Lindblad Tracie L
Tracie Lindblad Consulting, Grimsby, Ontario Canada.
Behav Anal Pract. 2021 Jan 8;14(2):478-490. doi: 10.1007/s40617-020-00514-y. eCollection 2021 Jun.
Within the practices of behavior analysis, education, occupational therapy, physiotherapy, speech-language pathology, and other health professions, professional practice focuses on each discipline's ethics, assessment, and treatment practices. However, maximizing outcomes for some clients is achieved only by combining the strengths of multiple disciplines to include all the competencies required for comprehensive client care. Thus, understanding and acquiring the core competencies for working collaboratively within an interprofessional framework is essential for working together effectively to garner the best outcomes for clients. Furthermore, the interprofessional team clinical supervisor has the added responsibility of ensuring optimal client outcomes while managing a diverse group of professionals, each with their own set of perspectives, clinical training, and evidence-based practices. In many areas of applied practice, the behavior analyst assumes the role of interprofessional clinical supervisor, which necessitates additional training in collaboration, supervision of allied professionals, and ethics. Successful interprofessional and collaborative working relationships require a number of key competencies and subcompetencies as outlined by the Interprofessional Education Collaborative, as well as knowledge of others' ethical and professional codes and/or guidelines for professional conduct, along with additional training and resources in the navigation and handling of ethical dilemmas among disparate team members. Working together and maintaining professional relationships within an interdisciplinary team are fraught with barriers and issues that may impede collaboration. The interprofessional team clinical supervisor requires various strategies, processes, and resources to enable them to navigate challenges and assist the team in working cohesively to achieve more positive client outcomes.
在行为分析、教育、职业治疗、物理治疗、言语病理学及其他健康专业的实践中，专业实践侧重于各学科的伦理、评估和治疗实践。然而，只有通过整合多学科的优势，涵盖全面的客户护理所需的所有能力，才能使某些客户的治疗效果最大化。因此，理解并掌握在跨专业框架内协同工作的核心能力，对于有效合作以实现客户的最佳治疗效果至关重要。此外，跨专业团队临床主管还肩负着额外的责任，即在管理一群背景各异、各有自己的观点、临床培训和循证实践的专业人员的同时，确保客户获得最佳治疗效果。在许多应用实践领域，行为分析师承担着跨专业临床主管的角色，这就需要在协作、对相关专业人员的监督以及伦理方面接受额外培训。成功的跨专业合作工作关系需要具备跨专业教育协作组织所概述的一些关键能力和子能力，以及对他人的道德和专业准则及/或职业行为指南的了解，同时还需要在应对不同团队成员之间的伦理困境方面接受额外培训并获取相关资源。在跨学科团队中共同工作并维持专业关系充满了可能阻碍合作的障碍和问题。跨专业团队临床主管需要各种策略、流程和资源，以使他们能够应对挑战，并协助团队紧密合作以实现更积极的客户治疗效果。
