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Reflective and Relationship-
Based Strategies in Practice




          Sara Beth Martin, RN, MPH
             September 19, 2012
Learning Objectives
   Define reflective and
    supportive practice as
    it relates to home
    visitation programs
   Demonstrate
    reflective and
    supportive strategies
    through behavior
    rehearsal
Relationships matter.

“All learning takes place in the context of
 relationships and is critically affected by
      the quality of those relationships”
           (Norman-Murch, 1996).
   re·flec·tion  (r -fl k sh n) n. 1. The act of reflecting or
    the state of being reflected.2. Something, such as light,
    radiant heat, sound, or an image, that is reflected.3. a.
    Mental concentration; careful consideration.b. A thought or
    an opinion resulting from such consideration.4. An indirect
    expression of censure or discredit: a reflection on his
    integrity. 5. A manifestation or result: Her achievements
    are a reflection of her courage. 6. Anatomy a. The folding
    of a membrane from the wall of a cavity over an organ and
    back to the wall.b. The folds so made.
The Reflective Cycle
   (Gibbs, 1988)
               Helps us to look at
                an event,
                understand it, and
                learn from it
               Awareness of the
                impact of our
                preconceptions and
                personal beliefs of
                our understanding
                of events and our
                reaction to them
Thinking about Supervision
    Think about one of your first positive
     employee-supervisor relationships.
    What is one positive quality of this
     supervisor?
    How does this relate to reflective
     practice?
Reflective Supervision is….
   A collaborative relationship for professional
    growth that improves program quality and
    practice by cherishing strengths and partnering
    around vulnerabilities to generate growth
   Stepping back from the immediate experience to
    sort through thoughts and feelings about what
    one is observing and doing with children and
    families
Three Building Blocks of
     Reflective Supervision

   Reflection
   Collaboration
   Regularity
Reflection
   Requires a foundation of trust and honesty
   Safety, calmness, and support
   Is NOT therapy or venting
   Focused on experiences, thoughts, and feelings
    directly connected with work
   Supportive of professional development and
    growth
   Empathetic, nonjudgmental ear of the supervisor
Collaboration
 Sharing of responsibility and control
  of power
 A chance to learn from as well as
  teach staff
 Reciprocal expectations of each other
 Requires open communication-in both
  directions
Regularity

   Regularity of interactions
   Reliable schedule with sufficient time allocated
   Protection from cancellation, rescheduling, or
    procrastination
   Investment in professional development of the
    staff and the future of the program
   Recognition that it takes time to develop a
    trusting relationship, to collaborate, and to share
    ideas, thoughts, and emotions
Reflective and Supportive Supervision
Reflective and Supportive Supervision
What is Reflective
            Leadership?
   Leading through relationships
   How we lead, how we treat others, how we
    interact, how we resolve conflict, and how
    we provide feedback
   Trust, support, and growth
   Careful observation, flexible response, and
    self-awareness
Careful Observation
 Skilledat deciphering the meaning of
  behaviors
 Behaviors including tone of voice,
  body language, reactions, etc.
 “Why might this be happening?”
Flexible Response
 Requires leaders to know their staff
 Approach individuals in a way that
  reflects his or her needs, strengths,
  and areas for development
 An expression of mutual respect
Self-Awareness
   Ability to know one’s self, strengths, and
    limitations
   An interest and commitment to exploring
    one’s own feelings, thoughts, and reactions
   Activity: Leadership Self-Assessment Tool
    from Zero to Three
Self-Awareness Assessment
          Tool
 What  are your thoughts on this tool?
 How might this affect your
  professional practice?
 Any other comments?
How can we incorporate reflective
practice and strategies into home
            visiting?
Reflective and Supportive Supervision
Reflective and Supportive Supervision
Reflective and Supportive Supervision
Reflective and Supportive Supervision
Application
   You are a home visitor. You have knowledge,
    skills, and a lot of experience under your belt.
    You’re going to visit a client who is pregnant, has
    a BMI of 34, and has been recently diagnosed
    with gestational diabetes.
   Based on past experience, you plan to propose a
    diet, a food diary, and a schedule of visits. You
    complete the visit, talk with the client, and
    agree to the plan.
   One week later…second visit….nothing’s
    happened. No change. Very
    disappointing….frustrating…..
Reflection in Practice
   You look back at what you did and wonder what you
    could have possibly done differently and why did
    this mother not take your advice. You have a chat
    with your colleagues.
   Have they experienced this? What would they
    have done? Any ideas?
The Reflective Cycle
   (Gibbs, 1988)
Reflection in Practice
    At the next meeting, the client admits to
     sneaking snacks and sugary drinks.
    Looking back, you realize that your earlier
     intervention (diet, food diary, and visits) had
     limited value.
    You were coming at it from a direction that
     did not see all aspects of the situation.
    Yes, you can help the client to make changes
     however there are different strategies to
     try.
    And the cycle begins again, driven by
     reflection….
Reflective and Supportive Supervision
References
   About Gibbs reflective cycle. Oxford Brookes
    University, 2011. 10 Aug 2012.
    <http://www.brookes.ac.uk/services/upgrade/a-
    z/reflective_gibbs.html>.
   Parlakian, R. (2001). Look, listen, and learn:
    reflective supervision and relationship-based
    work. Washington, D.C.: ZERO TO THREE.
   Seibel, N.L., Britt, D., Gillespie, L.G., & Parlakian,
    R. (2009). Preventing child abuse and neglect:
    Parent-provider partnerships in child care .
    Washington, DC: ZERO TO THREE.

