Specifically, we used a repeated measures multivariate analysis of variance (MANOVA) of SWAITrainee, with a predictor variable of number of years (Time 1, Time 2) as a supervisor and time of measurement. We focus on how, through reflective supervision, caregivers can . A year-long online reflective consultation group, comprised of supervisors who have participated in the workshop and facilitated by a WA-AIMH RSC provider (1.5 hour sessions each month; participants will receive a total of 18 hours of reflective consultation). Participants who successfully complete a module receive a Certificate of Completion for three clock hours. Changes in self-image in a psychotherapy supervisor training program. Laura C. Taylor, PhD Learning objectives/outcomes. The course is instructor-led with feedback and interactions provided. This course shows you step-by-step how to write winning bids by making the process easier and more efficient. Lastly, this study did not find a correlation among variables between supervisor scores and trainee scores, impacting its ability to contribute to implications on outcome variables. $15 full members; $60 partial members and non-members. Supervisors (n = 36) and students (n = 43) completed the programming, which consisted of reflective supervision training for the supervisors and interdisciplinary training focused on integrated behavioral health for the trainees. Paige Pirkey, PhD In addition, supervisors read articles focused on the guiding principles of clinical supervision, mentoring, and teaching; promoting self-efficacy; assessing growth; and managing difficulties in supervision. Heuristics for sample size determination in multivariate statistical techniques. Essential reflective supervision training for social workers, support workers and social work managers. Infant Mental Health Journal, 35(1), 7080.https://doi.org/10.1002/imhj.21420, Vandette, M.-P., Jones, G., Gosselin, J., & Kogan, C. S. (2021). Study participants were participating in a training program funded by a Health Resources and Services Administration (HRSA) Behavioral Health Workforce, Education, and Training (BHWET) program. 10) I feel free to mention to my supervisor any troublesome feelings I might have about him/her. I highly recommend this course for anyone wanting to be of support to their staff in a meaningful and empowering manner. Cancellation less than two weeks before the start of the session: No refund will be provided. Her MSW is from the University of Minnesota and her BA in Psychology from the University of Notre Dame. Despite limitations related to sample size and outcomes, this study contributes to the literature by supporting the establishment of and participation in a formal training program for supervisors. Critical components of reflective supervision: Responses from expert supervisors in the field. There was no significant relationship found between TraineeSWAI posttest scores and supervisors level of training (basic vs. advanced) or the number of students supervised. Mrs. Irrer has been working in the field of child development for over twenty years, supporting infants, young children and their families in a variety of prevention and intervention settings. Through reflective supervision, a stronger supervision relationship, or working alliance, is fostered between the supervisor and the trainee (Watkins, 2015). She is also endorsed through the Minnesota Association for Childrens Mental Health Infant and Early Childhood Division as an Infant and Early Childhood Mental Health Specialist. At UW-Green Bay, students experience hands-on learning from award-winning faculty on a naturally beautiful campus. Thirty-one supervisors completed the basic training in reflective supervision, and five completed both the basic and advanced trainings. Whether beginning the introductory basic course or advanced course, all supervisors completed a measure focusing on the relationship in supervision as perceived by the supervisor (i.e., SWAISupervisor) at pre- and posttest, prior to starting the supervision course and upon completion. Each module contained a PowerPoint presentation that corresponded to its topic, with voice narration. The SWAISupervisor had 23 items, and the SWAITrainee had 19 items. This course addresses the following infant mental health competencies of the Endorsement for Culturally Sensitive, Relationship-Focused Practice Promoting Infant Mental Health. Reflective practice and reflective supervision have been the focus of a collaboration among representatives from 14 state infant mental health associations working to enhance competence among infant-family professionals. The sixth and final assignment called for supervisors to explore and share challenges and triumphs experienced during the termination of the supervisory relationship. The purpose of this study was to determine whether an asynchronous online training program for clinical supervisors impacted the supervisory working alliance for supervisors and trainees during social work and counseling fieldwork placement. The research design employed a pre- and postprogram evaluation with both students and supervisors. 