| How does Kylie's complaining present an opportunity for the supervisor to facilitate a discussion on diversity (Standard 4.07)? | What are some ways the supervisor may advise Kylie on how to address her frustration? |
|---|---|
Strongly opportunity | Buying toy to work |
This scenario presents the opportunity for a diversity discussion as it seems that the RBT may be having a hard time understanding that you sometimes need to be flexible with families. | She could advise her to think outside the box on reinforcers. She could also teach her to think outside the box with how she delivers services in the kitchen or she could ask the parents if it would be ok to relocate to the child's room and do trials on the floor. |
It can be tied back to diversity and human difference. | Perspective, doing the best they can solution oriented. |
Kylie needs to understand that people live and act in different manners. | Give tools on how to work within the setting that she has |
She could review so economic factors with clients that we work with, and how to go about working with families. This may include organizing a bin with specialized reinforcers, hoping to provide reinforcers and also teaching the person that you were training flexibility, where the wire sessions are conducted. | Having the supervisor speak with the family with the therapist, present would be ideal as the supervisor also documents the meeting and send it to all parties |
This presents an opportunity for a discussion regarding diversity including a client/family's socioeconomic status. | Give her suggestions on how to work in that setting with the resources available. |
The lack of toys can be due to lack of financial resources, and therefore the RBT is not taking into account their financial diversity. The small environment and lack of resources (such as desk) also play a part in this. Same with work schedules. | Discuss with her other alternatives that would be more considerate of diversity and within the bounds. |
discuss family dynamics and cultural expectations within houses and families | bring toys to interact with client, offer to assist in creating a designated location for therapy |
This is a low socioeconomic class family. | Discuss bringing items that may leave with the tech and reinforcing with them to work. |
Parents or clients from certain socioeconomic backgrounds may not have the provision to provide these resources. Work schedules are not something that the parents can necessarily control. These are things that Kylie can ponder and receive training on in terms of diversity of clients she will encounter. | Utilize empathy, Find ways that the client can utilize reinforcers from other resources. |
Is the family unable to afford to buy toys? that could be socioeconomic diversity | Yes- I'd try a different form of communication. If the interactions have been face to face, maybe try written? Perhaps clearing an area in the kitchen is more feasible for the family than moving furniture. |
Kylie isn't being sensitive to the client's lifestyle - work, socioeconomic status, etc. | Remind Kylie of diversity and help her problem-solve. |
Discuss ways in which Kylie can be more sensitive to cultural and socioeconomic circumstances | Provide her own reinforcers. |
This would be a good opportunity to remind Kylie that adjustments must be made based on the socio-economic status of clients and to keep that in mind when providing services and during interactions. | Kylie could seek out advice from others during group supervision that may have similar experiences and how they handled it. Kyle could also use this as a talking point with the family and see if any adjustments could be made. |
It provides the opportunity to discuss differences in family lifestyle, socioeconomic status, etc. and that not every family can make those accommodations. | Provide novel reinforcers to bring in, to help support the use of motivators, attend sessions to provide support |
It's an opportunity for her to look at differences in socioeconomic status. | To take a look at her own bias and understand where the family is coming from. |
During supervision and training, supervisor can actively incorporate and address topics related to diversity (e.g., | - offer to the family, to help up set up a session space in a quiet room |
The supervisor can express to Kylie that we should be sensitive to each client's individual situation. Through diversity training we can learn that some of these things that Kylie complains about could be due to the client's cultural structure or socioeconomic standing. The focus should be on the client's progress rather than her inconvenience | One of her face-to-face meetings could be role-playing the situation. But ultimately the focus should be on the client not the setting. |
Kylie's complaints during group supervision present a significant opportunity for the supervisor to address diversity (4.07). Her concerns about the client's house, family schedule, and limited resources highlight potential socioeconomic and cultural differences. By planning a discussion around these problems, the supervisor can encourage Kylie to reflect on her own biases, develop cultural sensitivity, and learn to adapt interventions to diverse family circumstances. This approach not only addresses Kylie's immediate frustrations but also fosters a deeper understanding of client-centered practice, emphasizing empathy and the importance of tailoring services to meet the needs of each family. | To address Kylie's behavior, the supervisor should use a behavioral approach. A functional assessment of Kylie's behavior can help identify why this behavior is happening, leading to more effective strategies. A collaborative professional development plan, incorporating training on cultural training, will further support her growth. Encouraging data collection on her frustration levels allows for progress tracking, while implementing a personal management plan provides. This approach teaches Kylie strategies and promotes professional development, giving her the ability to effectively manage frustration and improve her service delivery. |
talk about socioeconomic status and its relation to resource availability | determine what is the most socially significant, schedule a meeting, provide feedback |
Gives the supervisor an opportunity to consider factors like socioeconomical factors that may prevent the family to be able to afford a bigger house, or putting a desk in their kids room or even affording to buy more toys. | To be able to understand better they could advise them to advice if the sessions time could change or how the RBT could support with this ie adjusting the time of the session so that the kid has enough sleep. In regards to reinforcern informal questionnaire could be conducted with the parents to identify potential reinforcers and there after to explore how/if they could bring more for the client |
explain cultural and socialeconimic differences | she needs to meet the family where they are and provide effective treatment. bcba can supply supplies and needed materials |
Not all families can accomodate such demands- socioeconimic status, financial means | Meet them where they are. Offer alternatives to "desk" work. Use real life means. |
Bring in different cultures. | provide ways to appropriately channel frusturation |
It could be a good opportunity to explain that others may have different living situations. | Think about a different perspective. Bring reinforcements with her. |
| How does Kylie's complaining present an opportunity for the supervisor to facilitate a discussion on diversity (Standard 4.07)? | What are some ways the supervisor may advise Kylie on how to address her frustration? |
