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Reflective Support Overview

Reflective Support Overview. Katherine Bair, LCSW. “Begin with the end in mind.”. Steven Covey. Becoming a Supervisor. Seniority. Second in Command. Promotion by Assumption. Developmental Stages. of Supervisors. Pre-school. Mature Adult. School Age. “Wise Old Soul”. Pre-adolescent.

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Reflective Support Overview

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  1. Reflective Support Overview Katherine Bair, LCSW

  2. “Begin with the end in mind.” Steven Covey

  3. Becoming a Supervisor Seniority Second in Command Promotion by Assumption

  4. Developmental Stages of Supervisors Pre-school Mature Adult School Age “Wise Old Soul” Pre-adolescent Infant Adolescent Toddler Young Adult

  5. 3 Supervisory Functions Educative: Developing skills, understanding and abilities of the parent educator through reflection and exploration. 1 2 Supportive: Helping parent educator to develop positive attitudes and coping strategies. Managerial: Providing organizational structure and resources. 3 Hawkins & Shohet. (2000). Supervision and helping professions.

  6. Roles of the Supervisor Administrator and Reflective Supervisor Personal Visits Program Administration Group Meetings Recruitment and Enrollment Screening Professional Development Resource Network Evaluation

  7. Parallel Process Parent Parent Educator Supervisor Prepared to help child reach potential Prepared to help parents help children reach potential Prepared to help parent educators help parents help children reach potential

  8. Components of the Supervisory Relationship Supervisor Supervisee Context Parents Child(ren)

  9. Three Types of Learning • Education: acquiring new knowledge and understanding of how that knowledge can be applied. • Learning by doing: practicing over time. • Reflection: the process of stopping and thinking about how one understands the work she is doing. With practice, one can learn to think about what one is doing while doing it, but only with time and experience.

  10. Reflective Supervision Supervision that is focused on learning from work with families that is supportive and collaborative in nature, and that occurs on a reliable schedule. It is characterized by active listening and thoughtful questioning by both supervisor and supervisee. Reflective supervision can take various forms, for example, individual supervision, group supervision or peer supervision. Reflective Supervision in Practice Parlakian

  11. Reflection-Based Supervision Regular Collaborative Reflective

  12. Essential Requirements for Model Programs Maximum Numbers Minimum Amount It is essential that each month, parent educators participate in a minimum of two hours of individual reflective supervision and a minimum of two hours of staff meetings. • It is essential that a maximum of 12 parent educators be assigned to each supervisor or mentor or lead parent educator regardless of whether the parent educators are full-time or part-time. Based on one full time supervisor/mentor/lead parent educator and should be less if the supervisor/mentor/lead parent educator is not full time.

  13. Supervisor Recommendations Education Skills Ability to work with adults and young children and to be able to establish trusting relationships. • Bachelor’s Degree in Early Childhood, Elementary Education, Behavioral or Social Sciences, or a related field is recommended. • Must complete the Model Implementation Training.

  14. What to do in Supervision Individual Group Team Building Share successes Discuss Challenging issues Group Supervision Provide Information and Experiential Learning on Child development Programmatic issues and policies Build Parent Educators compotencies Community issues Child Abuse and Neglect • PE’s reflections on their work with families. • Relationship building • Promoting child development and positive parenting behaviors • Balance of knowledge sharing and parents’ empowerment. • Screening, re-screening. • Effective community resources • Program and working conditions • Administrative issues including recordkeeping • Secondary Trauma Issues

  15. Tips on Reflective Support • GO SLOW TO GO FAST • RESPECT EACH OTHER • CONFIDENTIALITY ABOUT CONTENT AND PROCESS • Peer Mentoring can be effective

  16. Tips on Reflective Support • PEOPLE HAVE THE RESPONSIBLITY TO TELL OTHERS WHEN THEY FEEL UNCOMFORTABLE • PEOPLE SHOULD ARRIVE AND BE PREPARED FOR GROUP REFLECTIVE SUPPORT • Supervisors benefit from Reflective Support

  17. Tips on Reflective Support • WHEN ITEMS RELATING TO POLICY AND PROCEEDURE OR ABUSE AND NEGLECT ARISE DURING REFLECTIVE SUPPORT IT IS THE RESPONSIBILITY OF THE STAFF TO MEET WITH THEIR SUPERVISOR

  18. Always keep the big picture in view!

  19. Webinars in Februaryregister online at www.cpcfonline.org • 02/01/2012Parenting Safe Children, focused on keeping kids safe from sexual abuseDuring this interactive and informative session, caregivers will receive accurate information about child sexual abuse, and will be provided with actions they can take to keep children off limits to sexual abusers. Presented by: Feather Berkower, M.S.W., Child Abuse Prevention Specialist/Educator and co-author of Off Limits: A Parent's Guide to Keeping Kids Safe from Sexual Abuse • 02/10/2012 (additional workshop)Child Welfare, Juvenile JusticedescriptionPresented by: Lilas Rajaee-MooreTarget Audience: Parent Educators, Home Visitors, Supervisors • REGISTER: An announcement will be sent out when registration opens

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