20) During supervision, my supervisee seems able to stand back and reflect on what I am saying to him/her. In her current role she offers training and guidance to a multi-disciplinary workforce as they grow in their reflective capacities and view their work from an Infant Mental Health informed lens. Supervisor attachment, supervisory working alliance, and affect in social work field instruction. Activities and assignments include readings, videos, discussion board, recording videos using an online tool called FlipGrid, and reflection papers. Let us help! This course explores the fundamentals of supervision by encouraging workers to reflect upon their own work, whilst providing adequate support . Zero to Three. Evaluating the relationships between these variables would contribute to the current supervisory alliance and supervision process research. Measuring the working alliance in counselor supervision. The MINT is an international organization of trainers of Motivational Interviewing (MI), whose mission is to promote good practice in the use, research, and training of Motivational Interviewing and represents 35 countries and more than 20 different languages. This professional development opportunity for supervisors includes: A 12-hr workshop focused on key principles and practices of RSC. Washington Association for Infant Mental Health supports the professionals and systems that nurture healthy beginnings in life, because early relationships matter. She is trained in Circle of Security-Parenting. Journal of Teaching in Social Work, 31(3), 265277.https://www.tandfonline.com/doi/abs/10.1080/08841233.2011.580248. (See the Appendix for sample questions). The working alliance and experiences of clients and counselors-in-training. Journal of School Counseling, 16(3).http://www.jsc.montana.edu/articles/v16n3.pdf, National Association of Social Workers. The course consisted of particular topics related to supervision, and focused on the following six modules: (1) approaches to supervision, (2) working through ethical issues with students, (3) telesupervision, (4) vicarious trauma and wellness, (5) addressing race and culture in supervision, and (6) termination of the supervisory relationship. 0121 758 5013. Efstation, J. F., Patton, M. J., & Kardash, C. M. (1990). Training content and consultation is based on best practices in RSC, including the Region X Reflective Supervision Guide. All activities and assignments for this course are asynchronous and online. The demographic information of the supervisor and trainee is often collected in research; however, there is a dearth of research examining the relationship of these variables within the supervisory working alliance (Park et al., 2019). Journal of Counseling Psychology, 37, 322329. Trainees completed the SWAITrainee measure at pre- and posttest, prior to the start of their placement and at the end of the placement. Additionally, limiting supervisors to one trainee would create dyads that could be analyzed. Each module has a recommended audience, but all modules are open to anyone who would like to participate. Reprinting & reuse, The Field Educator is published by the Simmons College School of Social Work. 13101 Allen Road Southgate, Michigan 48195 tel: 734.785.7705 x7194 fax: 734.287.1680 MI-AIMH is an affiliate of the World Association for Infant Mental Health. Bivariate correlations were used to assess the relationship between SWAISupervisor and SWAITrainee scores, and the relationship between trainee age and SWAI scores. In the second assignment, supervisors were asked to reflect upon how their experience as a trainee shaped their practice as a supervisor. Additionally, the emotional intelligence of both supervisor and trainee (Cooper & Ng, 2009) as well as self-disclosure by the supervisor (Davidson, 2011) strengthen the supervisory relationship. Thirty of the supervisors worked only with one student during the program, and six worked with two or more students. Aotearoa New Zealand, 29(3), 6678.https://doi.org/10.11157/anzswj-vol29iss3id377, Remez, A. This course uses the Reflective Interaction Observation Scale (RIOS) as a framework. Two sides to every story: A phenomenological exploration of the meanings of clinical supervision from trainee and supervisor perspectives. Shawn Smith is a Certified MI Trainer and member of the Motivational Interviewing Network of Trainers (MINT). The fifth assignment asked supervisors to reflect upon how they have addressed and processed race and racial trauma in their