Can personal dispositions be taught or are they inherent in an individual?

Can personal dispositions be taught or are they inherent in an individual? Should we be recruiting people with those dispositions to be school psychologists or can we teach people that don’t have those natural dispositions to have those skills? If so, how does a university graduate training program in school psychology (like ours at UHV) teach and measure these types of skills to produce successful school psychologists?
ANSWER
Personal dispositions, such as empathy, patience, and resilience, can be both inherent and learned. Some people may naturally possess these qualities, while others may need to cultivate them through experience and training. However, even those who are not naturally predisposed to these qualities can develop them over time.
Schools psychology programs should focus on recruiting individuals with the personal dispositions that are essential for success in the field. These qualities include:
Empathy: School psychologists must be able to understand and share the feelings of others, especially children. This is necessary for building rapport, providing effective counseling, and designing interventions that address students’ emotional needs.
Patience: School psychologists work with a diverse range of students, many of whom have learning disabilities, behavioral challenges, or emotional problems. They must be able to remain patient and compassionate even in difficult situations.
Resilience: School psychologists face many challenges in their work, such as dealing with difficult parents, managing difficult students, and navigating complex bureaucracies. They must be able to bounce back from setbacks and maintain their composure under pressure.
In addition to recruiting individuals with the right personal dispositions, schools psychology programs can also teach and measure these qualities in their students. This can be done through a variety of methods, such as:
Self-report measures: Students can complete surveys or questionnaires that assess their own levels of empathy, patience, and resilience.
Observational measures: Professors and instructors can observe students’ interactions with others to assess their interpersonal skills and ability to manage challenging situations.
Simulations: Students can participate in simulations that require them to apply their empathy, patience, and resilience to real-world scenarios.
By combining these methods, schools psychology programs can identify students who possess the necessary personal dispositions and provide them with the training they need to develop these qualities further. This will help to ensure that aspiring school psychologists have the skills they need to be successful in their careers.
Here are some specific examples of how a university graduate training program in school psychology (like ours at UHV) can teach and measure these types of skills:
Empathy: The program can incorporate courses on child development, psychology, and counseling that focus on understanding the emotional needs of children. Students can also participate in role-playing exercises and simulations that require them to empathize with different characters.
Patience: The program can incorporate courses on classroom management, behavior modification, and crisis intervention that teach students strategies for managing difficult situations. Students can also participate in group projects and practicum experiences that require them to work with students who have challenging behaviors.
Resilience: The program can incorporate courses on stress management, self-care, and problem-solving that teach students how to cope with challenges. Students can also participate in reflective journaling exercises that encourage them to process their experiences and develop coping mechanisms.
By incorporating these strategies into their programs, schools psychology programs can help to ensure that their students develop the personal dispositions they need to be successful in their careers. This will make a positive impact on the lives of children and families in their communities.