Sarah E Shea
Biographic Data
| ID | 6214974 |
|---|---|
| NAME | Sarah E Shea |
| GIVEN NAMES | Sarah E |
| FAMILY NAME | Shea |
| SIGNATURE | SHEA S E |
| AFFILIATIONS | Massachusetts General Hospital |
| ORCID | 0000-0002-3730-0395 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 37 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 3 |
Mindfulness, parenting behavior, and children's mental health
Demographic and psychological factors that predict retention in infant mental health home visiting
The implementation of a multi‐level reflective consultation model in a statewide infant & early childcare education professional development system
The growth in professional development for the infant‐early childhood workforce has necessitated the implementation of novel, sustainable approaches to meet infant early childhood mental health (IECMH) training and reflective supervision consultation (RSC) needs. The 12‐month pilot of a US statewide reflective consultation (RC) group model included IECMH consultants, grant specialists, supervisors, and program managers ( n = 38) and their group r…
Infant mental health home visiting therapists’ reflective supervision self‐efficacy in community practice settings
In recent years, there has been an increase in the research on reflective supervision, including the development of tools designed to measure reflective practice in the context of reflective supervision. The Reflective Supervision Self‐Efficacy Scale for Supervisees (RSSESS) is a self‐report measure that has been used in previous evaluations and is designed to assess perceived reflective practice self‐efficacy for Infant Mental Health‐Home Visiti…
Reliance on experiential avoidance in the context of relational aggression
A Community Mental Health Professional Development Model for the Expansion of Reflective Practice and Supervision
The Michigan Association for Infant Mental Health identified a need for reflective supervision training for infant mental health (IMH) specialists providing home‐based services to highly vulnerable infants and their families. Findings indicate that this pilot of an IMH community mental health professional development model was successful, as measured by the participants’ increased capacity to apply reflective practice and supervisory knowledge an…
A Community Mental Health Professional Development Model for the Expansion of Reflective Practice and Supervision
The Michigan Association for Infant Mental Health identified a need for reflective supervision training for infant mental health (IMH) specialists providing home‐based services to highly vulnerable infants and their families. Findings indicate that this pilot of an IMH community mental health professional development model was successful, as measured by the participants’ increased capacity to apply reflective practice and supervisory knowledge an…
Infant mental health home visiting therapists’ reflective supervision self‐efficacy in community practice settings
In recent years, there has been an increase in the research on reflective supervision, including the development of tools designed to measure reflective practice in the context of reflective supervision. The Reflective Supervision Self‐Efficacy Scale for Supervisees (RSSESS) is a self‐report measure that has been used in previous evaluations and is designed to assess perceived reflective practice self‐efficacy for Infant Mental Health‐Home Visiti…
The implementation of a multi‐level reflective consultation model in a statewide infant & early childcare education professional development system
The growth in professional development for the infant‐early childhood workforce has necessitated the implementation of novel, sustainable approaches to meet infant early childhood mental health (IECMH) training and reflective supervision consultation (RSC) needs. The 12‐month pilot of a US statewide reflective consultation (RC) group model included IECMH consultants, grant specialists, supervisors, and program managers ( n = 38) and their group r…
Demographic and psychological factors that predict retention in infant mental health home visiting
A Community Mental Health Professional Development Model for the Expansion of Reflective Practice and Supervision
The Michigan Association for Infant Mental Health identified a need for reflective supervision training for infant mental health (IMH) specialists providing home‐based services to highly vulnerable infants and their families. Findings indicate that this pilot of an IMH community mental health professional development model was successful, as measured by the participants’ increased capacity to apply reflective practice and supervisory knowledge an…
Reliance on experiential avoidance in the context of relational aggression
Infant mental health home visiting therapists’ reflective supervision self‐efficacy in community practice settings
In recent years, there has been an increase in the research on reflective supervision, including the development of tools designed to measure reflective practice in the context of reflective supervision. The Reflective Supervision Self‐Efficacy Scale for Supervisees (RSSESS) is a self‐report measure that has been used in previous evaluations and is designed to assess perceived reflective practice self‐efficacy for Infant Mental Health‐Home Visiti…
Mindfulness, parenting behavior, and children's mental health
Demographic and psychological factors that predict retention in infant mental health home visiting
The implementation of a multi‐level reflective consultation model in a statewide infant & early childcare education professional development system
The growth in professional development for the infant‐early childhood workforce has necessitated the implementation of novel, sustainable approaches to meet infant early childhood mental health (IECMH) training and reflective supervision consultation (RSC) needs. The 12‐month pilot of a US statewide reflective consultation (RC) group model included IECMH consultants, grant specialists, supervisors, and program managers ( n = 38) and their group r…
Psychology (6 works) · Clinical Psychology (5 works) · Medicine (5 works) · Mental health (5 works) · Psychiatry (5 works) · Clinical Psychology (3 works) · Counseling, Therapy, and Family Dynamics (3 works) · Educational and Psychological Assessments (3 works) · Family and Disability Support Research (3 works) · Intervention (counseling (3 works)