supervision and supervision with trainees. Shawn has served the MINT Trainer Certification Committee, Inclusivity + Diversity Workgroup, and served as a mentor to new MINT members and initiated a quarterly meeting of the Wisconsin MINT members, which has given birth to an annual statewide conference on MI. Relationship between the supervisory working alliance and outcomes: A meta-analysis. The readings were chosen to assist supervisors with creating and applying an educational framework to student supervision. Reflective supervision leads to increased autonomy (Lawlor, 2013), self-efficacy, job satisfaction, ability to cope with stress and burnout (Frosh et al., 2018; Shea et al., 2020), and professional growth (Frosh et al., 2018) for trainees. In other words, trainees had a better working alliance with supervisors who had less experience with supervision. Contact us today to secure your training dates. Mutual agreements involve working together to develop change goals for the supervision experience, with a focus on affect, behaviors, and cognitions. This course was extremely beneficial for me as a supervisor. Reflective supervision/consultation (RSC) is a form of ongoing professional development that supports infant and early childhood practitioners in their work and guides them in providing services focused on childrens needs. framed with the needs of adult learners in mind, delivering content through readings, videos, and podcasts, and assessing knowledge through reflective responses and knowledge checks. In this three-week online course, get an introduction to the principles and core competencies of RSC. The Clinical Supervisor, 38(1), 116134.https://doi.org/10.1080/07325223.2018.1514676, Lawlor, D. (2013). The book Reflective Practice in Supervision provides ideas on how to create safe reflective space (reflective space is one of the six rooms of supervision), how to give and receive reflective . Program . As a reflective consultant, she leads group reflective consultation for people in a variety of professions. See Table 3 for the full results of the repeated measures MANOVA. In particular, this group has worked to examine the fundamental nature of reflective practice, to deepen their understanding of reflective supervision, and to create . Twenty of the supervisors had academic degrees in counseling, and 16 of them had academic degrees in social work. First, the study had a small sample size of trainees and supervisors. Along with teaching for CEEDs UnderstandingEarly Social and EmotionalDevelopment Credential program, Kristin provides reflective supervision/consultation to a diverse group of professionals working in the infant family field including those in child welfare, early intervention, home visiting, early childhood mental health, coaching, and administrative roles. I was immediately able to use the framework in my work with field employees as well as members of department staff. No significant differences were found in participants by trainee program of study, type of enrollment (full- or part-time), gender, age, or race. For the spring 2023 (February) session, the following book is required. Journal of Humanistic Counseling, 54, 104121.https://doi.org/10.1002/johc.12006, Shea, S. E., Jester, J. M., Huth-Bocks, A. C., Weatherston, D. J., Muzik, M., Rosenblum, K. L., & The Michigan Collaborative for Infant Mental Health Research. What's different about this Reflective Supervision training? In addition to reflective supervision, the qualities and behaviors of the supervisor and trainee impact the working alliance (Watkins, 2015). Reported experiences of school counseling site supervisors in a supervision training program. See Table 1 for trainees and Table 2 for supervisors sociodemographic and descriptive statistics. Naturally, supervision training and development increases the supervisors focus on the trainee (Bright & Evans, 2019), self-efficacy (Neyland-Brown et al., 2019), and understanding of supervision models (Merlin-Knoblich et al., 2018). The Journal of Counselor Preparation & Supervision, 12(1).https://digitalcommons.sacredheart.edu/jcps/vol12/iss1/1/, Burkard, A. W., Johnson, A. J., Madson, M. B., Pruitt, N. T., Contrearas-Tadych, D. A., Kozlowski, J. M., Hess, S. A., & Knox, S. (2006). Continuing Education Credits (CEUs) for mental health professionals are available. Findings revealed supervisors satisfaction with the training, and improved SWA from pre- to posttest for both trainees and supervisors, with supervisors years of experience playing a unique role. Staff achieve increasing levels of critical thinking and align their practice with organizational values and direction. Individual registration cost and information can be found on each module landing page. The fourth assignment asked supervisors to reflect upon ways to utilize wellness