors. Counselors respect the diversity of clients, trainees, and research participants and seek training in areas in which they are at risk of imposing their values onto clients, especially when the counselor’s values are inconsistent with the client’s goals or are discriminatory in nature.
Amiability.
For me, amiability shows up in how I approach this work: with warmth, humility, and a genuine desire to grow. I’ve learned that being approachable and collaborative doesn’t just benefit clients, it strengthens relationships with supervisors, peers, and colleagues too. I try to create a positive presence in clinical spaces by being receptive to feedback, engaging with others respectfully, and showing up consistently with a team mindset.
I take my own growth seriously, which means making self-care a regular practice, attending trainings to build skills in areas I find challenging, and seeking therapy to deepen my self-awareness. I’ve also come to appreciate the structure of treatment planning, not just as a clinical requirement, but as a way to stay intentional and aligned with each client’s goals.
There’s still room to grow, especially in giving myself the same grace I offer others. But I’m proud of the professional identity I’m building, one rooted in kindness, curiosity, and a commitment to both client care and personal development.
Artifact: Biopsychosocial Assessment
CACREP Common Core Area Standards
This artifact is informed by the following CACREP Standards:
2.F.5.i. Development of measurable outcomes for clients.
2.F.5.n. Processes for aiding students in developing a personal model of counseling.
5.C.1.c. Principles, models, and documentation formats of biopsychosocial case conceptualization and treatment
planning.
5.C.2.d. Diagnostic process, including diferential diagnosis and the use of current diagnostic classifcation systems,
including the Diagnostic and Statistical Manual of Mental Disorders (DSM) and the International Classifcation of
Diseases (ICD).
5.C.3.a. Intake interview, mental status evaluation, biopsychosocial history, mental health history, and psychological
assessment for treatment planning and caseload management.
5.C.3.b. Techniques and interventions for prevention and treatment of a broad range of mental health issues.
ACA Code of Ethics Standards
A.1.c. Counseling Plans
Counselors and their clients work jointly in devising counseling plans that offer reasonable promise of success and are consistent with the abilities, temperament, developmental level, and circumstances of clients. Counselors and clients regularly review and revise counseling plans to assess their continued viability and effectiveness, respecting clients’ freedom of choice.
A.4.b. Personal Values
Counselors are aware of—and avoid imposing—their own values, attitudes, beliefs, and behaviors. Counselors respect the diversity of clients, trainees, and research participants and seek training in areas in which they are at risk of imposing their values onto clients, especially when the counselor’s values are inconsistent with the client’s goals or are discriminatory in nature.
Professional Identity
Maintaining psychological fitness has meant staying grounded, self-aware, and consistently open to growth throughout my training. I’ve learned that being effective in this work requires more than just knowledge, it demands emotional balance, ethical integrity, and a willingness to learn from others.
Supervision has been one of the most valuable parts of my development. I actively seek feedback, not just when I’m uncertain, but also when I feel confident because I know that another perspective can deepen my insight. I've practiced modifying my clinical approach based on supervisor input and regularly engage in reflection to track my emotional responses and areas for improvement.
When faced with ethical dilemmas, I turn to the ACA Code of Ethics, consult with supervisors, and slow down to ensure I’m making thoughtful, responsible decisions. I also understand the gravity of confidentiality and take care to only disclose sensitive information when legally or ethically required.
I know that psychological fitness is not something to “achieve,” but something I must continue nurturing. I’m committed to ongoing self-reflection, mentorship, and making choices that align with the values of the profession and the well-being of those I serve.
Artifact: Research in Counseling
CACREP Common Core Area Standards
This artifact is informed by the following CACREP Standards:
2.F.8.a. The importance of research in advancing the counseling profession, including how to critique research to inform counseling practice.
2.F.8.j. ethical and culturally relevant strategies for conducting, interpreting, and reporting the results of research and/or program evaluation
ACA Code of Ethics Standards
C.1. Knowledge of and Compliance With Standards
Counselors have a responsibility to read, understand, and follow the ACA Code of Ethics and adhere to applicable laws and regulations.
C.2.e. Consultations on Ethical Obligations
Counselors take reasonable steps to consult with other counselors, the ACA Ethics and Professional Standards Department, or related professionals when they have questions regarding their ethical obligations or professional practice.
C.2.f. Continuing Education
Counselors recognize the need for con- tinuing education to acquire and main- tain a reasonable level of awareness of current scientifc and professional information in their felds of activity. Counselors maintain their competence in the skills they use, are open to new procedures, and remain informed re- garding best practices for working with diverse populations.
C.4.f. Professional Membership
Counselors clearly differentiate between current, active memberships and former memberships in associations. Members of ACA must clearly differentiate be- tween professional membership, which implies the possession of at least a mas- ter’s degree in counseling, and regular membership, which is open to indi- viduals whose interests and activities are consistent with those of ACA but are not qualifed for professional membership.