Reflective Supervision for Child Protection Practice – Reaching Beneath the Surface

Harvey, Anna; Henderson, Fiona

doi:10.1080/02650533.2014.925862

Cited by 22 publications

(14 citation statements)

References 4 publications

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“…With respect to child protection workers, Harvey and Henderson () noted that RS “provides an opportunity to consider case material in detail and depth, including the ways in which we are affected by our clients” (p. 355). Also described by Harvey and Henderson are the experiences of a newly qualified social worker during RS.…”

Section: The Experience Of Rsmentioning

confidence: 99%

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

Frosch

Mitchell

Hardgraves

et al. 2019

Infant Mental Health Journal

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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.

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Section: The Experience Of Rsmentioning

confidence: 99%

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

Frosch

Mitchell

Hardgraves

et al. 2019

Infant Mental Health Journal

View full text Add to dashboard Cite

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“…Reflective supervision can be defined as “a partnership formed for learning and for developing a deeper awareness about all aspects of a clinical ‘case,’ especially the social, emotional, and overall interrelated complexity of developmental domains” (Shahmoon‐Shanok, , p. 344). This type of supervision differs from traditional clinical supervision in that there is a distinct emphasis on the clinician's and supervisor's emotional responses to the work and also attention paid to the parallel process (i.e., the process by which supervisor, clinician, parent, and infant unconsciously influence one another, resulting in shared emotional states and affective experiences) (Davys & Beddoe, , Harvey & Henderson, ; Weatherston & Barron, ; Weatherston, Kaplan‐Estrin, & Goldberg, ). Reflective supervision encompasses the strategic use of the supervisory relationship to enhance the IMH specialist's self‐awareness and responses to complex and emotionally challenging work with vulnerable infants, toddlers, and their families (Shahmoon‐Shanok, ; Weatherston et al., ).…”

Section: Reflective Supervision and The Field Of Imhmentioning

confidence: 99%

A Community Mental Health Professional Development Model for the Expansion of Reflective Practice and Supervision: Evaluation of a Pilot Training Series for Infant Mental Health Professionals

Shea

Goldberg

Weatherston

2016

Infant Mental Health Journal

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The Michigan Association for Infant Mental Health identified a need for reflective supervision training for infant mental health (IMH) specialists providing home-based services to highly vulnerable infants and their families. Findings indicate that this pilot of an IMH community mental health professional development model was successful, as measured by the participants' increased capacity to apply reflective practice and supervisory knowledge and skills. Furthermore, IMH clinicians demonstrated an increase in the frequency of their use of reflective practice skills, and their supervisors demonstrated an increase in their sense of self-efficacy regarding reflective supervisory tasks. Finally, the evaluation included a successful pilot of new measures designed to measure reflective practice, contributing to the growing body of research in the area of reflective supervision.

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“…So in theory at least, there is consensus that professional staff working in social services need space to reflect and to process the emotional impact of practice. Implicit in this is the notion of containment (Bion, 1962;Dwyer, 2007;Harvey and Henderson, 2014;Ruch, 2007b) and the idea of a holding space which enables practitioners to acknowledge and explore the feelings evoked by their work. The risks associated with blocking or denial of emotions are well documented and the damaging impact on workers, teams and organisations in addition to the implications for safe practice (Goddard and Hunt, 2011;Lees, Meyer and Rafferty, 2013;Menzies Lyth, 1988;Stokes, 1994;Whittaker, 2011).…”

Section: Background Contextmentioning

confidence: 99%

A good fit: the contribution of action learning to supervision practice

Patterson

2016

Social Work Education

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This paper discusses the value of action learning for social work supervisors. Recent years have seen renewed focus on supervision as a reflective space and some indications that the tide may be turning in regard to the dominance of managerial priorities within the supervision of direct practice. It is less evident that a similar shift is taking place for supervisors themselves and, anecdotally, many describe their own supervision as having a business focus with limited scope for reflective dialogue. While the traditional functions of supervision need to adapt to fit the responsibilities of those in management positions, it remains true that these staff provide a vital containing role within the organisational hierarchy. For that to be sustained, it is important that supervisors have space and structure within which to process the emotional, intellectual and practical challenges of their work. The integration of action learning sets within post-qualifying courses for supervisors has demonstrated a useful dual function. Firstly, they provide an effective model for group supervision, facilitating in-depth reflection on complex practice issues. Secondly, they offer managers a peer supervision forum; a safe place to explore dilemmas and share the vulnerabilities which belong to management roles as well as practice

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Reflective Supervision for Child Protection Practice – Reaching Beneath the Surface

Cited by 22 publications

References 4 publications

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

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

A Community Mental Health Professional Development Model for the Expansion of Reflective Practice and Supervision: Evaluation of a Pilot Training Series for Infant Mental Health Professionals

A good fit: the contribution of action learning to supervision practice

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