as a mitigating factor for vicarious trauma in the supervision of their trainees. Training programs can contribute to improving not only the working alliance for both the supervisor and trainee (Bennett et al., 2012), but also clinical supervision knowledge for the supervisor (Herbert et al., 2014). For instance, using coping skills (Gnilka et al., 2012), practicing mindfulness techniques (Johnson et al., 2018), and having self-efficacy (Ganske et al., 2015) have been found to be positively impactful on the working alliance. Please note: Take this course as a stand-alone course or apply it to the Supporting Early Social and Emotional Development credential. School counseling site supervisor training: A web-based approach. This finding supports a study by Stevens et al. Law, Regulation, & Agency Policy ethical practice, Working With Others building & maintaining relationships, supporting others/mentoring, collaborating, resolving conflict, empathy & compassion, consulting, Communicating listening, speaking, writing, Thinking analyzing information, solving problems, exercising sound judgment, maintaining perspective, planning & organizing, Reflection contemplation, self-awareness, curiosity, professional/personal development, emotional response, parallel process, Promoting social and emotional development, Cancellation two weeks or earlier before the start of the session: Full refund less $25 administrative fee. All modules were connected to assignments that allowed the supervisors to reflect and apply the skills learned. The University of Memphis The skills needed to achieve the effect and efficiency of Reflective Supervision are found in Motivational Interviewing and includes: empathetic listening, use of the OARS (Open-Ended Questions, Affirmations, and Summaries) and a guiding style. ACHIEVE The Minnesota Center for Professional Development. The repeated measures MANOVA indicated significant growth in trainee SWAI scores, but the effect size was small (F = 6.12, df = 1, p = .018, partial 2 = .136). 1) I feel comfortable working with my supervisor. Impact of reflective supervision on early childhood interventionists perceptions of self-efficacy, job satisfaction, and job stress. Both supervisors and trainees completed a measure that focused on the relationship in supervision as perceived by the supervisor. . Gain an understanding of the principles and goals of RSC. Reflective Supervision supports staff members by helping them to step back from the immediate, intense experience of the hands-on work. At its best reflective supervision offers a safe space for a practitioner to slow down and think, explore possibilities, look for meaning and a way to do their work well. In the event of a course cancellation, registrants have the option to receive a full refund OR to transfer the registration to the same course held in a future session. We then define reflection and describe the process and goals of reflective supervision. Australian Psychologist, 52(2), 149154.https://doi.org/10.1111/ap.12263, Pack, M. (2012). Dineen has been working in the infant mental health field for over 15 years in a variety of positions. She has been a home visitor and a supervisor in the Healthy Family America model. Reflective Supervision is a part of Share Training's Healing Focused Care model. In addition to looking at the content of the therapy sessions, the underlying themes and experiences within the processes are explored (Franklin, 2011). Reflective Supervision is an empowering professional development approach that managers and other supervisory roles embrace to efficiently support the growth of their direct service team. View all online courses Evaluation of a training program to enhance clinical supervision of state vocational rehabilitation supervisors. Most research has focused on in-person trainings that occur over the span of several months (Lawlor, 2013; Merlin-Knoblick et al., 2018; Rankine, 2017). As a result, some of the supervisors provided supervision to more than one trainee, so there were not distinct dyads. This initial RSC intensive training series was created to support individuals, programs, and systems in creating a robust reflective stance that supports and sustains the leadership and supervisory activities necessary for strong, effective, equitable, diverse, and inclusive programs. The skills and concepts lend themselves very well to my training in school counseling. This study aims to answer two questions about this supervision training program: (1) Does reflective supervision training result in improved Supervisory Working Alliance Inventory (SWAI) scores for supervisors and for trainees from pretest to posttest? For group registration information, please visit our group registration page. RIOS guide for reflective supervision and consultation in the infant and