"I define connection as the energy that exists between people when they feel seen, heard, and valued; when they can give and receive without judgment; and when they derive sustenance and strength from the relationship." Brené Brown
Reflective consultation (also referred to as reflective supervision) is a form of professional development which supports various models of relationship-based programs serving infants, young children and families. The focus of reflective consultation is “the shared exploration of the emotional content of infant and family work as expressed in relationships between parents and infants, parents and practitioners, and supervisor and practitioners” (Michigan Association for Infant Mental Health, 2007). This reflective exploration takes place within a facilitated consultative relationship. The reflective facilitator models respect and demonstrates active listening as the participants discuss their work. This is based on the premise: “Do unto others as you would have others do unto others” (Pawl &St. John, 1998). Reflective consultation/supervision is considered to be a critical form of professional development for relationship-based service providers.
The term “reflective consultation” is emerging as the term used to describe the reflective supervision process when it takes place during a group experience rather than a reflective supervisor/supervisee dyad. During reflective consultation, a consultant (often from outside the agency or organization) is brought in to provide a reflective group experience based on the best practice guidelines for reflective supervision/consultation established by the Michigan Association for Infant Mental Health.
The purpose for reflective consultation is to improve program quality and strengthen professional practices so that families, infants, and young children receive quality services that support optimum growth and development (Eggbeer, Mann, & Seibel, 2007).
Reflective consultation provides a space for professionals to discuss their work with someone who is safe, who won’t criticize, who will listen and who will empower them to realize their capabilities. As professionals feel supported in this way, they, in turn, can provide this support for families who can provide this support for their children.
In group reflective consultation sessions, typically one person will present a case study describing his/her work with a particular family. During a case presentation, other members of the group remain quiet until the provider is finished describing the experience. After the narrative, the facilitator provides an opportunity for other participants to ask clarifying questions. Clarifying questions include questions such as “How long have you worked with this family?” “Were there siblings at home?” or “Have they cancelled at other times?” The presenter has the opportunity to respond to the questions. Next, the participants encourage reflection and/or reflective responses of the presenter by restating comments made by the presenter or by asking questions. Prompts might start with phrases such as “I heard you say that...” “I noticed you referred to…” “I am wondering how you feel when….” The focus of the conversation is not to provide strategies for the presenter or to solve his/her dilemma, but to help the presenter engage in deeper reflection on the interactions between the presenter /parent and parent /child and the feelings that arise when working with this family. Case presentations during group reflective consultation provide opportunities for all participants to learn from each other. Norms should be established before the first session to ensure a reflective rather than problem solving approach to group discussion (Heffron & Murch, 2010). After the reflective conversation, the facilitator checks in with the presenter to address any lingering questions or concerns.
Eggbeer, L., Mann, T. L. & Siebel, N. L. (2007). Reflective supervision: Past, present and future. Zero to Three Journal, 28(2), 5-9.
Heffron, M. C. & Murch, T. (2010). Reflective supervision and leadership. Washington, DC: ZERO TO THREE
Michigan Association for Infant Mental Health. (2007). Best practice guidelines for reflective supervision/consultation. Retrieved from: http://www.mi-aimh.org/documents/best_practice_guidelines_for_reflective_supervisionconsultation_2009.pdf.
Pawl, J. & St. John, M. (1998). How you are is as important as what you do in making a positive difference for infants, toddlers and their families. Washington, D.C.: ZERO TO THREE.
The term “reflective consultation” is emerging as the term used to describe the reflective supervision process when it takes place during a group experience rather than a reflective supervisor/supervisee dyad. During reflective consultation, a consultant (often from outside the agency or organization) is brought in to provide a reflective group experience based on the best practice guidelines for reflective supervision/consultation established by the Michigan Association for Infant Mental Health.
The purpose for reflective consultation is to improve program quality and strengthen professional practices so that families, infants, and young children receive quality services that support optimum growth and development (Eggbeer, Mann, & Seibel, 2007).
Reflective consultation provides a space for professionals to discuss their work with someone who is safe, who won’t criticize, who will listen and who will empower them to realize their capabilities. As professionals feel supported in this way, they, in turn, can provide this support for families who can provide this support for their children.
In group reflective consultation sessions, typically one person will present a case study describing his/her work with a particular family. During a case presentation, other members of the group remain quiet until the provider is finished describing the experience. After the narrative, the facilitator provides an opportunity for other participants to ask clarifying questions. Clarifying questions include questions such as “How long have you worked with this family?” “Were there siblings at home?” or “Have they cancelled at other times?” The presenter has the opportunity to respond to the questions. Next, the participants encourage reflection and/or reflective responses of the presenter by restating comments made by the presenter or by asking questions. Prompts might start with phrases such as “I heard you say that...” “I noticed you referred to…” “I am wondering how you feel when….” The focus of the conversation is not to provide strategies for the presenter or to solve his/her dilemma, but to help the presenter engage in deeper reflection on the interactions between the presenter /parent and parent /child and the feelings that arise when working with this family. Case presentations during group reflective consultation provide opportunities for all participants to learn from each other. Norms should be established before the first session to ensure a reflective rather than problem solving approach to group discussion (Heffron & Murch, 2010). After the reflective conversation, the facilitator checks in with the presenter to address any lingering questions or concerns.
Eggbeer, L., Mann, T. L. & Siebel, N. L. (2007). Reflective supervision: Past, present and future. Zero to Three Journal, 28(2), 5-9.
Heffron, M. C. & Murch, T. (2010). Reflective supervision and leadership. Washington, DC: ZERO TO THREE
Michigan Association for Infant Mental Health. (2007). Best practice guidelines for reflective supervision/consultation. Retrieved from: http://www.mi-aimh.org/documents/best_practice_guidelines_for_reflective_supervisionconsultation_2009.pdf.
Pawl, J. & St. John, M. (1998). How you are is as important as what you do in making a positive difference for infants, toddlers and their families. Washington, D.C.: ZERO TO THREE.