PSY FPX 5002 Assessment 1 Your Vision as a Multicultural Practitioner-Scholar

Student Name

Capella University

PSY FPX 5002 Foundations of Theory and Practice for Master’s Psychology Learners

Prof. Name:

Date

Vision Statement

My vision is to work with children, youth, and their families who are affected by various mental, emotional, and behavioral disorders, including but not limited to intellectual disabilities, developmental disorders, autism, ADHD, and behavioral issues, with the aim of enhancing their behaviors and overall quality of life. My long-term aspiration is to become a Board-Certified Behavior Analyst (BCBA) and co-manage my own behavioral health company. In the short term, my goals align with the practitioner-scholar model, which emphasizes the use of research to explore the effectiveness of both ABA and non-ABA interventions. I plan to implement these interventions in my own cases while collaborating with colleagues to ensure effective application in their practices. Additionally, I will develop a strong multicultural perspective essential for addressing the diverse needs of clients and their families.

Your Vision as a Multicultural Practitioner-Scholar: Behavioral Health Practice for Children with Intellectual Disabilities and Their Families

Children and youth facing various mental, emotional, and behavioral disorders are often overlooked and may not receive the essential care they require. My long-term objective is to become a BCBA and establish a behavioral health business alongside my sister, who is also a BCBA. As a practitioner-scholar, I will investigate a wide range of behavioral interventions utilized in current ABA and non-ABA treatment plans for children on the autism spectrum and those experiencing other mental health challenges. I will collaborate with colleagues to evaluate the effectiveness of different interventions and to transfer skills to clients and their families, thereby improving their behaviors and enabling them to lead fulfilling lives. As our business expands, we will uphold a multicultural approach, ensuring that families from all social, racial, ethnic, and religious backgrounds receive equitable and unbiased treatment.

Role as a Multicultural Practitioner-Scholar

Applied Behavior Analysis (ABA) is a therapeutic approach grounded in the science of learning and behavior (Autism Speaks, n.d.).

Background

ABA has been shown to reduce challenging behaviors in individuals with intellectual disabilities (Hassiotis et al., 2012). The theoretical and conceptual foundations of behavior analysis have evolved from experimental psychology, physiology, and philosophy, effectively integrating theory with scientific rigor, and have since been applied in various settings, including hospitals, clinics, schools, family homes, and communities (Harvey et al., 2009). As a psychology student, I am eager to deepen my understanding of ABA therapy and its various methodologies. I aspire to ensure that all children and youth with intellectual disabilities have access to the necessary care to lead normal, functioning lives. My long-term goal is to become a BCBA and establish my own mental health practice.

My short-term objectives are aligned with the practitioner-scholar model, which emphasizes my commitment to the well-being and comfort of my clients and colleagues, my dedication to learning, and my ability to contextualize my work within broader organizational, community, political, and cultural frameworks (Distefano et al., 2004). Scholar practitioners are driven by various motivations, including ethical conduct. They prioritize maintaining an ethical code and treating all clients equitably, regardless of cultural differences. Additionally, scholar practitioners are influenced by personal values, which shape their self-perception and, consequently, the care they provide. They also rely on theory and research, committing to understanding new knowledge and helping individuals and organizations enhance their effectiveness (Wasserman & Kram, 2009).

Scholar practitioners value the relationships they cultivate with their clients and the quality of these interactions. As a practitioner-scholar, I will explore various interventions designed to address behavioral issues stemming from intellectual disabilities, with a particular focus on Applied Behavior Analysis. “Behavior analysis, which includes refined techniques for teaching and motivating adaptive behavior, should be an integral part of a multidisciplinary approach to mental health services” (Harvey et al., 2009, p. 212). Throughout my master’s program, I will examine the outcomes experienced by individuals who have undergone ABA therapy and observe how these interventions have facilitated their integration into a normal, functioning lifestyle.

Introduction

In the realm of mental health assessment and intervention, “racial and ethnic disparities are as prevalent in the diagnosis and treatment of mental illness as they are in other areas of health” (Snowden, 2003, p. 239). Therefore, it is crucial to maintain multicultural competence when working with clients. Currently, I am gaining practical experience in the field by utilizing ABA therapy while simultaneously expanding my knowledge of ABA through my master’s program. The practitioner-scholar model will serve as a guiding framework as I work with children and youth with intellectual disabilities.

Vision

My passion has always been to work with children and youth to enhance their lives. Throughout my life, I have engaged with children and youth in various settings, and witnessing the significant improvements a child can achieve with the right intervention is truly inspiring. My vision is to ensure that all children and youth with intellectual disabilities have access to the necessary treatments, and I aspire to play a role in providing that care. By establishing my own mental health practice, I will be able to guarantee that no potential clients face discrimination based on cultural differences. My master’s degree focuses on Applied Behavior Analysis (ABA), which helps us understand three key aspects: how behavior functions, how behavior is influenced by the environment, and how learning occurs (Autism Speaks, n.d.). By grasping these concepts, I can assist children and youth with intellectual disabilities in achieving improved functioning and a better quality of life.

Throughout my life, I have observed children from diverse cultural backgrounds overcoming their challenges. I want to take a more active role in helping culturally diverse clients with intellectual disabilities address their behavioral deficits. Access to care is not always equitably distributed. “Epidemiological research consistently reveals that African, Asian, Native, and Latino Americans needing outpatient care are unlikely to receive it” (Snowden, 2003, p. 239). As I pursue my goal of becoming a BCBA and opening my own practice, it is essential to develop and maintain cultural competencies. Understanding others’ cultural differences is important, but it is equally vital to recognize one’s own cultural heritage and its potential impact on the treatment provided.

As a multicultural practitioner-scholar, I will gain insights into my own cultural background and how it may influence my therapeutic approach. Currently, I work as a Behavior Health Technician with clients from various cultural backgrounds, under the supervision of a supportive BCBA. This collaboration allows me to ask questions and gain the multicultural competencies necessary to become a BCBA and run my own mental health practice after completing my master’s program.

Conclusion

It is well-documented that disparities exist in access, treatment, and quality of mental health care (Snowden, 2003). As professionals in the field of psychology, it is our responsibility to uphold a strong set of cultural competencies. My vision is to ensure that children and youth with intellectual disabilities from all cultural backgrounds receive the access and treatment they deserve, enabling them to become successful, functioning members of society. To begin realizing this vision, I aim to establish my own behavioral health practice to provide quality interventions to those in need.

References

Autism Speaks. (n.d.). Applied behavior analysis (ABA). https://autismspeaks.org/what-autism/treatment/applied-behavior-analysis-aba

Capella University. (2003). Learning model quick-reference and examples. Author.

Distefano, A., Rudestam, K. E., & Silverman, R. J. (2004). Scholar practitioner model. In Encyclopedia of distributed learning (Vol. 1, pp. 393-396). SAGE Publications, Inc. https://dx.doi.org/10.4135/9781412950596.n134

Harvey, M. T., Luiselli, J. K., & Wong, S. E. (2009). Application of applied behavior analysis to mental health issues. Psychological Services, 6(3), 212–222. https://doi.org/10.1037/a0016495

Hassiotis, A., Robotham, D., Canagasabey, A., Marston, L., Thomas, B., & King, M. (2012). Brief report: Impact of applied behavior analysis (ABA) on career burden and community participation in challenging behavior: Results from a randomized controlled trial. Journal of Intellectual Disability Research, 56(3), 285–290. https://doi.org/10.1111/j.1365-2788.2011.01467.x