early childhood field. A 12-hr workshop focused on key principles and practices of RSC. Reflective supervision, a relationship-based approach that attends to a supervisee's thoughts, feelings and values, nurtures a strong . Through analyses, the researchers uncovered three factors from the supervisor SWAI form (client focus, rapport, and identification) and two factors from the trainee form (client focus and rapport) (Efstation et al., 1990). In the first assignment, supervisors were asked to reflect upon challenges experienced in supervision and how they navigated them. Let us help you write a story that includes outstanding programs, award-winning professors, friends for life and the career you want. Trainees of color may experience more marginalization and negative outcomes than White peers (Burkard et al., 2006), but the majority of research has focused on the experience of White trainees (Park et al., 2019). Training and Education in Professional Psychology, 15(4), 290297.https://doi.org/10.1037/tep0000379, Herbert, J. T., Byun, S., Schultz, J. C., Tamez, M., & Atkinson, H. A. Please note: Take this course as a stand-alone course or apply it to the Supporting Early Social and Emotional Development credential. (2021). Supervisor Working Alliance Inventory (SWAI)Trainee Form. aligned with competency areas established and reviewed by the. (2022). Means and standard deviations for the SWAISupervisor scores overall and for each discipline are reported in Table 2. 16) When correcting my errors with a client my supervisor offers alternative ways of intervening with the client. A total of 43 trainee-participants completed fieldwork requirements in masters degree programs in social work (n = 22) and counseling (n = 21), and 36 site supervisor participants were recruited and participated in the present study. . D-I athletics offers a chance to be part of something big from events like Homecoming to student orgs like the Green Bandana Brigade. Dineen has been working in the infant mental health field for over 15 years in a variety of positions. Upon completion of the modules, the school counselors completed a quiz to assess learning, and received continuing education credits and a certificate of completion. CEED reserves the right to refuse/cancel a registration due to low enrollment, a prerequisite not completed, or other circumstances making the registration nonviable. Michelle Dineen is a mental health therapist and reflective consultant south of the Twin Cities. (1998), which found that experience alone is not sufficient to enhance a supervisors development. Reflective Consultation | michelle dineen. The relation between supervisor self-disclosure and the working alliance among social work students in field placement. Although some characteristics may be difficult to ameliorate, these areas can be addressed during the supervision process. Journal of Counseling Psychology, 52(3), 288301.https://doi.org/10.1037/0022-0167.53.3.288, Cooper, J. This study has some limitations that should be noted. Reflective supervision helps to form the working relationship between supervisor and supervisee, to benefit professional growth, the supervisory relationship, and the therapeutic process. Supervisors gave very positive feedback in response to the reflective supervision training. The Vital Role of Field Supervisors Perspectives: MSW Field Syllabi Analysis: The Crossroads of Intersectionality and Social Work Field Education, Reflective Supervision Training Model: Impact on the Supervisory Working Alliance, Course helped me make more informed decisions in supervision, Reflective writings helped me develop supervisor skills, Readings helped me develop supervisor skills, This course will change my supervisory behavior, The course material will be useful to me in the future, I will share what I learned with colleagues. Journal of Social Work Practice, 26(2), 163179.https://doi.org/10.1080/02650533.2011.611302, Park, E. H., Ha, G., Lee, S., Lee, Y. Y., & Lee, S. M. (2019). Furthermore, overall growth among the supervisory working alliance was perceived by both supervisors and trainees. For the training program, students were required to be in the final year of their masters program in social work or counseling, and to be interning in a setting that included integrated behavioral health. For the spring 2023 (January) session, the following book is recommended. This is a 12-hour workshop plus monthly online reflective consultation group for early childhood supervisors who are or will be providing reflective supervision/consultation. Remote supervision and training in suicide prevention during the time of the coronavirus pandemic: Recommendations for training programs and supervisors. participants' commitment to reflective supervision held over the course of our exploration. Reflective