Reflective Supervision for Social Work Field Instructors: Lessons Learned from Infant Mental Health

Shea, Sarah

doi:10.1007/s10615-018-0677-2

Cited by 18 publications

(9 citation statements)

References 28 publications

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“…Active meaning making through reflective practice can interrupt this ongoing process of passive meaning making, preventing a rise in vicarious trauma. Professionals engaging in reflective practice in a structured and safe environment can curiously explore thoughts, feelings, challenges, and strengths in order to obtain a more integrated and deeper understanding of the work they do with children and families as well as increase their self-awareness and reflective functioning (Heffron, Reynolds, & Talbot, 2016;Shea, 2019;Tomlin & Heller, 2016;Weatherston & Tableman, 2015). Although there is scant research measuring reflective practice experiences among child welfare and early childhood professionals, evidence supporting the implementation of reflective practice is steadily growing.…”

Section: Supervision and The Fan Approach Of Reflective Practice: Intmentioning

confidence: 99%

Evaluating the Facilitating Attuned Interactions (FAN) approach: Vicarious Trauma, professional Burnout, and reflective practice

Hazen

Carlson

Hatton-Bowers

et al. 2020

Children and Youth Services Review

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Background: This evaluation examined the use of the Facilitated Attuned Interaction (FAN) approach to reflective practice among child welfare and early childhood professionals working with vulnerable children and families. Objective: The aims of the current evaluation were to test (a) the role of vicarious trauma in predicting professional burnout, (b) the effect of reflective practice quality in decreasing professional burnout, and (c) the ability of reflective practice quality to lessen the relationship between vicarious trauma and professional burnout. Participants and Setting: The sample included sixty-three professionals across diverse professions including child welfare social workers, early childhood educators, and child welfare attorneys. Methods: Child welfare and early childhood professionals participating in reflective practice with consultants trained in the FAN approach to reflective practice completed surveys measuring their vicarious trauma, burnout, and the quality of reflective practice pre-intervention as well as nine months post-intervention. Results: Results indicated that pre-intervention vicarious trauma directly and significantly increased child welfare and early childhood professionals' post-intervention reports of professional burnout, β = 0.42, [95% CI: 0.08, 0.76]. Post-intervention reflective practice quality did not directly nor significantly reduce professionals' post-intervention reports of professional burnout, β = −0.06, [95% CI: −0.46, 0.36]; however, the relationship between pre-intervention vicarious trauma and post-intervention burnout was significantly diminished by positive perceptions of reflective practice quality, β = −0.36, [95% CI: −0.69, −0.02]. Conclusion: Vicarious trauma was associated with increased rates of professional burnout among child welf essionals. The current evaluation indicates the potential benefit of receiving high quality reflective practice with the FAN approach.

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Section: Supervision and The Fan Approach Of Reflective Practice: Intmentioning

confidence: 99%

Evaluating the Facilitating Attuned Interactions (FAN) approach: Vicarious Trauma, professional Burnout, and reflective practice

Hazen

Carlson

Hatton-Bowers

et al. 2020

Children and Youth Services Review

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“…Reflective supervision (RS) and the Infant Mental Health (IMH-E R ) Endorsement R process (i.e., pursuing endorsement) are professional development tools that are being integrated into infant and early childhood mental health (IECMH) programs across the country (O'Rourke, 2011;Shea, 2018). An increasing number of state infant mental health associations (IMHAs) are recommending that RS be an integral component of training and professional development for frontline home visiting staff and their supervisors (Shea et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…The Maternal Infant Early Childhood Home Visiting (MIECHV) legislation passed in 2010 in the United States under the Affordable Care Act (Alitz et al., 2018; West et al., 2018) pushed home visiting the forefront as an effective healthcare and social service intervention targeting expectant families, infants, toddlers, and young children. Reflective supervision (RS) and the Infant Mental Health (IMH‐E ® ) Endorsement ® process (i.e., pursuing endorsement) are professional development tools that are being integrated into infant and early childhood mental health (IECMH) programs across the country (O'Rourke, 2011; Shea, 2018). An increasing number of state infant mental health associations (IMHAs) are recommending that RS be an integral component of training and professional development for frontline home visiting staff and their supervisors (Shea et al., 2016).…”

Section: Introductionmentioning

confidence: 99%

“…Helping professionals who have specialized training and skillsets tailored to performing their work reported feeling more competent and effective and tended to report lower levels of secondary traumatic stress and higher levels of compassion satisfaction (Craig & Sprang, 2010; Killian, 2008). Within an IECMH context, several empirical studies found positive associations between receiving RS and supervisee insightfulness, capacity for reflection and heightened insight leading to greater emotional containment (i.e., supervisor support of the supervisee to alleviate anxieties and promote positive change in the therapeutic or helping relationship) (Frosch et al., 2018; O'Rourke, 2011; Osofsky, 2009; Shea, 2018; Virmani & Ontai, 2010; Weatherston et al., 2010).…”

