Reflective Supervision/Consultation and Early Childhood Professionals' Well-Being: A Qualitative Analysis of Supervisors' Perspectives

Autor/inn/en	Susman-Stillman, Amy; Lim, Stefanie; Meuwissen, Alyssa; Watson, Christopher
Titel	Reflective Supervision/Consultation and Early Childhood Professionals' Well-Being: A Qualitative Analysis of Supervisors' Perspectives
Quelle	In: Early Education and Development, 31 (2020) 7, S.1151-1168 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2020.1793654
Schlagwörter	Reflection; Supervision; Consultation Programs; Mental Health Workers; Professional Development; Early Childhood Teachers; Child Caregivers; Young Children; Well Being; Coping; Stress Variables; Emotional Intelligence; Self Efficacy; Interpersonal Relationship; Perspective Taking + Suchen Sie Ihr Suchwort? Fachberatung; Psychiater; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Well-being; Wellness; Wohlbefinden; Bewältigung; Emotionale Intelligenz; Self-efficacy; Selbstwirksamkeit; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Zukunftsperspektive
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01