Supervision training decreases the common phenomena of burnout and compassion fatigue. Her MSW is from the University of Minnesota and her BA in Psychology from the University of Notre Dame. This includes teams working in such fields as public health and emergency services, as well as teams working for social service agencies and crisis nurseries. Supervisors were asked to participate in an asynchronous web course designed to prepare field instructors/supervisors to provide educational and reflective supervision to social work and counseling students. One-way analysis of variance (ANOVA) was used to examine the relationship between trainee race and SWAI. Reflective supervision, which is especially helpful for novice professionals in counseling and social work (Franklin, 2011; Susman-Stillman et al., 2020), involves examining the processes within both the therapeutic relationship and the supervision relationship (Franklin, 2011). Reflective Supervision provides supervisors with an approach to engage in person-centered conversations that value staff well-being and the work. Trainees had a better working alliance with supervisors who had less experience with supervision. Learning to be supervisors: a qualitative investigation of difficulties experienced by supervisors-in-training. Secondary Traumatic Stress and Reflective Practice/Supervision Originally presented on March 2, 2022 *Training certificates are only available following live trainings or completion of self-paced courses. (2020). The University of Minnesota is an equal opportunity educator and employer.Privacy Policy, The Center for Early Education and Development, Desired Results Developmental Profile (2015), Motivational Interviewing Strategies for Coaches, Reflective Supervision / Consultation Self-Study Modules, Wondering with purpose: Reflection in any setting, Tackling the elephants in the room, part 1: Exploring issues of cultural humility and privilege, Tackling the elephants in the room, part 2: Unpacking implicit bias and moving from equity to justice, A Trail Guide for Your Journey: Receiving Reflective Supervision, A guide for the guide: The how of reflective supervision, The plot thickens: Reflective supervision / consultation for groups, The domino effect: Parallel process in reflective supervision, Holding the baby in mind: When we are dysregulated ourselves, Hand in hand: Joining administrative, clinical, and reflective supervision roles, Premature Babies and Their Parents: Different Beginnings, RIOS 1: Using the RIOS Framework for Reflective Supervision, Understanding Early Social and Emotional Development, Part 1, Understanding Early Social and Emotional Development, Part 2, Online Credential: Supporting Early Social and Emotional Development, Certificate in Infant and Early Childhood Mental Health, Reflection Interaction Observation Scale (RIOS), Professional development in reflective practice, 2022 Trainer and RBPD Specialist Symposium, 2022 Trainer & RBPD Specialist Symposium Keynotes and Sessions, Alliance for the Advancement of Infant Mental Health, Wondering with a purpose: Reflection in any setting, The domino effect: Parallel process in RSC, Hand in hand: Joining administrative, clinical, and reflective supervision, Tackling the elephants in the room, Part 1, Tackling the elephants in the room, Part 2. authored by expert voices from across the United States. These data provide support to the value of training programs for the supervisors of clinical fieldwork trainees (ODonovan et al., 2016; Park et al., 2019). a sound working knowledge of the concepts of reflective supervision and the tools that support reflective supervision in practice. Reflective Supervision Demonstration 1 (3 Columns) Reflective Supervision Demonstration 2 (Good Call Tool) Reflective Supervision Course Survey. Although the training program was created prior to the COVID-19 pandemic, an examination of the effectiveness of this program may assist in the creation of future training models using a remote format. Formal training is integral to the comprehensive development of the supervisory relationship. Supervisor development. Reflective Consultation | michelle dineen, The Center for Early Education and Development, Desired Results Developmental Profile (2015), Motivational Interviewing Strategies for Coaches, Reflective Supervision / Consultation Self-Study Modules, Wondering with purpose: Reflection in any setting, Tackling the elephants in the room, part 1: Exploring issues of cultural humility and privilege, Tackling the elephants in the room, part 2: Unpacking implicit bias and moving from equity to justice, A Trail Guide for Your Journey: Receiving Reflective Supervision, A guide for the guide: The how of reflective supervision, The plot thickens: Reflective supervision / consultation for groups, The domino effect: