Sherryl Scott Heller, PhD Tulane University Institute of Infant and Early Childhood Mental Health

Sherryl Scott Heller, PhD Tulane University Institute of Infant and Early Childhood Mental Health

Who am I Trained as an Applied Developmental Psychologist Working with mothers and babies for over 15 years. Teen moms Foster parents Supervising early interventionist for over 10 years. Child care providers (teacher and administrators) Mental health providers Mother of 3

Margaret Wheatly, 2009

Reflective + Supervision A relationship that aims at creating a climate where both the client s and the helper s needs are being considered so that the effectiveness of the intervention is optimized

Reflective Supervision Partnership in which the supervisee: Never feels alone Is not overwhelmed by fear or uncertainty Feels safe to express Fears Uncertainties Thoughts Feelings Reactions

Reflective Supervision (cont.) Learns more about Him/herself The client Co-workers/colleagues The work

Rebecca Shamoon-Shanook, 2009

Three key component of RS Reflection Collaboration Regularity

Component 1: Reflection Taking the time to wonder what the experience really means. What does it tell us About the family/client About ourselves Using our thoughts and feelings to identify the intervention/response that best meets the family s needs for self-sufficiency, growth, and development B.E.T.H.

Component 1: Reflection (2) Is NOT therapy Does involve exploring experiences, feelings, and thoughts directly connected with the work Does involve helping supervisees manage stress Allows the supervisee to experience the kind of relationship that she is expected to provide to the children and their families

Productive Reflection Requires a foundation of acceptance and trust Characterized by safety, calmness, and support An environment where people do their best thinking (reflecting)

Component 2: True Collaboration Open communication Two way Protected from outsiders (confidentiality) Characterized by trust and safety Range of work related issues can be discussed without fear of judgment or ridicule Involves curiosity and active listening What were you feeling when she said/did that?

Component 2: Collaboration (2) Sharing the responsibility and control of power Does NOT exempt supervisors from setting limits or exercising authority DOES allow for a balanced dialogue to occur on issues affecting the supervisee and the program

Component 2: Collaboration (3) Offers supervisors a chance to learn from (as well as teach staff) Allows supervisors to recognize opportunities to share responsibility and decision making Supports and cultivates leadership skills from within the organization

Component 3: Regularity Reliable schedule Sufficient time Protected from cancellation, rescheduling or procrastination If happens frequently inquire why

How you are is as important as what you do Jeree Pawl

Dual Supervision Administrative Primary Goal: Accountability Hire Orient Guide Monitor Evaluate Reflective Primary Goal: Staff Development Mentor Coach Teach Nurture Contain

Mentor Monitoring Supervision Combines the role of administrative and reflective supervisor Uses process as a primary tool for BOTH staff development & program improvement Accountable for: Implementing the program s vision & mission Fostering individual & collective development of a competent, responsive staff

Qualities of a Dual Supervisor Uses process as an approach for problem solving Understands human development especially social-emotional development in children & adults Brings knowledge of the self AND the ability to tolerate process and contain conflict Comes to terms with power in the supervisory-staff relationship

Advantages Use of reflection in ALL aspects of program implementation accountability to professional development Build capacity for thoughtful consideration of self and others observations, feelings and behavior Provides supervisor with deeper knowledge of ALL aspects of the program Allows for more comprehensive decision making Contributes to the strength of the overall program

Advantages (2) M/M supervisor models for the staff Integration of support and limit setting Balancing growth promoting coaching in areas of need & firm guidance around program requirements and role expectations Enhance the staff s relationship with the institution as the goals of the institution are integrated into supervision with direct service responsibility

Challenges Learning to provide an honest performance evaluation Increasing capacity for reflective process Comfort with demands of accountability

Contracting Explaining the approach Exploring past history with supervision Mutually determined goals Supervisor availability Creating an agenda for RS sessions Checking in on the supervisory relationship

Fenichel & Eggbeer, 1992

Processes of Reflective Supervision Use of relationships to support learning Importance of feelings (affect) Parallel process Facilitating problem solving Support use of self reflection and self-awareness Attention to content AND process Use of perspective taking (with-holding judgment)

Relationships support learning Learning takes place in the context of relationships AND is critically affected by the quality of those relationships The quality of children s earliest relationships with caregivers will affect their: intellectual development social/emotional development physical development

Relationships as a medium A trusting relationship built on mutual respect creates a safe environment which optimizes the effectiveness of the intervention the ability for self reflection and professional growth

Norman-Murch, 2005

The Impact of Affect Organize Gives meaning Energizes (or Depletes) Connects Divides The essence of Learning and Development

Paying attention to our feelings & affect Awareness of our emotional state going into a situation with clients. any changes in our emotional experiences while with a client (coworkers). our past experiences, values and expectations.

Paying attention to our feelings (cont) Awareness of the interplay between our personnel and professional life (and stressors). Attending to our feelings does not necessarily mean disclosing or acting on these feelings. Using our feelings in ways and situations that will benefit the client (coworkers).

