| What is happening, or failing to happen, that is causing the trouble? | How might the supervisor go about improving this situation? |
|---|---|
The feedback was not received in a professional manner and may not be presented in a way that the supervisee is comfortable with. | Meet with the supervisee to discuss how feedback can be provided in the most comfortable way and discuss how the supervisor expects that feedback will be received in the future. |
The supervisor should have given data-based feedback with a treatment integrity list. The supervisee should learn appropriate behaviors for accepting feedback. | Provide treatment integrity data so it is specific and meaningful feedback. And provide the article so they can understand the expectations for how to accept feedback. |
The supervisor did not establish the expectation in the beginning that the work would be critiqued with feedback to help the trainee learn | Communicate the need for these sessions to help them learn |
The supervisee is letting their emotions take charge and guide their behavior, which makes it hard to receive feedback. The supervisor is also placing blame on the supervisee for the incorrect implementation of a program, without having possibly done BST to ensure the supervisee is competent to carryout such program. | Utilizing BST from the beginning, but also providing rationale behind why implementing this specific way is necessary for success with the client. In addition, using your own past experiences as examples can be humbling but helpful and allowing for questions and feedback as the supervisor. |
The supervisor may not have given enough positive feedback. The supervisee needs to work on receiving and accepting feedback. | Giving more praise, discussing importance of feedback to continual growth and reaching client's goals |
The trainee is taking the supervision personally which is a hallmark of poor boundaries and unprofessional conduct. | The supervisor might decide to postpone the supervision to a future session while informing the supervisee that they are expected to receive feedback in a professional manner and this is what the supervisor will expect at the next scheduled meeting. |
not accepting feedback appropriately. | review expected behaviours during feedback session. Assess if skill deficit of the staff and develop performance plan |
Supervisor may not have developed a rapport with this trainee yet so communication is strained | Work towards establishing a better rapport and set the expectation that feed back will be given to help their development |
the trainee is upset about feedback, but they aren't doing anything wrong | observe the trainee to see if they are implementing the feedback. if they are, praise |
The supervisee is upset by the negative feedback being recieved | Use the 4:1 method when delivering critiques and let them know it is not a reflection of them but just communicating how to provide the best care to consumers |
It seems that the supervisor might have touched on an insecurity of the trainee. I get it, I once felt vulnerable to the oversight of my program development when I was a trainee. It can seem personal, especially if the trainee feels that the program they developed took a lot of time or was thought to be a good plan or experimental procedure. What is failing to happen is that the trainee may need to advocate more for themselves, ask for help in that area, or admit their mistake. | The supervisor should document the encounter. That way, they understand a little more about the trainee and what they might be sensitive about when talking. In the future, the supervisor should use data so that they come across as less direct and more analytical; they are just reviewing unbiased "facts". The supervisor should model what to do for that program. Rehearse it with a supervisor. They should allow the trainee to comment about their feelings so that they feel validated and listened to. This may reduce the silence produced by the trainee in future meetings because they feel safe in their vulnerability. |
Supervisee responded poorly to feedback. | Address the supervisee's behavior directly, point out things they are doing well, and identify this as an opportunity to sharpen their skills in specific areas. |
The supervisee is not accepting feedback in a professional manner | Ask open-ended questions. |
The supervisee does not value the supervisor's feedback | discuss the need for feedback to improve skills |
the supervisee isnt asking clarifying quesitions | model how the program should be ran and create a procedural checklist |
how the RBT is receiving feedback | re-set and review shared goals of the supervision |
the supervisee is not being open to feedback. | the supervisor should explain themselves further, ask if there's anything they can do to help or what the barrier is. The supervisor can review how to accept feedback and put in some positive reinforcement as well. |
not professional responding. | outline how to professionally respond to the feedback |
Boundaries | Talk about professional conduct |
The trainee is not expressing his understanding or misunderstanding of feedback | Discuss and model appropriate means of responding to feedback and the purpose of feedback |
Supervisee is taking feedback personally- not clear if supervisor is providing it objectively or with action steps | provide reinforcement of what the supervisee is doing well. Discuss the changes in implementation to determine why they are happening/rationale for why they do / don't benefit the client |
The supervisee is unresponsive to corrective feedback. Maybe more time could be spent reviewing the client programming or observations followed by SBT. | Potentially the supervisee may need time to process the feedback. Review program and plan for SBT to insure accuracy of programming |
inappropriate response to feedback | review |
professional boundary crossing | ask the supervisee how they like to receive feedback in the future an explain professionalism expectations and boundaries |
Supervises is not taking feedback | Shaw treatment fidelity observations and give immediate feedback |
| What is happening, or failing to happen, that is causing the trouble? | How might the supervisor go about improving this situation? |
