A Summer in Applied Psychology
By Rekik Dinku
Throughout the summer of 2025, I supported children with behavioral and developmental challenges in a clinical environment as a senior behavioral technician. It gave me a practical chance to apply the concepts I had studied in psychology classes to real-life problems. My responsibilities included conducting one-on-one sessions with clients, assisting newer behavior technicians, and working with supervisors. Each week brought something new, not just in client care, but in leadership, communication, and behavior management.
In my daily sessions, I kept to each client's Individualized Treatment Plan (ITP), which had goals such as strengthening self-regulation, decreasing aggressive behaviors, or improving communication. Using reinforcement more purposefully, particularly for clients who were regressing, was one of my summertime goals. I discovered that prompt and individualized reinforcement, such as praise, a break, or the use of a preferred toy, really helped clients stay engaged. This made the concepts of positive reinforcement and shaping from Applied Behavior Analysis (ABA) feel much more real to me.
I assisted behavior technicians (BTs), particularly those who were new to the position, outside of my work with clients. I provided on-the-spot feedback, demonstrated how to run the programs, and assisted others in handling more difficult behaviors. I was mindful to view my missteps as learning opportunities rather than as grounds for judgment. This made it clearer to me that learning occurs in teams as well as with clients. I started to see the importance of clear communication and mentoring in a therapeutic setting.
Observing a Licensed Behavior Analyst (LBA) conduct a sibling training session stands out as one of the summer's highlights. Helping a client and their sibling develop positive interactions was the main goal. I paid great attention to how the LBA maintained consistency and clarity for both children. That session helped me understand the importance of consistency, especially when multiple individuals are involved in care. It also demonstrated how psychology may help not just individuals but also families.
Later in the summer, I was involved in an escalating client behavior incident. I ensured everyone's safety by carefully keeping to their safety plan. I then participated in a debriefing with another BT and the program supervisor. We discussed how we handled the situation, what caused the escalation, and how we could do better the next time. I learned from that experience how important it is to analyze and plan ahead to manage and come back from an adverse situation.
I also attended senior and monthly staff meetings, where we evaluated information, discussed client progress, and brainstormed ways to better support the team. These discussions offered me a better understanding of how psychological treatments are coordinated and why data-driven decision-making is important.
All things considered, this experience validated my desire to work in clinical or educational settings using applied psychology. Outside of textbooks, I witnessed personally how concepts like extinction, prompting, and reinforcement operate. More significantly, though, I discovered that cooperation, empathy, and clear communication are essential for success in this line of work. This summer showed me how psychology can be used to make a significant difference in people's lives. I am enthusiastic to continue learning, growing, and discovering new ways to help children and families through evidence-based care.
References
Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Pearson.