The Platinum Rule Jeree Pawl

Parallel Process The Ripple Effect Role of supervisor is to support staff to have strong secure relationships with clients and coworkers Supervisors are the constants in the lives of the staff How can I help you do what you need to do?

Parallel Process (cont.) Allows staff to be a positive constant in the lives of their clients (children and parents) Allows parents to be a positive constant in the lives of their children

Parallel Process: A Real Life Example A center directors leadership style is STRONGLY related to the style of teaching in the center Warm flexible leadership style Teachers typically displayed high levels of: Encouragement Sensitivity and Creativity Arbitrary leadership style lacking warmth Teachers typically displayed low levels of encouragement high degree of restriction emphasis on rule and restraint Neugebaurer (1990)

Facilitates problem solving Sharpening critical thinking skills Conflict resolution Shared decision making Perspective taking

Supports the use of perspective taking With-holding judgment Attribution Error Role in conflict resolution

Supports the use of self reflection Awareness of strengths and challenges Building on the strengths Addressing challenges Impact on other colleagues Balancing professional and home life Being aware own emotional/stress state

Attention to content AND process Application of infant mental health theories Need to provide trainings or suggestion readings Tendency to get caught up in content Step back and observe process

Acknowledging the complexity of the work Lack of value placed on early childhood professions Attitudes, beliefs, values and own experiences of being parented STRONGLY impact the work Empathy

Reflective Facilitator Tools Active listening Use of open ended questions Hypothesizing Re-framing Scaffolding Self awareness

It requires that Not only do we glance but we look. Not only do we hear but we listen. Not only do we act, but we learn. Parlakian (2001)

Active listening Stop Look Listen Respond

Active listening - STOP Stop what you are doing Pay attention to the speaker This tells the speaker you are focused on them And that they are important

Active listening - Look Make eye contact Face the speaker directly Maintain supportive/attentive Body language Facial expression Watch for non-verbal cues from the speaker (or other group members Tells about their thoughts and feelings

Active listening - Listen Listen to WHAT is being said Attend to Words Tone Body language May be communicating several messages (some unspoken)

Active listening - Respond Respond in way that shows You have been listening You understand Demonstrate you are listening Mmm-hmm, nods, touch, smiles Reflect back what you has been shared To confirm you attentiveness To reinforce your understanding of the situation

Two strategies to reflect back Paraphrase I hear what you are saying. It can be really emotionally draining to work with children who have been abused. Guided questioning own solutions Wow, I can see how that that really makes your job difficult. What do you think can be done so you can manage your feelings to enable you to provide the best care possible to the children in your room?

Rachel Naomi Remen, 1996

Use of open-ended questions Avoid y/n questions Promote staff pondering their own thoughts, emotions and behaviors Inquire about the event And then what happened What did the child do next Inquire about internal response How did you feel How do you think her mother felt

Inquire about other s perspective (or internal states) Hmm, that doesn t sound like Carla I wonder why she said that Why do you think she was so angry

Hypothesizing Where you wonder aloud Do not present as an absolute but as a possibility or suggestion (collaboration) I wonder what would happen if Have you thought of How do you think Carla would feel if Hmmm, I remember reading. Do you think that is worth trying?

Re-framing & Re-stating Repeating back what you heard Okay let me see if I have this. If they aren t seeing another s perspective present it as a possibility Hmm, do you think maybe Carla was upset about something at home isn t her mother ill? And perhaps that is why she Do you think management did because they...?

Scaffolding Support the acquisition of new knowledge This empowers staff to analyze their own performance Awareness of strengths and weaknesses allows one to make mid-course corrections that are: UNFORCED NATURAL AND GENERATED FROM WITHIN

Supervisor s Role Safety Consistency Dependability Respect/Confidentiality Honesty Curiosity Thinking/Feeling Compassion Shared Attention Weatherston & Barron, 2009

Safety Acceptance Listen carefully & follow supervisee s lead Non verbal & verbal used Offer affirmation, guidance and/or empathic response Set appropriate limits Be available

Consistency Emotionally present Respond with care and concern When unclear ask for clarification

Dependability Regularity 1 of the 3 core components of RS Available & invested How to find me When I will be away

Respect & Confidentiality Accept & value supervisee Accept what supervisee tells you Non-Judgmental Confidentiality Contract Supervision hierarchy

Honesty Open Positive feedback Reassurance Praise Share concerns

Curiosity Attentive Inquisitive Open to supervisee s thoughts Exploration grounded

Thinking/Feeling Allow in response to stories from the field Remain aware of and how impact response to supervisee

Shared Attention Notice Wonder Respond to Experiences of infant, parent, practioner

Supervisee s Role Allow supervisor to support you Willing to explore the relationship between your feelings & your work Think more deeply Enhance self and other awareness Apply these new insights to your work and RS Weatherston & Barron, 2009

Allow support Come on time Come prepared to share Detailed observations Thoughts Feelings Concerns

Willing to Explore Identifying feelings Becoming aware about the work Vulnerable families How feelings impact what one says and does

Think More Deeply About work with infants and families About yourself About your own Values Beliefs Assumptions

Enhance Awareness Explore and share thoughts and feelings Increase awareness of self Enrich my understanding of others Wonder about the relationship between my personal and professional lives

Apply Insights Act on new awareness and insights to strengthen my practice

Supervisor Challenges Observe and listen without interruption Help the provider to feel competent Remain emotionally present and empathic Allow self to wonder and not know Remain curious and tolerate uncertainty Respond to feelings as appropriate Hold the supervisee in mind as you listen to the details of the supervisee s experience

How do you know when the RS relationship isn t working? Is out of sync? Connection is not happening?

