Stress and coping among early childhood intervention professionals receiving reflective supervision: A qualitative analysis

Abstract

Reflective supervision/consultation (RS/C) is an important component of infant mental health training and practice. Given high levels of job stress reported by a variety of early childhood professionals, the present study offers a qualitative examination of early childhood intervention professionals’ perceptions of stress and coping before and after receiving regular RS/C. Thirty‐one professionals received 9 months of RS/C and completed semistructured interview questionnaires at the pre‐/postassessments. Questionnaires focused on job‐related experiences, including what participants found stressful and how they coped with job‐related stress. Inductive analysis techniques were used to identify themes that arose from the data. Relationships between themes were discovered through axial coding. Three key themes of individual, relational, and organizational stress were identified across the pre‐/postassessments. Similar themes were evident in reports of coping. Following 9 months of RS/C, analysis revealed greater detail and reflection among the majority of participants. These results contribute to the literature through identification of multiple levels of stress and coping as well as areas of continuity and change among participants receiving RS/C. Future research should consider how professionals’ reports of stress and coping relate to reported self‐efficacy and observed competence with young children and families.

From the voices of supervisees: What is reflective supervision and how does it support their work? (Part I)

“…As supervisees noted in the Frosch et al. (2019) study, participation in RS/C supports their capacity to manage stress–not to eliminate it altogether. Asking supervisees specifically what impacts their engagement in RS/C may help identify outcomes that are more centrally tied to the RS/C relationship.…”

“…Navigating these complex risks and ecological influences on the development of early relationships places professionals at risk for empathic strain (Osofsky, 2009), compassion fatigue, and burnout (Simpson et al, 2018). Support from reflective a supervision/consultation (RS/C) relationship may mitigate these effects (Fenichel, 1992;Frosch et al, 2019;Harden, 2010;Heffron et al, 2007;Stroud, 2010;Susman-Stillman et al, 2020) and has been described as an essential aspect of IECMH programs (Eggbeer et al, 2010;Heller, 2012;Michigan Association for Infant Mental Health, 2011;Shea et al, 2016;Weatherston, et al, 2020). However, while RS/C is widely accepted as best clinical practice, research on the content of RS/C, is minimal, and mainly explores the experiences of supervisors, leaving the voices of supervisees unheard (Greacen et al, 2017;Tomlin et al, 2014).…”

Estrés laboral, causas y consecuencias en los docentes de la Unidad Educativa Fiscal Jaime Roldós Aguilera del Distrito Ximena 2 de la ciudad de Guayaquil

“…De acuerdo con el análisis de los resultados obtenidos de nuestra investigación se puede evidenciar la relación entre el estrés laboral, las causas y consecuencias por lo que se menciona que afecta al normal desenvolvimiento de las actividades laborales del personal docente de la Unidad Educativa Fiscal Jaime Roldós Aguilera, donde se puede denotar que una gran cantidad experimentan síntomas debido a varios factores que provocan el estrés. personas laboran en un entorno poco favorable, terminaran enfermando, elevando sus niveles de estrés y por último algunos hasta renunciando a su trabajo, el no ser escuchados por sus superiores generan frustración no pueden confrontar las situaciones que se presentan, ocasionando en los docentes dificultades para el normal desenvolvimiento de sus actividades diarias, sin olvidar que se relaciona con personas que tienen diferentes comportamientos, olvidando que las personas provienen de diferentes hogares con distintos hábitos (Frosch, Mitchell, Hardgraves, & Funk , 2019).…”

The implementation of a multi‐level reflective consultation model in a statewide infant & early childcare education professional development system: Evaluation of a pilot

“…Watson and Nielsen Gatti (2012) provide qualitative evidence that early childhood special educators and service providers identify RSC as a resource that improves and enhances their understanding of their work. Furthermore, Frosch et al (2019)'s qualitative study of early childhood interventionists receiving RSC, "suggest[s] that RS can be beneficial in helping practitioners become mindful about their lives and their work" (p. 453). Such findings speak to the value of RSC in providing professionals opportunities to intentionally consider their work within a relational experience with others who are also engaged in deep reflection about the work, both expanding perspectives about next steps and decreasing isolation (Heller et al, 2013).…”

“…Based on the theoretical literature suggesting a reciprocal relationship between mindfulness and reflective practice, researchers have begun to examine such relationships, with mixed results (Pryce et al., 2018; Watson, Bailey, & Storm, 2016). However, some preliminary findings such as the potential of RSC to increase early childhood interventionists’ capacity to be “mindful about their work,” (Frosch et al., 2019, p. 453) suggest further research regarding the mutual impacts of RSC and mindfulness is warranted.…”