4/4/22, 10:44 AM OneNote L11 – Professional Boundaries Monday, April 4, 2022 8:47 AM Professional Boundaries • While parental and extended family member team involvement is encouraged, it is essential to keep professional boundaries in place • A professional boundary is the defining line that helps to safeguard both the service-provider and the service-recipient • Adhering to professional boundaries helps to ensure that the most ethical and quality service is being provided to the families we serve, and helps to keep the best interests of the individual at the forefront • While parental and extended family member team involvement is encouraged, it is essential to keep professional boundaries in place • A professional boundary is the defining line that helps to safeguard both the service-provider and the service-recipient • Adhering to professional boundaries helps to ensure that the most ethical and quality service is being provided to the families we serve, and helps to keep the best interests of the individual at the forefront BACB Core Ethical Principles 1. Benefit Others ○ Protecting the welfare and rights of other individuals with whom they interact in a professional capacity ○ Focusing on the short- and long-term effects of their professional activities ○ Actively identifying and addressing the potential negative impacts of their own physical and mental health on their professional activities ○ Actively identifying and addressing factors (e.g., personal, financial, institutional, political, religious, cultural) that might lead to conflicts of interest, misuse of their position, or negative impacts on their professional activities ○ Effectively and respectfully collaborating with others in the best interest of those with whom they work and always placing clients’ interests first 2. Treat others with compassion, dignity and respect ○ Treating others equitably, regardless of factors such as age, disability, ethnicity, gender expression/identity, immigration status, marital/ relationship status, national origin, race, religion, sexual orientation, socioeconomic status, or any other basis proscribed by law ○ Respecting and actively promoting clients’ self-determination to the best of their abilities, particularly when providing services to vulnerable populations o ○ Acknowledging that personal choice in service delivery is important by providing clients and stakeholders with needed information to make informed choices about services 3. Behave with Integrity ○ Holding themselves accountable for their work and the work of their supervisees and trainees, and correcting errors in a timely manner ○ Behaving in an honest and trustworthy manner ○ Not misrepresenting themselves, misrepresenting their work or others’ work, or engaging in fraud ○ Respectfully educating others about the ethics requirements of behavior analysts and the mechanisms for addressing professional misconduct 4. Ensure your Competence ○ Remaining knowledgeable and current about interventions (including pseudoscience) that may exist in their practice areas and pose a risk of harm to clients ○ Working to continually increase their knowledge and skills related to cultural responsiveness and service delivery to diverse groups ○ Remaining current and increasing their knowledge of best practices and advances in ABA and participating in professional development activities What Guides other professional's conduct? • SLP, OT, PT, teacher, physician, social worker, child life specialist Professional DO’s ✔ Define the scope of your responsibilities and review this on occasion with the family. (1.04) ✔ Engage in professional development activities to acquire knowledge and skills related to cultural responsiveness and diversity. evaluate their own biases and ability to address https://mcmasteru365-my.sharepoint.com/personal/sadasivw_mcmaster_ca/_layouts/15/Doc.aspx?sourcedoc={1836b070-13c6-4e91-9d01-86555639901b}&acti… 1/4 4/4/22, 10:44 AM OneNote the needs of individuals with diverse needs/ backgrounds (e.g., age, disability, ethnicity, gender expression/identity, immigration status, marital/relationship status, national origin, race, religion, sexual orientation, socioeconomic status). (1.07) ✔ Be aware of how your personal biases or challenges (e.g., mental or physical health conditions; legal, financial, marital/relationship challenges) may interfere with the effectiveness of your work (1.10) ✔ provide services that are conceptually consistent with behavioral principles, based on scientific evidence, and designed to maximize desired outcomes for and protect all clients, stakeholders, supervisees, trainees, and research participants from harm. (2.01) ✔ the scope of confidentiality includes service delivery (e.g., live, teleservices, recorded sessions); documentation and data; and verbal, written, or electronic communication (2.03) ✔ Behavior analysts make appropriate efforts to involve clients and relevant stakeholders throughout the service relationship, including selecting goals, selecting and designing assessments and behavior-change interventions, and conducting continual progress monitoring (2.09). ✔ behavior analysts select and design assessments and interventions that are conceptually consistent with behavioral principles; that are based on scientific evidence; and that best meet the diverse needs, context, and resources of the client and stakeholders (2.13; 2.14) ✔ Behavior analysts actively identify and address environmental conditions (e.g., the behavior of others, hazards to the client or staff, disruptions) that may interfere with or prevent service delivery. (2.19) ✔ Consider your dress, which should be kept professional at all times ✔ Watch your language, which should be kept professional at all times ✔ Watch what behaviors you model during any sessions ✔ Keep your work and involvement with the family about the client, and not about you ✔ Ask for advice or help if you have concerns about your professional behavior ✔ Watch for signs of burn out and countertransference (overly emotional involvement with a client/family) ✔ Practice good