Remediation for Professional Behaviors

Explanation of Difficulties

Students may have trouble with interpersonal communication

They may unknowingly convey aggression, helplessness, intolerance, or stubbornness

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Ways to Improve Professional Behaviors

Make students aware of issues and help them make efforts to change by dealing with stresses

Record observations of students’ attitudes, inappropriate behaviors, and communication

Meet with students in private spaces about these behaviors

Be supportive, yet firm; offer help

If students need professional counseling, contact Lisa Tekell, UTHSC Academic Fieldwork Coordinator

(901) 448-8072 ltekell@utmem.edu

http://www.nationmaster.com/encyclopedia/Interpersonal-

communication

Activities for Improving Professional Behaviors

Ask students to: Read FISH by Stephen Lundin;

ISBN 0-7868-6602-0-51995

Write list of professional behaviors (not skills) expected from therapists and choose areas in which they need to improve; identify resources and strategies

Read articles on stress management and implement some strategies

Make one-page lists of positive affirmations and post in visible areas

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Activities for Improving Professional Behaviors

Ask students to: Make lists of outcomes if students become more

positive versus if they retain old attitudes; place stars next to desirable outcomes. Ask students to reflect upon Who Moved My Cheese and their current attitudes.

List professional behaviors they admire in specific role models; describe difficult incidents these people handled well.

Write reflections of observations of role models with positive attitudes.

Describe typical behaviors of students who take responsibility for their own learning; list what actions are taken to demonstrate positive attitudes. Underline actions they demonstrate; place stars next to those upon which they need to improve.

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Activities for Improving Professional Behaviors

Ask students to: Write personal, measurable objectives that

identify changes they want to make and include timelines and necessary resources for accomplishment; track progress.

List feedback they have received from supervisors, therapists, patients, peers, and family during past few weeks on two-column sheet with positive and negative; examine sheets and draw conclusions about needs for change.

Keep feedback logs and review weekly to determine progression.

Keep journals to express themselves and their responses to different situations.

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Constructive Criticism If students have difficulty

accepting feedback, they probably go into defense mechanisms (denial, regression, rationalization, etc.)

Constructive criticisms help identify needed changes

Ask students to listen intently to givers of constructive criticisms and thank them

Ask students to check with others about their opinions and make every effort to learn from criticisms

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