Documentation of Reflective Supervision: Overview of Current

Approaches Elesia Hines, PsyD, HSPP

Steve Viehweg, LCSW, ACSW, IMH-E® (IV), CYC-P

Riley Child Development Center – Indiana LENDIndiana University School of Medicine

Riley Hospital for Children at IU Health

Objectives

• Participants will be able to…

• Identify the key components of reflective supervision/ consultation.

• Discuss the characteristics of a successful reflective supervision/ consultation session.

• Name 3 approaches to documentation of reflective supervision/ consultation.

Overview of Reflective Supervision

• Reflective supervision/consultation is recognized as valuable and important for all disciplines working with infants, toddlers, and their families

• Use of reflection, especially with a trusted supervisor or mentor, can build skills, combat barriers to relationships, and protect the provider

• The goal of RS/C is to support staff who then support families - and create a more effective working relationship

Building Blocks of Reflective Supervision

• Reflection • RS/C focuses on experiences, thoughts, and feelings directly connected with

the work we do

• Collaboration• Open communication and clear understanding of the reciprocal expectations

of each partner

• Regularity • Reliable schedule, sufficient time to meet, free from interruptions

Parallel Process

• Attention to all of the relationships is important• Parent-child• Parent-provider• Provider-supervisor

• We need to understand how each of these relationships affects the others

You Can’t Do This Alone

“When it’s going well, supervision is a holding environment, a place to feel secure enough to expose insecurities, mistakes, questions and differences.”

Rebecca Shamoon Shanok (1992)

Activity

• Find a partner!

• One person will be the speaker and one is the listener

• The speaker will talk for 5 minutes

• The listener CANNOT comment verbally

• Switch roles when prompted

Reflection

• What was it like to be the listener?

• What was it like to be the speaker?

• Which role was more comfortable for you?

• What was your overall learning from this experience?

What are the characteristics of a “successful” RS/C session?

Types of Measurement

• Rating Scales• Reflective Supervision Rating Scale (Ash, 2010)• Reflective Supervision Self-Efficacy Scale (Shea, Goldberg, & Weatherston, 2012)

• Observational Approaches (live or recorded)• Reflective Interactive Observation Scale (RIOS; Christopher Watson & colleagues)• Reflective Supervision Competency Scale (RSCS; Finello & colleagues)

• Narrative or Internal Approaches

Why is measurement important?

• Assess fidelity to the RS/C model and the quality of sessions • Guide supervisees/participants in the RS/C experience and provide

opportunities for feedback to supervisors/consultants• Measure change to promote RS/C within an organization

(Ash et al., 2016)

Reflective Supervision Rating Scale (Ash, 2010)

• Completed by the supervisee/participant• Rates the degree to which the supervisor/consultant performs

activities that are part of a RS/C interaction• 17 questions sorted into 4 factors

• Reflective process and skills, mentoring, supervision structure, and mentalization

• Ratings: Rarely, Sometimes, Usually, Almost Always

Example RSRS Questions - Reflective Process/Skills

“My supervisor encourages me to talk about emotions I have felt while consulting and working with families.”

“My supervisor has improved my ability to be reflective.”

Example RSRS Questions - Mentoring

“My supervisor makes me feel nurtured, safe, and supported during supervision.”

“My supervisor allows me time to come to my own solutions during supervision.”

Example RSRS Questions - Supervision Structure

“My supervisor’s questions encourage details about my practice to be shared and explored within the supervision session.”

“My supervisor is engaged throughout the entire session.”

Example RSRS Questions - Mentalization

“My supervisor helps me explore cultural considerations in my work.”

“My supervisor wants to know how I feel about my consultation or practice experiences.”

Video

Discussion

Online RS/C Groups

To sign up for a group, please contact Becky Gee with Infancy Onward:

beckygee@mhai.net

Thank you!!

Elesia Hines – hinese@iu.edu

Steve Viehweg – sviehweg@iu.edu

Please be sure to complete the survey!

References and Recommended Readings

• Ash, J. (2010). Reflective Supervision Rating Scale. Unpublished assessment tool.

• Finello, K. M., Heffron, M.C., & Stroud, B. (2016). Measuring process elements in reflective supervision: An instrument in the making. ZERO TO THREE, 37 (2), 39-45.

• Gallen, R.T., Ash, J., Smith, C., Franco, A., & Willford, J.A. (2016). How do I know that my supervision is reflective? Identifying factors and validity of the Reflective Supervision Rating Scale. Zero to Three, 37(2), 30-37.

• Michigan Association for Infant Mental Health (http://mi-aimh.org/reflective-supervision/

References and Recommended Readings

• Shea, S., Goldberg, S., & Weatherston, D. (2012). Reflective Supervision Self-Efficacy Scale. Unpublished manuscript.

• Tomlin, A. & Heller, S. (2016). Measurement development in reflective supervision: History, Methods, and Next Steps. ZERO TO THREE, 37 (2), 4-12.

• Watson, C., Harrison, M., Hennes, J. E., & Harris, M. (2016). Revealing “the space between”: Creating an observation scale to understand infant mental health reflective supervision. ZERO TO THREE, 37(2), 14-21.