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Counselor Educators’ and Supervisors’ Perceptions of Professional Dispositions: Humanistic Pillars and a Critical Conversation
Journal article   Open access   Peer reviewed

Counselor Educators’ and Supervisors’ Perceptions of Professional Dispositions: Humanistic Pillars and a Critical Conversation

Allison Levine, Susannah Wood and Sailee Karkhanis
Journal of humanistic counseling, Vol.65(1), pp.53-63
04/2026
DOI: 10.1002/johc.70031
Appears in  UI Libraries Support Open Access
url
https://doi.org/10.1002/johc.70031View
Published (Version of record) Open Access

Abstract

Professional disposition evaluation continues to require attention from counselor educators and supervisors. In addition, the ways in which professional disposition evaluation is conceptualized by those in evaluative positions are lacking in counseling literature. This study uses a qualitative analysis to understand counselor educators’ and supervisors’ descriptions of professional dispositions, yielding a preliminary tripartite model of dispositions. Results indicate a combination of intrinsic, developmental, and technical characteristics, with many humanistic characteristics prominently featured in the data. Based on the findings of this study, an examen (i.e., a critique) of counselor education's perpetuation of a hidden curricula in higher education that perpetuates oppression of marginalized students is presented with detailed recommendations for future research and evaluation of dispositions. Future directions for improved equity in professional disposition evaluation are discussed.
 counselor education equity professional dispositions supervision UIOWA OA Agreement

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