From the voices of supervisees

What is reflective supervision and how does it support their work? (Part I)

Dados Bibliográficos

ID11275827
AutoresCarla C Barron (0000-0002-2816-1290, Merrill Palmer Skillman Institute Wayne State University Detroit Michigan USA, autor correspondente), Carolyn J Dayton (0000-0003-3837-2355, Merrill Palmer Skillman Institute Wayne State University Detroit Michigan USA), Jess L Goletz (Merrill Palmer Skillman Institute Wayne State University Detroit Michigan USA)
Ano2022
Volume43
Fascículo2
Páginas207-225
Data de publicação2022-03-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoInfant Mental Health Journal (JOURNAL)
Identificadores do periódicoISSN: 0163-9641 • E-ISSN: 1097-0355
EditoraWiley (PUBLISHER • GB)
DOI10.1002/imhj.21972
PMID35165913
OpenAlexW4213128685
IdiomaEN
Citações recebidas10
Referências citadas31

Reflective supervision/consultation (RS/C) is a relationship for learning that embraces reflection and reflective practice strategies. It is considered best practice within the infant and early childhood mental health (IECMH) field. Based on research with supervisors, essential components of RS/C have been operationalized and used to develop evaluative tools. Little is known, however, about the essential components that supervisees find most useful. This paper, part I of a two‐part series, describes the essential components that supervisees identify as fundamental and ways they believe their work is supported by participation in RS/C. Fifty IECMH professionals located in the United States who received RS/C participated in focus groups or individual interviews. Data were analyzed using a Grounded Theory approach. Essential components of RS/C from the supervisee perspective included supervisee feelings of safety, the development of trust, holding a non‐judgmental stance, being available and present, and consistency and predictability. Additionally, supervisees identified outcomes of RS/C that included components of professional wellness, personal growth, and infant and family engagement. This study adds the supervisee's voice to the identification and operationalization of essential RS/C components and elucidates outcomes of RS/C that supervisees view as connected to their professional role

Epistemology · Feeling · Medical education · Mental health · Operationalization · Pedagogy · Professional development · Psychotherapist · Reflective Practice · Counseling, Therapy, and Family Dynamics · Educational and Psychological Assessments · Family and Disability Support Research · Medicine · Philosophy · Psychology · Social Psychology