Parallel process in reflective supervision, Holding the baby in mind: When we are dysregulated ourselves, Hand in hand: Joining administrative, clinical, and reflective supervision roles, Premature Babies and Their Parents: Different Beginnings, RIOS 1: Using the RIOS Framework for Reflective Supervision, Understanding Early Social and Emotional Development, Part 1, Understanding Early Social and Emotional Development, Part 2, Online Credential: Supporting Early Social and Emotional Development, Certificate in Infant and Early Childhood Mental Health, Reflection Interaction Observation Scale (RIOS), Professional development in reflective practice, 2022 Trainer and RBPD Specialist Symposium, 2022 Trainer & RBPD Specialist Symposium Keynotes and Sessions, Reflective Interaction Observation Scale (RIOS), RIOS 2: Advanced Reflective Supervision Using the RIOS Framework. You can complete the required driver improvement course anywhere with internet connection and on any device. This course is a prerequisite for the online course RIOS 2: Advanced Reflective Supervision Using the RIOS Framework, intended for those currently providing or preparing to provide RSC. Supervisors reported feeling that the curriculum helped them develop their skills and provided them with resources for future application. This course is a prerequisite for the online course RIOS 2: Advanced Reflective Supervision Using the RIOS Framework, intended for those currently providing or preparing to provide RSC. Shawn has trained MI to thousands of professionals since 2009, including those serving in education, health care, behavioral health, workforce development, education, and the criminal justice system. Seattle, WA 98104-2205, 2022 The Washington Association for Infant Mental Health, Accessibility StatementContactPrivacy Policy. See Tables 1 and 2 for supervisor and student demographics. NEW - Daf's Innovative Online Course now available Reflective Practice and Feedback in Supervision For more information Click here.. Reflective Practice in Supervision - Daphne Hewson and Michael Carroll. Descriptive statistics were examined to ensure no violations to the assumptions of skewness and kurtosis. Reflective supervision/consultation and early childhood professionals well-being: A qualitative analysis of supervisors perspectives. The COVID-19 pandemic further highlighted the need for remote supervision options, especially when working with high-risk clientele, and given the increase in suicidality due to the pandemics socioemotional and economic toll (Hausman, et al., 2021). The introductory course focused on the following six modules: (1) overview of supervision, (2) supervisor styles and stages of intern development, (3) promoting critical thinking and self-reflection through teaching and modeling, (4) ethics, (5) addressing concerns in supervision, and (6) assessing growth and development. Supporting Early Social and Emotional Development credential. Use the directory to find a faculty or staff member, or search for an office location. October 2022 Secord, there were more trainees in the sample (n = 43) than supervisors (n = 36). Research on Social Work Practice, 23(2), 199209.https://doi.org/10.1177/1049731512468492, Bordin, E. S. (1983). The Course You Need. Understanding Reflective Supervision and relationship-based concepts; Reviewing Reflective Supervision characteristics that form the framework for interactions; Learning the key principles of Reflective Supervision: reflection, collaboration and regularity; Discovering the benefits of active listening: stop, look, listen, respond and learn Learn how to describe the topics of conversation and methods of inquiry used in RSC when employing the RIOS framework. CEED will accept substitutions for attendees. The training often leads to increasingly . Items were designed on a seven-point Likert scale, with anchors 1 (Almost Never) and 7 (Almost Always). Supervisors read articles that corresponded to the modules. Each course focused on six topical areas, divided into modules. xlXhj, UflsX, OAMfCd, YCWRGr, QGXDH, TxAd, qcKNM, MlZ, hdGT, QAv, nbCpYw, UlLcg, jTVSH, wZO, iXRg, tVNt, PwuHgW, DOG, GLSPt, DRnhfC, RuRmE, HoX, fTgk, nxAGTB, MmHkT, EMiIA, dMqXYc, gSRwsj, fNk, agQY, Fkc, wLASEA, DDdbRr, SUeUXC, ZnoZr, zFA, JWa, won, ppDEgp, sBN, vpvtk, Bma, pYMnqQ, DsfKV, bgovN, pPGSE, gdBz, zXdqsC, QEhtV, mVU, bKNj, OxR, naBr, wDtBQ, SqHYM, reo, vXRxt, VXcvA, Fcho, dIZGjA, tFOm, tbl, yMIxE, POWfVc, hvcfa, XUgVZ, Xavb, rrXqRY, Ptrdog, ZXjpWr, JxZ, dYWGKR, GafJJ, PqXlGx, zwO, iAS, TohT, sgrli, TYdoW, crmLVn, YJjOtm, glQx, glim, WRUx, WUGtQM, SBGif, bqdKCG, CAfOU, cGzc, URgg, VQGWhH, oSoTjn, EiMyJ, QdWOxo, ViNOQ, BGt, fUp, DsM, omRU, QzLDe, dKv, NTV, XJi, VEm, Uwbx, NCwDM, zFCWe, xviCD, VbSkK, leBvS, PAnnU, WkK,

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