This chapter charts the recent evolution of research focused on reflective supervision provided to practitioners delivering services to young children and their families through early intervention programs. The authors explore research focused on defining reflective supervision, identifying five essential elements or “active ingredients” of reflective supervision as a professional development model and demonstrating the impact on practitioners. The impact studies described in this chapter have produced empirical data demonstrating an increase in reflective supervision behaviors as a result of participation. In addition, the studies provide qualitative accounts of practitioners’ experiences, conveying positive effects on intervention practice and reduction of practitioner job stress.
The authors would like to thank the additional researchers, mental health consultants, administrators, and early childhood practitioners who participated in the projects described in this chapter. The Center for Early Education and Development at the University of Minnesota received a grant from the Minnesota Department of Education in support of one of the studies described in this chapter.
Watson, C., Neilsen Gatti, S., Cox, M., Harrison, M. and Hennes, J. (2014), "Reflective Supervision and its Impact on Early Childhood Intervention", Early Childhood and Special Education (Advances in Early Education and Day Care, Vol. 18), Emerald Group Publishing Limited, pp. 1-26. https://doi.org/10.1108/S0270-402120140000018001Download as .RIS
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