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Sunday, 28 July 2024

10:45 AM - 12:00 PM

Hindley 3

The Role of Self-Reflection in Reducing Burnout Among Behaviour Practitioners

Sarah Hutchison¹ & Trent Carberry²

¹Multicap Limited; ²

Vertaview Group

Abstract: Burnout is a well-documented occupational hazard in the disability sector, particularly among Positive Behaviour Support (PBS) practitioners and psychologists. Research highlights the high prevalence of burnout and its detrimental impact on staff well-being, service quality, and retention rates (Trent et al., 2020; Morse et al., 2012). This study examines whether structured self-reflection practices can serve as an effective tool in mitigating burnout among behaviour practitioners.

Participants in this study included PBS practitioners from an organization in MC, spanning from entry-level to specialist roles. A pre-test assessment utilizing the People at Work survey (Safe Work Australia, 2021) measured initial burnout risk factors. A co-designed self-reflection survey was implemented, alongside monthly dedicated self-reflection sessions. A follow-up People at Work post-test assessment will be conducted in June 2025 to evaluate changes in burnout indicators.

Preliminary findings suggest that self-reflection fosters a more positive attitude toward workload and professional responsibilities. While conclusive data will be available post-study, initial trends indicate that self-reflection may be a valuable tool in reducing psychosocial injury and enhancing resilience among PBS practitioners (Schaufeli et al., 2009).

Target Audience: Managers/Supervisors of behaviour analysts or practitioners

Learning Objective: Participants will be able to implement a training plan that considers a functional assessment.

BACB CE Instructor: Sarah Hutchison

Advancing Positive Behaviour Support in Australia: A Constructional Approach

John R. Wooderson & Oliver Roschke

Lojic

Abstract: Positive Behaviour Support (PBS) has gained prominence in Australia as an alternative to aversive or overly restrictive practices. Yet, conventional applications often default to an eliminative stance, emphasising the reduction of “behaviours of concern” rather than the achievement of meaningful outcomes aligned with participant goals. This presentation explores how Goldiamond’s Constructional Approach can address these limitations by shifting the focus toward genuine choice, a core value of both PBS and broader human rights frameworks.

Drawing on examples from our organisation’s service delivery across disability, mental health, and aged care settings, we demonstrate how focusing on desired outcomes can transform standard PBS processes. We show that by systematically applying constructional questions such as “Where do you want to go?”, “Where are you now?”, “How will you get there?” and “What will keep you going?” we empower individuals to identify genuine options to achieve what matters most to them, often without directly targeting behaviours of concern.

Central to this shift is fostering practitioner competence. We highlight how integrating Constructional principles into staff development, supervision, and organisational management yields more robust clinical outcomes, including significant reductions in restrictive practices. Additionally, we examine how these methods align with the National Disability Insurance Scheme (NDIS) emphasis on participant choice and control, reinforcing broader relevance for policy and practice.

Merging PBS with Goldiamond’s framework offers a person-centred alternative that addresses current policy gaps and workforce challenges. This presentation invites practitioners, policymakers, and researchers to embrace constructional tools and reshape PBS into a model of empowerment —one that upholds individuals’ autonomy and meaningfully improves their quality of life.

Target Audience: Behavior analysts and practitioners and organisations working in Positive Behaviour Support in Australia

Learning Objectives: At the conclusion of this presentation, participants will be able to:

identify limitations of assessment and intervention approaches that pathologize behaviour.
understand how shifting focus to desired outcomes promotes autonomy, choice, and control.

BACB CE Instructor: John Wooderson

Playing nicely with others. Soft skills for behaviour practitioners and interprofessional collaboration

Svetlana Daly¹, Clare McCann¹, & Katrina Phillips²

¹The University of Auckland; ²RMIT Vietnam

Abstract: Interprofessional collaboration (IPC) is essential for delivering high-quality care in behaviour support. Behaviour practitioners frequently engage in interdisciplinary teams, requiring strong collaborative skills to enhance treatment outcomes and client well-being. This study explored which soft skills are needed by behaviour practitioners working in multidisciplinary teams. Five allied health and education professionals working alongside behaviour practitioners took part in a focus group exploring soft skills needed for interprofessional collaboration. Reflexive thematic analysis of the data constructed five key themes: awareness, collaboration, resilience, passion/compassion, and creative problem-solving. Awareness was the central theme that interacted with all other themes, highlighting it as a crucial soft skill for behaviour practitioners. The findings emphasise the importance of developing self-awareness, adaptability, and flexibility, as well as creative problem-solving, to foster effective IPC. The study highlights the need to equip behaviour practitioners with the necessary soft skills for successful collaboration and improved client outcomes.

Target Audience: behaviour practitioners, supervisors, anyone who does interprofessional collaboration

Learning Objectives:

At the conclusion of this presentation, delegates will be able to identify the important soft skills for interprofessional collaboration.
At the conclusion of this presentation, delicate will be able to engage in self-reflection and set goals to develop individual soft skills to further develop their interprofessional collaboration competencies.

BACB CE Instructor: Svetlana Daly