self-care and stress management techniques Ask yourself these questions on occasion: 1. “Is my behavior different with this particular client/family than with others?” – if so, you may want to seek professional supervision to explore why the service you offer a family is different than the rest 2. “Would I do or say this with a colleague or supervisor present?” – if you would not, reflect on why you are behaving differently around a family 3. “Am I keeping professional secrets?” – this is a potential red flag for boundary issues and/or unethical, unprofessional practice 4. “Has the reason I’m involved with family changed?” – if it has, you may want to seek professional supervision to explore this Professional DO NOT’S • Share personal information about yourself with the members of the family you are supporting and providing service to • Share personal information about your peers/co-workers with the members of the family you are supporting and providing service to • Offer opinions or advice on matters which you are not qualified to comment on (for example a family’s financial worries or their marital issues). Remember the scope of your expertise and to suggest other agency support for such matters • Offer to provide babysitting/respite services either to the child with ASD, or their sibling(s). Remember to keep the scope of your responsibilities clear with all team members • Accept personal invitations from families – as tempting and as kind as they may be! • Make Promises • Give professional advice when you don’t have a specific clinical relationship with that individual (i.e. avoid being asked to make an assessment, or give programming suggestions, for a child who is suspected of having ASD who you do not work with/support) • Discuss work-related issues in non-professional settings (i.e. with team members at your local coffee shop) • Make commitments or promises that you cannot follow through on • Engage in dual relationships Professional, with Compassion (EMPATHY) (Reiss & Kraft-Todd (2014)) • Eye Contact • Muscles of Facial Expression • Posture • Affect • Tone of Voice • Hearing the whole client • Your response https://mcmasteru365-my.sharepoint.com/personal/sadasivw_mcmaster_ca/_layouts/15/Doc.aspx?sourcedoc={1836b070-13c6-4e91-9d01-86555639901b}&acti… 2/4 4/4/22, 10:44 AM OneNote Burnout and Professional Boundaries • The work you do in this field will provide you with multiple professional rewards and feelings of professional satisfaction, however, there will undoubtedly be challenges along your path of working with individuals with autism, their families and the teams that support them • Paying extra attention to signs of burnout and unprofessional conduct must become an essential part of your self-reflection and self-care in the field • Figley (2002) states that there is a cost to caring for others. • He states: “burnout is a result of frustration, powerlessness, and inability to achieve work goals. It is characterized by some psychophysiological arousal symptoms including sleep disturbance, headaches, irritability, and aggression, yet also physical and mental exhaustion. Other symptoms include callousness, pessimism, cynicism, problems in work relationships, and falling off of work performance. Burnout can result from the noxious nature of work stressors themselves or from hierarchical pressures, constraints, and lack of understanding” (pg.19) What can this Really Look Like? • Being sarcastic in meetings • Talking poorly about a family • Continuing to think about your clients in the evenings, before bed, in the middle of the night • Checking your work emails or replying to work emails outside of work hours • Lack of caring • Consistent venting • Slipping confidential information Burnout and Professional Boundaries • When we find ourselves facing the signs and symptoms of professional burnout, we are more at risk of heading down the slippery slope of crossing professional boundaries and engaging in unethical practice. • Seeking support, professional supervision and practicing good self-care are essential responses when you are at risk of professional burnout. Creating a Toolbox for Self-Care • What you pack in your self-care toolbox will differ from the person next to you • Having strategies in place for maintaining good physical and psychological health is a wonderful preventative measure for ensuring you are at your professional best • When you are concerned about professional burn out, or feel yourself compromising the professional standards and boundaries by which you typically work, it may be time to revisit your self-care toolbox and to take the time needed to reflect on your personal and professional health What’s in your toolbox? • Finding a professional you can talk to • Finding ways to recharge your batteries (exercise, reading, healthy diet, leisure activities, time spent with friends) • Getting enough sleep • Taking some planned time off • Developing interests outside of your work • Identifying what is important to you • Taking Breaks Moving into the Field • It’s your turn! • What will you bring to the next team you work in? • Make use of Appreciative Inquiry • Use your ABA lens and scientific inquiry • Remember that it is all about teamwork: ○ Understand and contribute to the organization’s goals ○ Understand and work within the culture of the group ○ Plan and make decisions with others and support the outcomes ○ Exercise “give and take” to achieve group results ○ Lead when appropriate, mobilizing the group for high performance Your Resume is NOT your Defining Feature • Your resume only provides a snapshot of who you are as a person • You have to prove yourself beyond that! ○ What is your ability to learn? ○ Be flexible? ○ Open to opportunities? ○ Open to discussion? https://mcmasteru365-my.sharepoint.com/personal/sadasivw_mcmaster_ca/_layouts/15/Doc.aspx?sourcedoc={1836b070-13c6-4e91-9d01-86555639901b}&acti… 3/4 4/4/22, 10:44 AM OneNote https://mcmasteru365-my.sharepoint.com/personal/sadasivw_mcmaster_ca/_layouts/15/Doc.aspx?sourcedoc={1836b070-13c6-4e91-9d01-86555639901b}&acti… 4/4