The focus of the PEF competency revolves around articulation of beliefs and values, connections to ethical decision making on and off the clock, and commitments to engaging self and others in meaningful dialogue centering on participating in and modeling of healthy behaviors. I fall into the intermediate level of practice for this area, as demonstrated in my awareness and follow-through in foundational level expectations and have embarked in many ways to accomplish the tasks outlined in the intermediate and expert levels.

 

Although I have changed my mind about many aspects of education since commencing my graduate experience, I have remained true to providing excellence in service to all students, following through with what I believe is the best option for accomplishing the best result for not only my students but also myself. I recall several internal and external struggles in 'Diverse Students on the College Campus' course, where I constantly expressed frustration about not knowing or learning about the 'right' or 'best' answer/approach to various situations. How was I ever to "identify and manage areas of incongruence between personal, institutional, and professional ethical standards?" (ACPA & NASPA, 2015).

 

After digging deeper (and with the helpful prodding from my instructor, Dr. Lucy LePeau), I recognized that despite my educational experience being formed by (mostly) right and wrong answers, student affairs is full of tough, ambiguous, and conflicting answers (and sometimes no answers). However, remaining in the shadows and waiting to act until I know 'without a doubt' what the 'correct' course of action is is the easy way out. Acting with conviction, understanding and expressing my beliefs, and accepting responsibility for my faults has not only pushed me to think more critically about situations, but has helped me reach a level of confidence in engaging in uncomfortable dialogue and taking risks I can proudly stand behind.

 

Another important area represented under PEF involves personal relationship building:

 

• "Develop and implement plans to manage competing priorities between one’s professional and personal lives."

• "Bolster one’s resiliency, including participating in stress-management activities, engaging in personal or spiritual exploration, and building healthier relationships inside and outside of the workplace."

• "Evolve personal beliefs and commitments in a way that is true to one’s internal voice while recognizing the contributions of important others (e.g., self, peers, family, or one or more larger communities)."

 

These bullet points (ACPA & NASPA, 2015) have supported my growth in forging important relationships with my fiance (JP) and our families. Making time not only for my selfish needs (alone-time to recharge) but making time for the needs of my family (visits, skype dates, getting work done together) have supported my growth in recognizing the important needs of multiple others in my life.

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Linder (2012) highlights the fluidity of one's life, and suggests six key steps I keep in my mind as I move forward with my personal growth measures:

• Engage in regular, authentic self-assessment

• Assess potential to affect external factors at work/home

• Identify gaps between priorities and behaviors; work on bridging them

• Prioritize quantity over quality of time spent in various roles

• Let go of the need to satisfy everyone else's needs/expectations

• Recognize life changes

 

These points assist in my journey with others, which directly influences my ability to serve as a transparent and visible leader for others. I continue to cultivate my own internal locus of validation and affirmation. Lastly, I have learned to model (mostly) positive behaviors, and preach what I practice: I can no longer demand my students spend X amount of time studying, sleeping, exercising, etc. if I do not commit myself to the same standards.

 

References

 

Linder, K. (2012). Why do student affairs educators struggle to set professional boundaries? In P. M. Magolda & M. B. B. Magolda, Contested issues in student affairs: Diverse perspectives and respectful dialogue (Eds.) (pp. 434-452). Sterling, VA: Stylus.