1/11/2018. The Behavior Analyst as Supervisor: Creating advanced supervision and mentoring repertoires. Overview. The Importance of Supervision

Transcription

1 The Behavior Analyst as Supervisor: Creating advanced supervision and mentoring repertoires Overview The importance and goals of supervision Five recommended practices (1) Establish an effective relationship (2) Establish structured approach with specific content and competencies (3) Evaluate effects of supervision (4) Incorporate ethics and professional development (5) Continue professional relationship post certification Conceptualization Skills and Mentoring The Importance of Supervision 1

2 The Importance of Supervision Effective supervision is critical to... Quality of ongoing behavioral services Professional development of supervisee Continued growth of supervisor Overall development of our field There is no more valuable contribution to the field than the shaping of the repertoires of our next generation of professionals BACB Many clearly established guidelines and requirements for effective supervision However Specific content and strategies employed during supervision are not directly dictated by the BACB. We often don t receive explicit instruction on how to be a supervisor! Non-optimal experiences with supervisors may influence our behavior 2

3 Try to be the supervisor you always wanted, but never had. Bailey & Birch (2010) The Goals and Scope of Supervision Competency Domains Personal Growth and Professional Development Clinical Conceptualization and Decisionmaking Professionalism and Ethics Basic Concepts, Principles and Procedures 3

4 Competency Domains Professionalism and Ethics Basic Concepts, Principles and Procedures Recommended Practice Guidelines 4

5 Establish Effec ve Rela onship 3 Establish Structured Approach with Specific Content, & Competencies Evaluate Effects of Supervision Incorporate Ethics & Professional Development Con nue Professional Rela onship Post-Cer fica on Guideline 1 Establish an Effective Supervisor - Supervisee Relationship Supervision contract Set clear expectations Describe process and motivation for receiving and accepting feedback Create a committed and positive relationship Supervision Contract 5

6 1.05 Professional and Scientific Relationships (a) Behavior analysts provide behavioral diagnostic, therapeutic, teaching, research, supervisory, consultative, or other behavior analytic services only in the context of a defined, remunerated professional or scientific relationship or role. Code 5.03: Providing Course or Supervision Objectives The behavior analyst provides a clear description of the objectives of supervision, preferably in writing, at the beginning of the supervisory relationship. Code 5.04 Describing Course Requirements The behavior analyst provides a clear description of the demands of the supervisory relationship (e.g, projects, reports, intervention plans, graphic displays), preferably in writing, at the beginning of the supervisory relationship. 6

7 Supervision is an ongoing experience, not just a meeting!! But a great meeting helps! Agenda Teach Supervisees to prepare an agenda Lesson learned in doing so: Plan ahead and craft thoughtful questions Make good use of supervision time Prepare information (graphs, data sheets, articles, related materials, protocols) that will ensure optimal supervision experience 5.07 & Feedback to Student/Supervisees The behavior analyst provides feedback to the supervisee in a way that increases the probability that the supervisee will benefit from the feedback Reinforcing Student/Supervisee Behavior The behavior analyst uses positive reinforcement as frequently as the behavior of the supervisee and the environmental conditions allow. 7

8 Feedback Provide explicit instruction about the fact that feedback is going to happen You will hear about things that are going well and things to improve Remind of purpose Remind of motivation Provide feedback that is positive, direct, specific, supportive and valuable The overarching goal of the supervisor should be to develop and foster a relationship where feedback and guidance is valued and the supervisee wants to attend and be an active participant at the meetings Relationship Create positive working relationship Establish clear expectations Provide positive support and feedback Address issues quickly as they arise Express commitment to experience often Model appropriate ethical and professional behavior BE A LEADER AND ROLE MODEL! 8

9 Leadership is the Essence of a Supervisor s Job Create a feedback rich environment that helps people become better at what they do Create opportunities for others to shine Sources of Power Positional Power: job title, reporting lines Relational Power: affiliation with others Personal Power: interpersonal skills Trustworthiness, expertise, charisma, accomplishments, enthusiasm, selfconfidence Soft Power: personal status as a reinforcer In it s simplest form, power is nothing but the use of reinforcers to change behavior. Many people give up any semblance of authority just by the way they manage people. Managers who are petty and arbitrary erode their own power to engage and influence their workplace. Bailey & Burch (2010) 9

10 Negative Effects of Coercion Aversive consequences are highly reinforcing to the person who delivers them! Deters annoying behavior Might spark renewed effort Also evokes lots of other behaviors: Count-controlling behaviors Avoidance and hiding problems You get the best effort from others not by lighting a fire beneath them, but by building a fire within Bob Nelson Guideline 2 Establish a Structured Supervision Content and Competence Evaluation Plan Performance and competency based! Knowledge based Demonstrate an understanding of the concept, principle, or technology Performance based correct performance of a skill at some indicated mastery criterion 10

11 Developing and using competencies during supervision will ensure the supervisor has a well-constructed plan to develop the supervisee s skills, enabling the supervisee to have experiences that will increase the likelihood of being successful in her new career Overview of Materials Checklists A list of all competencies for the team member to manage with opportunity for supervisors to initial when competencies are met Manual Includes all competencies with exercises, answers, teaching strategies and references Timeline Graphic Suggested progression and timing for each Checklists Team member s responsibility 11