Section: Introductionmentioning

confidence: 99%

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Professional quality of life in home visitors: Core components of the reflective supervisory relationship and IMH‐E^® Endorsement^® engagement

Eaves

Robinson

Brown

et al. 2022

Infant Mental Health Journal

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Infant and early childhood home visiting models are gaining prominence as effective programs for families. Most U.S. state infant mental health associations (IMHAs) recommend reflective supervision (RS) and Infant Mental Health (IMH‐E®) Endorsement® as components of home visitor professional development. These efforts may promote workforce professional quality of life. It is unknown whether a workplace policy to provide RS improves the likelihood that best practice guidelines, especially core components of a reflective supervisory relationship, are experienced by the workforce. We sought to investigate associations between home visitor well‐being indicated by professional quality of life (i.e., burnout, secondary traumatic stress, compassion satisfaction) and a workplace policy providing RS, consistent experience of core components of a reflective supervisory relationship, and engagement in endorsement. We also examined differences in consistently experiencing core components of the reflective supervisory relationship in home visitors who reported having a workplace policy for providing RS and those who did not, and for home visitors engaged or not engaged in the endorsement process. A Workplace Supports Survey was designed to investigate these associations; we report findings from a sample of home visitor respondents (N = 139). A policy to provide RS was not associated with professional quality of life. However, analyses suggest an association between a policy to provide RS and consistently experiencing core components of a reflective supervisory relationship. Unanticipated positive associations between engagement in endorsement and burnout and secondary traumatic stress were also found. Finally, engagement in endorsement was associated with less consistent experience of these core components. Implications for future inquiry about the purposes of RS and IECMH Endorsement® as strategies to promote workforce development and well‐being are discussed.

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“…A relational perspective suggests that parallel process is a complex, co-created and interactive process that is multi-directional in nature. It manifests within a relational field between and among the supervisor, supervisee, and patient/family, and is influenced by the organizational and systems dynamics in which all are embedded (Shea, 2019 ). Parallel process, at times, but not always, leads to enactment (Mendelsohn, 2012 ).…”

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confidence: 99%

Co-constructing a Conceptual Understanding of System Enactment

Morey

2022

Clin Soc Work J

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System enactments are co-created phenomena characterized by confounding and emotionally charged multi-person interactions that emerge through the convergence of patients’ complex psychopathology, staff vulnerabilities, and the organizational dynamics of the clinical system in which all are embedded. There is ample literature about the psychoanalytic construct of enactment in the therapeutic dyad. Though systems-based clinicians often experience system enactments which transcend the dyad and occur within the projective field of the system, there is no comparable literature that discusses this phenomenon. This paper describes a qualitative study that investigated how psychodynamic clinicians understood the phenomenology and impact of system enactments on clinicians, treatment processes and organizational climate. Major themes were identified through qualitative analysis of the data. The following four key findings were distilled from the resulting themes of the study’s two research questions: (1) Clinicians conceptualize system enactments from a classical perspective; (2) System enactments have an experiential impact on clinicians in the domains of affect, cognition, behavior, and physiological arousal, which may be related to secondary traumatic stress responses; (3) Clinicians demonstrate a collapse of mentalizing associated with ruptures in the patient’s treatment, conflict in the working relationships between staff, and problematic organizational dynamics; and (4) Interconnected and reciprocal interactions among all levels of the system including patient subsystem, individual staff subsystem, intra-staff subsystem and organizational subsystem, are shaped by the impact of system enactments. A conceptual understanding of system enactmentis outlined, and implications for clinical social work education and practice, organizational policy-making and research are addressed.

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Reflective Supervision for Social Work Field Instructors: Lessons Learned from Infant Mental Health

Cited by 18 publications

References 28 publications

Evaluating the Facilitating Attuned Interactions (FAN) approach: Vicarious Trauma, professional Burnout, and reflective practice

Evaluating the Facilitating Attuned Interactions (FAN) approach: Vicarious Trauma, professional Burnout, and reflective practice

Professional quality of life in home visitors: Core components of the reflective supervisory relationship and IMH‐E^® Endorsement^® engagement

Co-constructing a Conceptual Understanding of System Enactment

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Reflective Supervision for Social Work Field Instructors: Lessons Learned from Infant Mental Health

Cited by 18 publications

References 28 publications

Evaluating the Facilitating Attuned Interactions (FAN) approach: Vicarious Trauma, professional Burnout, and reflective practice

Evaluating the Facilitating Attuned Interactions (FAN) approach: Vicarious Trauma, professional Burnout, and reflective practice

Professional quality of life in home visitors: Core components of the reflective supervisory relationship and IMH‐E® Endorsement® engagement

Co-constructing a Conceptual Understanding of System Enactment

Contact Info

Product

Resources

About

Professional quality of life in home visitors: Core components of the reflective supervisory relationship and IMH‐E^® Endorsement^® engagement