Signs Indicating Dysynchrony Supervisor behaviors Over talking Frequent cancellations Not taking charge (when appropriate) Supervisee behaviors Frequent cancellations Silences Rushing through session Providing just the facts

Potential Contributors Mistrust Limited experience with reflective thinking Cultural differences Relationship pitfalls

Mistrust Can occur in multiple domains Reflective process Reflective supervisor Administration/management Reflective process Confidentiality Assessment tool (keep tabs) Why chosen Management?ing her capability Confuse RS with therapy

Limited Experience with Reflective Process the capacity to envision and think about mental states in oneself and in others in the service of building realistic models of why they behave think and feel as they do (Fonagy & Taret 1997; Bouchard et al 2008) Challenging & frightening Overwhelming and uncomfortable

Cultural Differences Level of education Professional experiences Race Personal history Job role Ethnicity Gender Life experiences Religious beliefs Age Variety & combination of characteristics

Cultural differences Conscious or unconscious Despite perceived sameness differences can still exist Supervisor Mindful Willing to process Awareness of own beliefs and values

Relationship Pitfalls Rescue fantasies Overinvestment Overidentification Transference and countertransference

Rescue Fantasies Tell supervisee what to do Rather then give space and time to find solution that works for supervisee Intervene and handle problem Rather then having the confidence supervisee can or will handle Supervisee may pull for these behaviors Due to own insecurity about the situation or own abilities

Overinvestment Take responsibility for supervisees success or failure Maintain health boundary Supervisee credit for success or failure Not alone Not unethical or dangerous behavior

Overidentification Allow similarities between self and supervisee to cloud judgment May lead to validating supervisee s feelings & behaviors rather then providing non-judgmental & objective feedback Necessary to take the client s perspective Think through all possible solutions

Transference & Countertransference Past & present merge Ubiquitous Supervisee s redirection of feelings from a significant person to supervisor Parentification, mistrust, unhealthy dependence, idolize Supervisor redirects own emotional history onto supervisee

Addressing Relationship Rupture Wait and see (trust the process) Revisit and probe further (gently) Discuss with own supervisor Address directly (use the I message)

Guidelines when Discussing Difficult Topics A key to discussing difficult topics is to remain regulated and calm Ready yourself to be flexible &open Try not to shut down Accept the challenge to discover, be open and move just beyond your growing edge Be respectful Assume good intentions

Guidelines (2) Rally compassion for yourself & others Use I statements to express thoughts & feelings Accept your own reality as well as the realities of others Everyone enters from different places Use active listening skills Be present & in the moment The process is the teacher Brooks-Harrison www.thevillage-ei.com

Guiding Principles for Repairing Rupture Allow time Be genuine & authentic Reflect & then reflect some more with others About the rupture or stalemate & it s anecdotes or antecedents Respect yourself: Focus on your own feelings & ideas Respect the other: Allow yourself to focus on the feelings & ideas of the other

Guiding Principles (2) Look for positives Discover points of realization about the other Consider acknowledging your part in the rupture or stalemate Consider apologizing Shamoon-Shanook, 2003

References Gilkerson, Linda & Shahmoon-Shanok, R. (2000) Relationship for growth:cultivating reflective practice in infant, toddler and preschool programs. In J. Osofsky & H. Fitzgerald (Eds.) WAIMH handbook of IMH: Volume 2 Early intervention, evaluation and assessment (pp 33-79). Hefferon, Mary Claire & Murch, Trudi (Eds.) (2010) Reflective supervision and leadership in infant and early childhood programs. Washington, D.C.: ZERO TO THREE. Heller, Sherryl Scott & Gilkerson, Linda (Eds.) (2009) A practical guide to reflective supervision. Washington, D.C: ZERO TO THREE.

Norman-Murch, T. (2005). Keeping our balance on a slippery slope: Training and supporting infant/family specialists within an organizational context. Infants & Young Children, 18 (4), 308-322. Fenichel, E. (1992). Learning thru supervision and mentorship to support the development of infants and toddles and their families: A sourcebook. Washington, DC: Zero to Three. Parlakian, R. (2001). Look, Listen, and Learn: Reflective supervision and relationship-based work. Washington, D.C.: Zero to Three.

Parlakian, R. & Seibel, M.L. (2001). Being in charge: Reflective leadership in infant/family programs. Washington, D.C.: Zero to Three.