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Reflective and Supportive Supervision

  • 1. Reflective and Relationship- Based Strategies in Practice Sara Beth Martin, RN, MPH September 19, 2012
  • 2. Learning Objectives  Define reflective and supportive practice as it relates to home visitation programs  Demonstrate reflective and supportive strategies through behavior rehearsal
  • 3. Relationships matter. “All learning takes place in the context of relationships and is critically affected by the quality of those relationships” (Norman-Murch, 1996).
  • 4. re·flec·tion  (r -fl k sh n) n. 1. The act of reflecting or the state of being reflected.2. Something, such as light, radiant heat, sound, or an image, that is reflected.3. a. Mental concentration; careful consideration.b. A thought or an opinion resulting from such consideration.4. An indirect expression of censure or discredit: a reflection on his integrity. 5. A manifestation or result: Her achievements are a reflection of her courage. 6. Anatomy a. The folding of a membrane from the wall of a cavity over an organ and back to the wall.b. The folds so made.
  • 5. The Reflective Cycle (Gibbs, 1988)  Helps us to look at an event, understand it, and learn from it  Awareness of the impact of our preconceptions and personal beliefs of our understanding of events and our reaction to them
  • 6. Thinking about Supervision  Think about one of your first positive employee-supervisor relationships.  What is one positive quality of this supervisor?  How does this relate to reflective practice?
  • 7. Reflective Supervision is….  A collaborative relationship for professional growth that improves program quality and practice by cherishing strengths and partnering around vulnerabilities to generate growth  Stepping back from the immediate experience to sort through thoughts and feelings about what one is observing and doing with children and families
  • 8. Three Building Blocks of Reflective Supervision  Reflection  Collaboration  Regularity
  • 9. Reflection  Requires a foundation of trust and honesty  Safety, calmness, and support  Is NOT therapy or venting  Focused on experiences, thoughts, and feelings directly connected with work  Supportive of professional development and growth  Empathetic, nonjudgmental ear of the supervisor
  • 10. Collaboration  Sharing of responsibility and control of power  A chance to learn from as well as teach staff  Reciprocal expectations of each other  Requires open communication-in both directions
  • 11. Regularity  Regularity of interactions  Reliable schedule with sufficient time allocated  Protection from cancellation, rescheduling, or procrastination  Investment in professional development of the staff and the future of the program  Recognition that it takes time to develop a trusting relationship, to collaborate, and to share ideas, thoughts, and emotions
  • 14. What is Reflective Leadership?  Leading through relationships  How we lead, how we treat others, how we interact, how we resolve conflict, and how we provide feedback  Trust, support, and growth  Careful observation, flexible response, and self-awareness
  • 15. Careful Observation  Skilledat deciphering the meaning of behaviors  Behaviors including tone of voice, body language, reactions, etc.  “Why might this be happening?”
  • 16. Flexible Response  Requires leaders to know their staff  Approach individuals in a way that reflects his or her needs, strengths, and areas for development  An expression of mutual respect
  • 17. Self-Awareness  Ability to know one’s self, strengths, and limitations  An interest and commitment to exploring one’s own feelings, thoughts, and reactions  Activity: Leadership Self-Assessment Tool from Zero to Three
  • 18. Self-Awareness Assessment Tool  What are your thoughts on this tool?  How might this affect your professional practice?  Any other comments?
  • 19. How can we incorporate reflective practice and strategies into home visiting?
  • 24. Application  You are a home visitor. You have knowledge, skills, and a lot of experience under your belt. You’re going to visit a client who is pregnant, has a BMI of 34, and has been recently diagnosed with gestational diabetes.  Based on past experience, you plan to propose a diet, a food diary, and a schedule of visits. You complete the visit, talk with the client, and agree to the plan.  One week later…second visit….nothing’s happened. No change. Very disappointing….frustrating…..
  • 25. Reflection in Practice  You look back at what you did and wonder what you could have possibly done differently and why did this mother not take your advice. You have a chat with your colleagues.  Have they experienced this? What would they have done? Any ideas?
  • 26. The Reflective Cycle (Gibbs, 1988)
  • 27. Reflection in Practice  At the next meeting, the client admits to sneaking snacks and sugary drinks.  Looking back, you realize that your earlier intervention (diet, food diary, and visits) had limited value.  You were coming at it from a direction that did not see all aspects of the situation.  Yes, you can help the client to make changes however there are different strategies to try.  And the cycle begins again, driven by reflection….
  • 29. References  About Gibbs reflective cycle. Oxford Brookes University, 2011. 10 Aug 2012. <http://www.brookes.ac.uk/services/upgrade/a- z/reflective_gibbs.html>.  Parlakian, R. (2001). Look, listen, and learn: reflective supervision and relationship-based work. Washington, D.C.: ZERO TO THREE.  Seibel, N.L., Britt, D., Gillespie, L.G., & Parlakian, R. (2009). Preventing child abuse and neglect: Parent-provider partnerships in child care . Washington, DC: ZERO TO THREE.

Editor's Notes