12 Manual Overall category The competency The exercise Answers Teaching points and strategies References 12

13 Exercise The team member should be able to define and give at least 2 examples of each of the following: Positive reinforcement: the contingent presentation of a stimulus immediately following a response, which increases the future rate and/or probability of the response Negative reinforcement: the contingent removal of an aversive stimulus immediately following a response which increases the future rate and/or probability of the response. Teaching points & strategies If the team member does not define the above and give at least 2 examples, consider providing the definition and having the team member say what it is (e.g., that is an example of positive reinforcement) and why it is an example of positive or negative reinforcement. Then, have them give the definition. Also, generate lots of examples and have the team member provide you with examples. Continue until the team member accurately gives the definitions and provides 2 examples of each. 13

14 Guideline 3 Evaluate the effects of supervision Track competencies completed Technical language used Types of errors in permanent products Monitor improvements in client outcomes Ongoing, informal, non-threatening Solicit feedback directly from the supervisee Structured survey for supervisee Include specific areas (e.g., provision of praise and feedback) Open ended questions (e.g., What could we do differently together to enhance the supervisory experience? ) Thoughtful reflection, honest discussion, and measurement of some performance that should be expected to change as a result of supervision will allow the supervisor to make well-informed, data-based decisions about their ongoing supervision activities. Guideline 4 Incorporate Ethics and Professional Development into Supervision Often extremely difficult for new clinicians! Expose supervisees to a wide variety of ethical dilemmas Actively analyze the situations for the core ethical issues that should control responding Evaluate the benefits and concerns of multiple potential responses together Engage in ongoing discussions about actual ethical dilemmas as they occur 14

15 Having ample opportunity to discuss issues and tackle hypothetical or real problems in supervision will increase the supervisee s confidence and skill set in dealing with ethical dilemmas. Professional Development Encourage subscription to journals Model professional behavior Share articles and resources Encourage conference attendance Provide guidance on professional behavior and strategies for maximizing learning and networking opportunities during the conference Supervisors can model appropriate professional development behavior by consuming literature, identifying relevant articles, and analyzing those articles with the supervisee 15

16 Guideline 5 Continuing the Professional Relationship Post Certification Celebrate! Overall analysis of experience Provide feedback to one another Relationship should transition but not end Plan for ongoing mentorship and collaboration for the future The supervisor should become an ongoing source of support for the supervisee though the nature and frequency of contact and support will necessarily change. Ongoing Support Invite to peer group for networking Continued regular meetings Share articles and other resources Introduce supervisee to other professionals Letters of recommendation Introduce to next group of supervisees Work on research or clinical projects together BE A MENTOR OR HELP THEM FIND ONE 16

17 Competency Domains Personal Growth and Professional Development Clinical Conceptualization and Decisionmaking Professionalism and Ethics Basic Concepts, Principles and Procedures Conceptualization and clinical decision making skills Purposeful Decision Making Teach people how to think about their own decision-making and problem solving Ethics, Clinical Choices, Interpersonal choices How and why do you design programming, data collection, intervention components, etc the way you do? Guiding Values, Evidence Base, Special Considerations 17

18 What is a problem? Any situation for which you do not have an immediate response that is likely to work Any situation for which you have multiple potential solutions with a single clearly advantageous one What is problem-solving? Prompting and probing your own behaviors Your actions to alter stimulus conditions enough to evoke the appearance of a solution and response that is likely to be reinforced. What is NOT problem solving? Responding quickly even though you don t have a probable solution at the ready - impulsivity. Waiting doing nothing. Problems don t get better with time, they get worse with inaction. 18

19 Problem Solving Steps Detect or identify the problem Define the problem Generate some possible options Evaluate the possible options and pick one Evaluate how well that worked Detect/Define the Problem The crisis is a RESULT of the problem rather than the actual problem Detect the subtle indicators of a problem or the conditions that produce problem states. Nuanced Noticing subtle change and the missing things Analyze the A, B, Cs Generate possible solutions Universe of possible solutions but people tend to do the thing that worked before Pause and think systematically Try to describe how this situation is DIFFERENT specific questions Link your solution ideas to the causes from STEP 2 function based solution 19

20 Pick One and Evaluate Do a thorough pro-con analysis of each option Determine if you need more data and EXACTLY what that is and how to get it THEN PICK ONE or more of the options you have - no analysis paralysis Try, evaluate, revise as needed 20

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22 Mentoring and Ongoing Professional Development 22

23 What is mentoring? What is a mentor? Understand Yourself! 23

24 Ask yourself... How were you introduced to behavior analysis and what motivated you at the time to pursue it as a career? How did your relationship with your major professor and other faculty influence you? Early in your career, who were your primary leadership role models and what did they teach you? Ask yourself... What advice did your mentor give you that still influences you? Of all of the roles you have served, which ones have you valued/enjoyed most Is it important to have mentors that are the same gender? Mentoring and Mentor Trees 24

25 Career /Life Mentors: Professionalism, Conceptualization, Decision-Making Mentors for Principles, Procedures, & Professionalism Critical Formative Mentors Linda s Mentor Tree Mentors for The Basics Matson Vollmer Northup Hagopian Piazza Fisher Matson Lerman Deb Smith LeBlancs Fuqua Spates Dickinson Malott Piazza Fisher Friman Charlop Shook Favell Career & Life Mentors Parents Vol Coord School Counselor Critical Formative Mentors Your Mentor Tree Career & Life Mentors Mentors for The Basics Critical Formative Mentors 25

26 Overview The importance and goals of supervision Five recommended practices (1) Establish an effective relationship (2) Establish structured approach with specific content and competencies (3) Evaluate effects of supervision (4) Incorporate ethics and professional development (5) Continue professional relationship post certification Conceptualization Skills and Mentoring 26