Professional Development Through Reflective Consultation in Early Intervention (original) (raw)
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This poster describes an evaluation study of an Infant Mental Health (IMH) training for Early Intervention (EI) practitioners framed by systems theory. Participants were surveyed at three time points: before the training, immediately after the training, and six months to six years following their participation in training. Results showed that (a) participants' knowledge of IMH and confidence in using effective intervention strategies increased and (b) participants felt the knowledge they acquired impacted their professional practice in positive ways. Participants also described barriers and facilitators to their success in integrating an IMH model into their work. Implications for training, practice, and policy are discussed.
Early Child Development and Care, 2005
Early intervention providers (957) were asked about their comfort level with and interest in training in infant mental health (IMH) topics including attachment, behavior and regulation/adaption, and whether they worked with families who needed information in these areas. Results indicated that providers continue to grow in understanding of these core IMH topics and that they continue to recognize the importance of training in these areas for themselves and families. Significant differences were found by provider type, level of experience and minority status. Both minority and less experienced providers were most interested in learning more about IMH topics.
Reflective Practice, 2018
Cultural sensitivity is fundamental to relationship-based interventions where professionals meet with children and families in their homes, neighborhoods, and communities. Understanding how we are different from others and how to engage in meaningful relationships despite those differences is important at all levels of human interaction. Professionals who provide relationship-based intervention benefit from supervision aimed at enhancing their capacity for reflection. Reflective supervision has become a powerful training technique to support the professional's capacity to think deeply about their work with vulnerable infants and families. This article will consider the impact of diversity upon the developing relationship between the reflective supervisor and supervisee. Through use of a supervisory vignette, this article will consider how cultural differences can pose a barrier to the full incorporation of the reflective experience within infant mental health work and professional growth. The authors posit that reflective supervision can support cultural sensitivity, relationship building, professional growth, and positive infant and family outcomes.
The Clinical Supervisor, 2019
Reflective supervision has been promoted as essential to the practice of infant and early childhood mental health. The authors employed a qualitative program evaluation of a fourmonth reflective supervision training, using focus groups with 34 supervisors from 26 publicly funded infant and early childhood mental health programs. Participants reported the training to be effective and impactful, particularly experiential components. Barriers to implementation included lack of buyin from administrators, isolation when others in the agency were not familiar with the model, and job demands. Recommendations include adding a collective participation approach to training within agencies to support dissemination and sustainability. KEYWORDS Reflective supervision; infant mental health; child psychotherapy; mental health services; qualitative case study; community mental health Clinical supervision is a key component of the professional growth and development of mental health clinicians, translating education into clinical application (Falender & Shafranske, 2008). At the core of all supervision is the overarching goal of protecting the clients being served and improving outcomes for clients and clinicians (Falender & Shafranske, 2014). Supervisors are challenged to balance the normative, restorative, and formative goals of supervision, including monitoring documentation, evaluating performance, providing emotional support, enhancing supervisees' skills and knowledge, and encouraging self-evaluation (O'Donovan, Halford, & Walters, 2011). Despite the complexity in managing these goals, many clinicians transition into the role of supervisor without any intentional training (Eggbeer, Mann, & Seibel, 2007). In the field of infant and early childhood mental health, reflective practice and supervision are essential components in the professional development of
Professional Development in Early Childhood Intervention
Journal of Early Intervention, 2011
We describe historical foundations of professional development (PD) in early childhood intervention (ECI) and where we stand on the silver anniversary of PL 99-457. To advance its scientific basis, we assert that it is important to define what is meant by PD; identify structural and process features of PD hypothesized to be effective for supporting improvements in intervention quality and effectiveness; specify theories of action or change related to how specific features of PD are assumed to affect practitioner behaviors and, in turn, child or family outcomes; and conduct experimental studies that provide evidence to support or refute specified theories of action. We describe progress being made in each of these areas and discuss several challenges and future directions related to advancing the scientific basis of PD in ECI.
The Evidence Base for How and Why Infant and Early Childhood Mental Health Consultations Works
HS Dialog: The Research to Practice Journal for the Early Childhood Field
Infant and Early Childhood Mental Health Consultation (IECMHC) is an evidence-based service in which consultants build capacity for early childhood professionals and programs to promote the social-emotional development of infants and young children. This paper describes the current state of the evidence for IECMHC, mapping the evidence to a new theory of change from the Center of Excellence (CoE) for IECMHC. There is a substantial literature base regarding the effects of consultation on outcomes for infants and young children; yet the evidence for consultation’s specific mechanisms of change, moderators of impact, and reductions in disparities have been understudied. The authors identify gaps in the scholarly literature, articulate next steps for research, and conclude with a call to action for IECMHC researchers to expand rigorous studies to the range of settings in which IECMHC is implemented and to center social justice in the research questions, methods, and dissemination.
CASEI Project (Consultation and Administration Specialists in Early Intervention) Final Report
2001
This final report describes the activities and accomplishments of the Consultation and Administration Specialists in Early Intervention Project (CASEI). This federally funded project was developed to provide cross-disciplinary preservice training for early intervention (EI) specialists in Illinois. Students were recruited from a broad range of disciplines involved in early intervention. Additionally, the project recruited and was specifically designed to meet the training needs of personnel 'currently employed in rural early intervention settings. Training was provided within a format that allowed students to maintain their employment, including a combination of summer and weekend coursework, and two internships. Both the coursework and the internships reflected a family-centered, collaborative, and interdisciplinary team perspective. Response from CASEI students indicates that they believe the quality of the personnel preparation project offers a model for personnel preparation that can address the shortage of highly skilled early interventionists who work with children with disabilities and their families in rural areas. The report contains information describing the completion of the project's goals and objectives. The appendices provide documentation of CASEI course requirements, examples of course ratings and student feedback, student demographics, and examples of surveys and other artifacts developed during the course of the project. (SG) Reproductions supplied by EDRS are the best that can be made from the original document.