Track II

Reflective Supervision for the Whole System: Implementation and Systems Orientation


The Reflective Supervision for the Whole System is a systems-focused, equity-informed approach that helps to build and sustain reflective practices through incorporating collaboration, attunement, diversity, and inclusion at every level of the program and in all the tasks and processes, from program development to recordkeeping and clinical services.


Who should participate in this training intensive?
Reflective Supervision for the Whole System is for change agents, such as mentors, leaders, and trainers who facilitate and support the change process related to the implementation of reflective supervision. This track is only available to those who have completed Reflective Supervision for the Whole Job training. Participants should identify (or be identified) as a reflective mentor or leader, be willing to be a champion of reflective supervision and reflective practice, and be able to be responsible to introduce or deepen reflective supervision implementation and practice within an organization or system.


What is a change agent?
Change agents are experienced as supervisors, may carry several different job titles (program leader/director, mentor, consultant, trainer, coach), and can be internal to an organization, or serve as external consultants. They hold the big picture, welcome diverse perspectives, likely wear many hats and engage in systems thinking daily. These individuals are in it for the long haul and focused on making a difference for their organization and community.


What does RS for the Whole System training include?

  • Six half-day online synchronous learning sessions. This content includes a focus on understanding how organizational practices can be used to address issues of diversity, equity, inclusion, trauma, and secondary trauma encountered in the work.
  • Asynchronous work consisting of reading, viewing video clips, and audio or written journaling.
  • Seven 1.5-hour mentoring circles beginning after the second half-day session. These are theory to practice sessions in which the participants apply material from the training to their own supervisory situations and needs.
  • One individual mentoring session to identify individual needs and goals.
  • 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. CEU or course credit would need to be arranged through partner organizations.

For questions or to receive more information about the Reflective Supervision Collaborative, please email

Helping Arizona Children & Families

With your support we can do even more