Best Practice in Individual Supervision of Psychologists Working in the French Capedp Preventive Perinatal Home-Visiting Program: Results of a Delphi Consensus Process

Abstract

Individual supervision of home-visiting professionals has proved to be a key element for perinatal home-visiting programs. Although studies have been published concerning quality criteria for supervision in North American contexts, little is known about this subject in other national settings. In the context of the CAPEDP program (Compétences parentales et Attachement dans la Petite Enfance: Diminution des risques liés aux troubles de santé mentale et Promotion de la résilience; Parental Skills and Attachment in Early Childhood: Reducing Mental Health Risks and Promoting Resilience), the first randomized controlled perinatal mental health promotion research program to take place in France, this article describes the results of a study using the Delphi consensus method to identify the program supervisors' points of view concerning best practice for the individual supervision of home visitors involved in such programs. The final 18 recommendations could be grouped into four general themes: the organization and setting of supervision sessions; supervisor competencies; relationship between supervisor and supervisee; and supervisor intervention strategies within the supervision process. The quality criteria identified in this perinatal home-visiting program in the French cultural context underline the importance of clinical supervision and not just reflective supervision when working with families with multiple, highly complex needs.

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

“…Several of the findings from the current study corresponded with prior work investigating the essential components of RS/C from the supervisor's perspective (Greacen et al., 2017; Tomlin et al., 2014). Greacen and colleagues (2017) found that supervisors felt strongly that the provision of RS/C should be regular and organized, confidential, private, and uninterrupted. In addition, supervisors described feeling that their own behaviors such as being fully present were critical to effective RS/C.…”

“…Extending this work, Greacen et al. (2017) implemented the same survey method used by Tomlin et al. (2014) with supervisors ( n = 8) working in a home visiting program and identified four thematic categories of quality supervision : (a) organization and setting of supervision sessions (e.g., confidential; regular; supervisor is not in a hierarchical position regarding the supervisee); (b) supervisor competencies (e.g., has experience working with mother‐child relationships; experience in supervision); (c) relationship between supervisor and supervisor); (e.g., creation of a secure relationship with the supervisee); and (d) supervisor's intervention strategies within supervision (e.g., demonstration of empathy; absence of a judgmental attitude).…”

“…Tomlin et al (2014) used a quantitative self-report survey method to gather information from experts (n = 35) in the IECMH field and identified five categories as essential components of RS/C: (a) supervisor qualities such as being nonjudgmental, reliable, and predictable; (b) supervisor behaviors such as being attentive and self-aware; (c) supervisor and supervisee behaviors such as mutual respect and maintaining confidentiality; (d) the structure and process of supervisory sessions such as using a private setting and maintaining regularly scheduled meetings; and (e) supervisee behaviors such as maintaining a nondefensive stance and the ability to ask for help. Extending this work, Greacen et al (2017) implemented the same survey method used by Tomlin et al (2014) with supervisors (n = 8) working in a home visiting program and identified four thematic categories of quality supervision : (a) organization and setting of supervision sessions (e.g., confidential; regular; supervisor is not in a hierarchical position regarding the supervisee); (b) supervisor competencies (e.g., has experience working with mother-child relationships; experience in supervision); (c) relationship between supervisor and supervisor); (e.g., creation of a secure relationship with the supervisee); and (d) supervisor's intervention strategies within supervision (e.g., demonstration of empathy; absence of a judgmental attitude).…”

“…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). In addition, there continues to be limited empirical evidence of the effectiveness of RS/C and its impact on professional and clinical practice (Gallen et al, 2016;Shea et al, 2020;Tomlin & Heller, 2016).…”

“…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). In addition, there continues to be limited empirical evidence of the effectiveness of RS/C and its impact on professional and clinical practice (Gallen et al., 2016; Shea et al., 2020; Tomlin & Heller, 2016).…”