Reflective Supervision for the Whole Job
The Reflective Supervision for the Whole Job is a holistic, equity, diversity, inclusion, and trauma-informed, long-term learning approach developed by the Reflective Supervision Collaborative. Reflective Supervision is increasingly used and frequently required in programs serving families with infants and young children to encourage critical awareness of self and others, promote high-quality services, and reduce burnout and secondary traumatization of service providers. By reconceptualizing reflective supervision for infant and early childhood programs we have created an approach that focuses on all of the potential roles of a reflective supervisor, leader or change agent and have included approaches to enhance and address programs, institutions, and systems in which the practice is embedded.
Who should participate in this training intensive?
The Reflective Supervision for the Whole Job training intensive is for reflective supervisors who have had introductory training in reflective supervision, along with some supervisory experience, and would like to deepen their supervisory practice. Participants should have some supervisory experience and have a desire to expand their skills and understanding as a reflective supervisor. In our individualized partnering planning meetings, we work with the sponsors to understand the prior training and needs so we can individualize materials to local needs and experience.
What does RS for the Whole Job training include?
- Seven virtual half-day trainings on Core Principles and Practices of Reflective Supervision. This content includes a focus on skills needed for the whole job, and all the roles of a reflective supervisor. The content includes a focus on diversity, equity, and inclusion, and the supervisor’s use of ideas related to critical self-reflection and social location. The training infuses structure and materials from the FAN and RIOS, two well-developed models of structuring reflective practice and supervision.
- 18 hours of required asynchronous learning work consisting of reading, viewing video clips, and audio or written journaling.
- Seven 1.5-hour mentoring circles start after the second session of each collaborative. These are theory to practice sessions in which the participants apply material from the training to their own supervisory situations and needs.
- Each participant will receive one individual mentoring session with an RSC faculty member to identify individual goals and needs.
- One half-day virtual culmination training, to occur when all half-day sessions and mentoring circles are completed.
- A certificate of completion for participation in synchronous and asynchronous activities. At this point in time CEU, course credit or endorsement alignment would need to be arranged through partner organizations.