Sellers Tyra P, LeBlanc Linda A, Valentino Amber L
Department of Special Education and Rehabilitation, Utah State University, 2865 Old Main Hill, Logan, UT 84322 USA.
Trumpet Behavioral Health, 390 Union, Suite 300, Lakewood, CO 80228 USA.
Behav Anal Pract. 2016 Aug 30;9(4):309-319. doi: 10.1007/s40617-016-0142-z. eCollection 2016 Dec.
Behavior analysts who supervise staff are responsible for establishing a healthy supervisory relationship and for teaching basic behavior analytic skills (e.g., verbal repertoires, technical repertoires, clinical decision-making). In addition, supervisors should prepare their supervisees to succeed in their subsequent professional activities by developing their interpersonal skills and professionalism repertoires. Difficulties in the supervisor relationship and problematic personal and professional skills often become the focus of targeted supervision efforts after the effects of deficits (e.g., avoidance of supervision, complaints from consumers, persistent tardiness) are detected. The primary purpose of this paper is to provide guidance to the supervisor's effort to identify and address barriers to successful supervision related to a damaged supervisory relationship and persistent interpersonal and professional skills of the supervisee. A secondary purpose of this paper is to act as a general call to supervisors to continually and thoughtfully reflect on their own history, repertoires, and behavior, such that they may continue professional growth as supervisors.
监督员工的行为分析师有责任建立健康的监督关系，并教授基本的行为分析技能（如言语技能、技术技能、临床决策能力）。此外，主管应通过培养被监督者的人际交往技能和专业素养，使其在后续的专业活动中取得成功。在发现缺陷的影响（如逃避监督、消费者投诉、持续迟到）后，监督关系中的困难以及个人和专业技能方面的问题往往会成为有针对性的监督工作的重点。本文的主要目的是为主管努力识别和解决与受损的监督关系以及被监督者持续存在的人际交往和专业技能相关的成功监督障碍提供指导。本文的第二个目的是向主管发出总体呼吁，促使他们持续且深入地反思自己的经历、技能和行为，以便他们作为主管能够持续实现职业成长。
