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

Name

Capella University

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

Prof. Name

Date

Abstract

My goal is to assist children, adolescents, and their families who are experiencing various mental, emotional, and behavioral challenges, such as intellectual disabilities, developmental disorders, autism, ADHD, and other behavioral issues, to improve their behaviors and overall quality of life. My long-term aspiration is to become a Board-Certified Behavior Analyst (BCBA) and co-manage a behavioral health organization. In the near future, I plan to adopt the practitioner-scholar approach by utilizing research to evaluate the effectiveness of both ABA and non-ABA interventions. I will apply these interventions in my practice and work closely with colleagues to ensure their successful implementation. Furthermore, I aim to develop a strong multicultural perspective to effectively address 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 adolescents with mental, emotional, and behavioral disorders often do not have access to the care they need. My long-term ambition is to become a Board Certified Behavior Analyst (BCBA) and co-found a behavioral health practice with my sister, who is also a BCBA. In my role as a practitioner-scholar, I will explore various behavioral interventions employed in both Applied Behavior Analysis (ABA) and other treatment plans for children with autism and other mental health conditions. I will work alongside colleagues to evaluate the effectiveness of these interventions and teach skills to clients and their families to enhance behavior and quality of life. As our practice expands, we will strive to provide equal and unbiased care to families from diverse social, racial, ethnic, and religious backgrounds.

Role as a Multicultural Practitioner-Scholar

Background

Applied Behavior Analysis (ABA) has proven effective in decreasing challenging behaviors in people with intellectual disabilities (Hassiotis et al., 2012). The theoretical and conceptual underpinnings of behavior analysis draw from experimental psychology, physiology, and philosophy, and it has been successfully applied in settings such as hospitals, clinics, schools, family homes, and communities (Harvey et al., 2009). As a psychology student, I am keen to deepen my understanding of ABA therapy and its various techniques. My ambition is to ensure that children and youth with intellectual disabilities receive the necessary support for a functional life. In the immediate future, I plan to follow the practitioner-scholar model, prioritizing the well-being of clients and colleagues, engaging in continuous learning, and applying my work within broader organizational, community, political, and cultural frameworks (Distefano et al., 2004).

Vision as a Multicultural Practitioner-Scholar

Scholar practitioners are driven by ethical conduct, personal values, and a commitment to understanding and applying new knowledge (Wasserman & Kram, 2009). They maintain ethical standards and treat all clients equitably, regardless of cultural differences. They value their relationship with clients and the quality of care they provide. As a practitioner-scholar, I will explore various interventions for behavioral problems associated with intellectual disabilities, focusing on Applied Behavior Analysis. “Behavior analysis, with its refined methods for teaching and encouraging adaptive behavior should be a key component of a multidisciplinary strategy in mental health services” (Harvey et al., 2009, p. 212) Throughout my master’s program, I will study the outcomes of ABA therapy on different individuals.

Vision as a Multicultural Practitioner-Scholar

I aim to understand how ABA therapy helps individuals integrate into a functional lifestyle. In mental health assessment and intervention, “racial and ethnic disparities are as prevalent in diagnosing and treating mental illness as in other health areas” (Snowden, 2003, p. 239). It is crucial to maintain multicultural competence when working with clients. By gaining first-hand experience using ABA therapy in the field and studying it during my master’s program, I will follow the practitioner-scholar model to treat children and youth with intellectual disabilities.

Vision

Working with children and youth to improve their lives has always been my passion. I have worked with children in various settings, witnessing the positive impact of appropriate interventions. My vision is to ensure that all children and youth with intellectual disabilities have access to necessary treatments. By running my mental health practice, I can ensure no client is discriminated against due to cultural differences. My master’s degree focuses on Applied Behavior Analysis, helping to understand behavior, environmental influences, and learning processes (Autism Speaks, n.d.). This understanding will enable me to improve the functioning and lifestyle of children with intellectual disabilities.

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

Throughout my life, I have seen children from diverse cultural backgrounds overcome significant challenges. I want to play a larger role in helping culturally diverse clients with intellectual disabilities overcome behavioral deficits. Access to care is often unequal. “Epidemiological research consistently reveals that African, Asian, Native, and Latino Americans needing outpatient care are unlikely to receive it” (Snowden, 2003, p. 239). Aspiring to become a BCBA and start my business, I must develop and maintain cultural competencies. Understanding both others’ cultural differences and my cultural heritage is crucial for effective treatment. As a multicultural practitioner-scholar, I will learn about my cultural heritage and its impact on my treatment approach. Working as a Behavior Health Technician with diverse clients and having a supportive BCBA supervisor will help me gain the necessary competencies to run my mental health practice after completing my master’s program.

Conclusion

Disparities in access, treatment, and quality of mental health care are well-documented (Snowden, 2003). As psychology professionals, we must maintain strong cultural competencies. My vision is to ensure that children and youth with intellectual disabilities from all cultures receive the treatment they deserve to become successful, functioning members of society. To realize this vision, I aim to open my 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

Snowden, L. R. (2003). Bias in mental health assessment and intervention: theory and evidence. American Journal of Public Health, 93(2), 239–243. https://doi.org/10.2105/ajph.93.2.239

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

Wasserman, I. C., & Kram, K. E. (2009). Enacting the scholar—practitioner role: An exploration of narratives. The Journal of Applied Behavioral Science, 45(1), 12–38. https://doi.org/10.1177/0021886308327238



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