Reflection in Home Visiting

The What, Why, and a Beginning Step Toward How

Dados Bibliográficos

ID11276007
AutoresAngela Tomlin (0000-0001-8004-2857, Riley Hospital for Children, autor correspondente), Angela M Tomlin (Riley Child Development Center–LEND Program Indiana University School of Medicine), Elesia Hines (Riley Child Development Center–LEND Program Indiana University School of Medicine), Lynne A Sturm (0000-0003-4340-2360, Riley Child Development Center–LEND Program Indiana University School of Medicine), Lynne Sturm
Ano2016
Volume37
Fascículo6
Páginas617-627
Data de publicação2016-11-01
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.21610
PMID27870193
OpenAlexW2546897060
IdiomaEN
Citações recebidas19
Referências citadas30

The work of home visitors in early childhood fields may include addressing many challenges to achieving curricular outcomes, including issues such as maintaining boundaries and managing one's own reactions to children, parents, and overall family situations. Increasingly, reflective supervision and consultation are recognized as a way for workers in home‐visiting early intervention and early care fields to address these personal and professional challenges and build competence (Watson, Gatti, Cox, Harrison, & Hennes, ). The features of home visiting that make reflective supervision/consultation essential are discussed. Next, results of a pilot project in which a sample of Part C early intervention providers respond to a vignette portraying a challenging parent–child interaction are briefly presented and discussed. Despite often stating the importance of relationships, participants did not identify concrete methods of supporting relationship or demonstrate recognition of parallel process. In addition, providers seldom endorsed the use of reflective skills such as observing, listening, wondering, or reflecting (Weatherston, ), and no providers discussed a need for reflective supervision/consultation. We suggest that these findings illustrate some of the areas in which early intervention home visitors could benefit from participation in reflective supervision/consultation to move from identifying reflective skills as important to actually being able to use such skills in their work with families

Active listening · Developmental psychology · Early childhood · Medical education · Pedagogy · Psychotherapist · Reflective Practice · Vignette · Watson · Computer Science · Counseling, Therapy, and Family Dynamics · Educational and Psychological Assessments · Family and Disability Support Research · Medicine · Nursing · Psychology · Social Psychology