Observe, listen, wonder, and respond
A preliminary exploration of reflective function skills in early care providers
Bibliographic Data
| ID | 11276136 |
|---|---|
| Authors | Angela Tomlin (0000-0001-8004-2857, Indiana University School of Medicine, corresponding author), Angela M Tomlin, Lynne A Sturm (0000-0003-4340-2360, Indiana University School of Medicine), Lynne Sturm, Steven M Koch (0000-0002-4437-7665, Indiana University School of Medicine) |
| Year | 2009 |
| Volume | 30 |
| Issue | 6 |
| Pages | 634-647 |
| Publication date | 2009-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Infant Mental Health Journal (JOURNAL) |
| Journal identifiers | ISSN: 0163-9641 • E-ISSN: 1097-0355 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/imhj.20233 |
| PMID | 28543527 |
| OpenAlex | W2112670149 |
| Language | NL |
| Citations received | 12 |
| References cited | 14 |
Parents' behaviors demonstrating reflective capacity towards their children, parental reflective functioning, have been identified as central to both the formation of a secure attachment and therapeutic efforts to remediate attachment problems (Fonagy & Target, 2005; Sadler, Slade, & Mayes, 2006). We hypothesize that reflective skills in providers may be key elements in effecting change through the parent–professional relationship. As a first step, the present study examined early care and intervention providers' self‐report of the importance of reflective practice skills in their work with families of young children. We further examined whether provider characteristics such as professional affiliation and experience related to importance ratings. Lastly, we examined, in a preliminary fashion, whether provider valuing of reflective functioning skills is associated with reported practice using hypothetical vignettes drawn from common home‐visiting scenarios
Biology · Wonder · Counseling, Therapy, and Family Dynamics · Educational and Psychological Assessments · Family and Disability Support Research · Psychology · Social Psychology
How are Preservice Early Childhood Professionals’ Mindfulness, Reflective Practice Beliefs, and Individual Characteristics Associated with Their Developmentally Supportive Responses to Infants and Toddlers
Reflective Supervision/Consultation and Early Childhood Professionals’ Well-Being
Reflective supervision and reflective practice in infant mental health
Coaching home visitors
Taking care of the caregivers
Stress and coping among early childhood intervention professionals receiving reflective supervision
Impact of Reflective Supervision on Early Childhood Interventionists’ Perceptions of Self‐efficacy, Job Satisfaction, and Job Stress
Reflection in Home Visiting
Critical Components of Reflective Supervision
Best Practice in Individual Supervision of Psychologists Working in the French Capedp Preventive Perinatal Home-Visiting Program
Sparking collaboration and instilling core competencies through training a statewide workforce in Infant Mental Health
The validation of the Self‐Care Belief and Behavior Questionnaire in the Infant and Early Child Mental Health Workforce
Maternal reflective functioning, attachment, and the transmission gap
Ghosts in the Nursery
The helping relationship and program participation in early childhood home visiting
Enhancing the effectiveness of residential treatment for substance abusing pregnant and parenting women
Maternal insightfulness and preschoolers' emotion and behavior problems
Preventing preschool externalizing behavior problems through video-feedback intervention in infancy
The explication of a mentor model, videotaping, and reflective consultation in support of infant mental health
Mothers' representations of their relationships with their toddlers
| Unique citing works | 12 |
|---|---|
| Citations per year | 1 |
| Citation span | 2014 - 2025 (12) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 12 |