Reflective supervision and reflective practice in infant mental health

A scoping review of a diverse body of literature

Bibliographic Data

ID14636100
AuthorsMary Tobin (0009-0000-7367-4776, Department of Psychology University of Limerick & Health Service Executive Dublin Ireland, corresponding author), Samantha Carney (0000-0001-6151-7570, University of Limerick), Sile Carney (Department of Psychology University of Limerick & Health Service Executive Dublin Ireland), Elaine Rogers (Department of Psychology University of Limerick Limerick Ireland)
Year2024
Volume45
Issue1
Pages79-117
Publication date2024-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueInfant Mental Health Journal (JOURNAL)
Journal identifiersISSN: 0163-9641 • E-ISSN: 1097-0355
PublisherWiley (PUBLISHER • GB)
DOI10.1002/imhj.22091
PMID38038186
OpenAlexW4389220637
LanguageEN
Citations received10
References cited65

Reflective practice is a core component of Infant Mental Health (IMH) training and work in the form of reflective supervision/consultation (RS/C). RS/C supports and facilitates relationship‐based practice, and is considered to help prevent burnout and promote work satisfaction. In response to an identified gap in empirical research on RS/C, this scoping review aimed to give an overview of the broad range of study designs and outcomes by systematically charting empirical studies on RS/C in IMH‐based work with children and families. Searches of Academic Search Complete, CINAHL, MEDLINE, APA PsychArticles, APA PsycInfo, and Web of Science were supplemented with a Google Scholar search and citation searching. Following title/abstract screening ( n = 233) and full‐text review ( n = 168), 35 reports met criteria for inclusion. Key findings were organized into four categories: Essential components and processes of RS/C ; Experiences and outcomes of RS/C ; Emerging issues in RS/C literature ; and Measuring, researching, and reporting on RS/C . Results describe the components and experience of engaging in quality RS/C, and show that practitioners generally experience RS/C as supportive and beneficial. The existing literature has some methodological limitations and further empirical research is needed on outcomes of RS/C. Practice implications and potential future research directions are discussed

Burnout · CINAHL · Citation · Empirical research · Library science · Medical education · MEDLINE · Mental health · Pedagogy · Political science · Psychological intervention · Psychotherapist · PsycINFO · Reflective Practice · Applied Psychology · Clinical Psychology · Computer Science · Counseling, Therapy, and Family Dynamics · Educational and Psychological Assessments · Family and Disability Support Research · Medicine · Nursing · Psychology · Social Psychology

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