Reflective Supervision/Consultation and Early Childhood Professionals' Well-Being: A Qualitative Analysis of Supervisors' Perspectives. Issue 7 (2nd October 2020)

• Record Type: Journal Article
• Authors: Susman-Stillman, Amy; Lim, Stefanie; Meuwissen, Alyssa; Watson, Christopher
• Is Part Of: Early education and development. Volume 31:Issue 7(2020)
• Page Start: 1151
• Page End: 1168
• Publication Date: 2020-10-02
• Subjects: Child development -- United States -- Periodicals; Child psychology -- United States -- Periodicals; Education, Preschool -- United States -- Periodicals; Early childhood education -- United States -- Periodicals; 372.21097305
• DOI: 10.1080/10409289.2020.1793654
• Languages: English
• ISSNs: 1040-9289

Abstract

ABSTRACT: Research Findings: Supporting the social and emotional well-being of early childhood professionals is of great importance for the sake of the workforce as well as the quality of the services they provide. Reflective supervision/consultation (RS/C) is an ongoing professional development practice that helps professionals process the emotional experience of working with young children and families. This qualitative study explores the social and emotional well-being of early childhood professionals engaging in RS/C practices. Ninety-seven reflective supervisors across the nation completed an online survey about their current practice of RS/C. The survey included questions about why they became reflective supervisors, what helped them learn and maintain their RS/C skills, and what effects of RS/C they experienced and perceived in others. Qualitative, inductive analysis of these open-ended questions revealed RS/C skills and experiences that aligned with four social and emotional well-being themes: emotional skills, reflective skills, stress-coping skills, and supportive relationships. Practice or Policy : With the high rates of turnover and job stress encountered by early childhood professionals, new strategies are needed to support their social and emotional well-being. RS/C is a unique professional development practice rapidly increasing in use and holds promise for building early childhood professionals' social and emotional well-being.