Reflective Supervision/Consultation

 

What is Reflective Supervision/Consultation (RSC)

Reflective Supervision/Consultation (RSC) is distinct due to the shared exploration of the parallel process. That is, attention to all of the relationships is important, including the ones between practitioner and supervisor, between practitioner and parent, and between parent and infant/toddler. It is critical to understand how each of these relationships affects the others. Of additional importance, RSC relates to professional and personal development within one’s discipline by attending to the emotional content of the work and how reactions to the content affect the work. Finally, there is often greater emphasis on the supervisor/consultant’s ability to listen and wait, allowing the supervisee to discover solutions, concepts, and perceptions on their own without interruption from the supervisor/consultant.

The primary objectives of RSC include the following:

  • Form a trusting relationship between supervisor and practitioner

  • Establish consistent and predictable meetings and times

  • Ask questions that encourage details about the infant, parent/caregiver, and emerging relationship

  • Remain emotionally present

  • Teach/guide

  • Nurture/support

  • Apply the integration of emotion and reason

  • Foster the reflective process to be internalized by the supervisee

  • Explore the parallel process and to allow time for personal reflection

  • Attend to how reactions to the content affect the process

See the requirements for each category of Endorsement for more information. RSC is required for the following categories of Endorsement:

  • Infant/Early Childhood Family Specialist

  • Infant/Early Childhood Mental Health Specialist

  • Infant/Early Childhood Mental Health Mentor 

This document highlights the significance of reflective supervision and consultation in ensuring best practices within infant and family programs. It serves to assure that those delivering reflective supervision and consultation possess the appropriate training. You can download the full guidelines below.

Distinguishing Supervision Types

Many supervisors in infant and family programs engage in administrative and/or clinical supervision, with reflective supervision often being an additional component. Reflective supervision includes elements of both administrative and clinical supervision but focuses primarily on the reflective process.

Administrative Supervision involves oversight related to regulations, program policies, and procedural compliance. Key objectives include:

  • Hiring and training staff

  • Managing documentation

  • Writing reports

  • Explaining policies

  • Monitoring productivity and evaluating performance

Clinical Supervision is case-focused but may not delve into the emotional aspects of the practitioner’s work with infants and families. It typically includes:

  • Reviewing casework and diagnostic impressions

  • Discussing intervention strategies

  • Evaluating clinical progress

  • Providing guidance and teaching

Reflective Supervision is characterized by a shared exploration of the relationships involved: between the practitioner and supervisor, the practitioner and the parent, and the parent and child. This approach emphasizes understanding how these connections influence one another and acknowledges the emotional content of the work. Key objectives include:

  • Building a trusting relationship

  • Establishing consistent meeting times

  • Encouraging detailed discussion about the infant, parent, and their relationship

  • Listening and remaining emotionally present

  • Supporting the internalization of the reflective process

Reflective Supervision can occur individually or in groups, specifically focusing on infant/family dynamics and primary caregiving relationships. As in relationship-focused practice with families, reflective supervision/consultation are most effective when it occurs in the context of a relationship that has an opportunity to develop by meeting regularly with the same supervisor/consultant over a period of time. Therefore, MOAIMH-EC expects that endorsement candidates will have received the majority of the required hours from just one source with the balance coming from no more than one other source.

 

Role of the Reflective Supervisor/Consultant

The role may vary based on the program structure. A reflective supervisor can be an external consultant or part of the agency, addressing both reflective and administrative objectives. When necessary, disciplinary issues should be addressed separately from reflective supervision sessions. It is essential for the supervisor to maintain clear, fair limits while fostering collaboration and respect.

For Reflective Supervisors/Consultants:

  • Agree on regular meeting times and stay open and available.

  • Minimize interruptions and collaboratively set agendas.

  • Listen actively and encourage sharing of details about cases.

  • Reflect on sessions to prepare for future meetings.

For Reflective Supervisees/Consultees:

  • Arrive prepared to discuss specific cases or dilemmas.

  • Share feelings and reactions to the work with infants and families.

  • Explore the influence of supervision experiences on professional development.

  • Maintain curiosity and suspend judgment.

Endorsement Standards

Practitioners promoting infant mental health should work under supervisors who meet the following criteria:

  • Hold a MOAIMH-EC Endorsement or qualifications as an Infant/Early Childhood Mental Health Mentor or have an Endorsed Reflective Supervisor designation.

Note: Reflective supervisors/consultants who have not earned endorsement or cannot meet the standards as defined in the guidelines above are invited to contact the MOAIMH-EC Endorsement Coordinator at: endorsement@moaimh-ec.org to inquire about training and participation in reflective supervision or consultation groups (see below).

 

Building Capacity for Reflective Practice

Recognizing that qualified supervisors may be scarce, MOAIMH-EC encourages endorsement candidates and supervisors to contact the Endorsement Coordinator for assistance in finding qualified supervisors or consultants. We aim to facilitate connections through various means, including in-person and virtual options.

MOAIMH-EC invites endorsement candidates and supervisors/consultants to contact the Endorsement Coordinator at: endorsement@moaimh-ec.org to assist in finding supervisors/consultants who are endorsed and available to work with them or to discuss the standards for best practice in this guide. Rapidly changing technology makes it possible to connect through the internet, by phone conference or face to face.

Please Note: Peer supervision (defined as colleagues meeting together without an identified supervisor/consultant to guide the reflective process), while valuable for many RSC experienced practitioners, does not meet the criteria for Endorsement, even if one or more of the peers has earned Endorsement at IFRS/ECFRS, IMHS/ECMHS, or IMHM-C/ECMHM-C. The provider of RSC is charged with holding the emotional content of the cases presented. The ability to do so is compromised when the provider is a peer of the presenter.  Unnecessary complications can arise when the provider of RSC has concerns about a peer’s ability to serve a particular family due to the peer’s emotional response AND the provider and peer share office space, for example.