Reflective practice
Reflective practice is a way of thinking about one's work and relationships that emphasizes self-awareness and perspective taking. Reflective practice uses emotions as data to explore the network of relationships surrounding an early childhood professional and the young children and families with whom they work. Reflective practitioners pay attention to their own emotions and the emotions of others. They integrate knowledge about a child’s development with an understanding of the parent’s or caregiver’s needs.
Explore resources and professional development opportunities related to reflective practice below.
Find it here
- Information about reflective supervision
- Live, virtual courses for reflective practitioners and reflective supervisors
- On-demand courses for practitioners, supervisors, and administrators
Reflective supervision
Reflective supervision is a type of relationship-based professional development. It is often offered to people who work with young children and their families, like child care providers, educators, social workers, home visitors, health care professionals, and early intervention specialists. Reflective supervision is different from administrative supervision or clinical supervision. It's also different from other forms of relationship-based professional development, like coaching and mentoring.
With training, a supervisor can provide reflective support to their direct reports. Alternatively, some organizations hire an outside consultant to provide reflective supervision to their employees. That is why reflective supervision is also sometimes called reflective consultation. The acronym RSC is used to reflect both reflective supervision and consultation together.Reflective supervision involves regularly scheduled discussions, either one-on-one or in a group. During these sessions, practitioners can share thoughts and feelings about their work. Being on the front lines with families who are experiencing challenging problems can be very stressful. Reflective supervision has been shown to help frontline workers manage their stress and increase their effectiveness.
Download the e-book Reflective Supervision/Consultation: Preventing Burnout, Boosting Effectiveness, and Renewing Purpose for Frontline Workers
Our free e-book, Reflective Supervision/Consultation: Preventing Burnout, Boosting Effectiveness, and Renewing Purpose for Frontline Workers, introduces reflective supervision. The e-book includes testimonials from professionals who have benefited from reflective supervision in their workplace.
Our research
Why is reflective supervision so effective? The “4Rs” model suggests some answers. Developed by Mary Harrison, PhD, LICSW, IMH-E®, Associate Director of Infant Mental Health and Reflective Practice at CEED, the 4Rs are:
Release: Reflective supervision provides an outlet for participants to voice concerns and frustrations that arise in their work.
Reframe: Reflective supervision provides a safe context within which participants can ask themselves questions, consider multiple perspectives, and unpack their own biases.
Refocus: Reflective supervision helps practitioners identify how they feel they can have the greatest impact. They can also come up with new strategies to try.
Respond: Participants report approaching their work with greater flexibility rather than a fixed agenda. They are better able to nurture trusting relationships with families (Harrison, M. [2016]. Release, reframe, refocus, and respond: A practitioner transformation process in a reflective consultation program. Infant Mental Health Journal, 37[6], 670-683).
The RIOS is a tool that reflective practitioners, supervisors, consultants, and researchers use. It defines the “active ingredients” in reflective supervision—the things that make it work.
Essential Elements and Collaborative Tasks
The RIOS defines five Essential Elements of reflective supervision. The Essential elements are:
- Understanding the Family Story
- Holding the Baby or Child in Mind
- Professional Use of Self
- Parallel Process
- Reflective Alliance
The first four Elements refer to the content of a reflective supervision session. In other words, they describe what a supervisor and supervisee(s) talk about. The fifth element refers to the relationship between the supervisor and supervisee(s).
The RIOS also defines five Collaborative Tasks:
- Describing
- Responding
- Exploring
- Linking
- Integrating
The Collaborative Tasks describe how the supervisor and supervisee(s) share feelings, ideas, and information in a session.
The RIOS doesn’t focus on either the supervisor or the supervisee(s), but rather on “the space between” the two. It tracks what the pair attends to and how they interact (Watson, Harrison, Hennes, & Harris, 2016). Using the RIOS is not about judging either participant; it is about understanding what is at play in their work together.
The RIOS allows practitioners and researchers to track which Collaborative Tasks happen in a reflective supervision session. It uses specific, concrete examples called “indicators” to do that. The RIOS rates the fifth Essential Element, Reflective Alliance, on a five-point global scale.
The history of the RIOS
Originally, the RIOS was developed as a research tool. It was based on developmental and attachment theory, trauma-informed practice, and interpersonal neuroscience (Sroufe, 1996; Sroufe, Egeland, Carlson & Collins, 2005; Bowlby, 1969/1982; Siegel & Shamoon-Shahnook, 2010; Siegel, 2012). Researchers used the RIOS to document reflective supervision sessions and to rate them on how closely they followed infant mental health principles.
Soon people found another way to use the RIOS. Supervisors and consultants started using it to train others in reflective supervision. They also used it in clinical practice to guide reflective supervision sessions.
The RIOS was developed at CEED with representatives from member states of the Alliance for the Advancement of Infant Mental Health (Alliance). Professional organizations that have adopted the Infant Mental Health Endorsement system (created by the Michigan Association for Infant Mental Health) also contributed. The RIOS is featured in the Best Practice Guidelines for Reflective Supervision/Consultation published by the Alliance, and it is aligned with the competencies of the Endorsement for Culturally Sensitive, Relationship-Focused Practice Promoting Infant Mental Health® supported by the Alliance.
RIOS™ Guide for Reflective Supervision and Consultation in the Infant and Early Childhood Field, published by Zero to Three, has an in-depth look at the framework. It is aimed at practitioners.
Case study: A reflective consultation pilot for child welfare workers
The child welfare field is increasingly using reflective consultation to leverage the power of reflection for child welfare workers’ wellbeing and effectiveness. CEED research staff examined an 18-month pilot reflective consultation program for a Minnesota county’s child welfare agency. The study, funded by the Sauer Family Foundation, involved surveys and interviews of participants before, during, and after the pilot. The results demonstrated that:
- The model worked well for child welfare workers and supervisors; participants were satisfied with the format.
- Workers felt supported and valued the opportunity to reflect and connect with co-workers.
- Additional support was helpful in managing stress, navigating crises, and promoting wellbeing. However, stress levels remained high, and some still found the work unsustainable.
- Workers increased their skills in perspective taking, self-regulation, and relationship building.
- Reflective consultation sessions were a safe place to discuss issues of power, privilege, and race.
The research project was extended to include interviews with child welfare workers statewide about their experiences with reflective consultation. The result was the first-ever report on the on-the-ground realities of reflective consultation models. The report describes the ways in which child welfare workers access reflective consultation. It also describes how logistical considerations affect their experiences. For example, some programs meet online, while others meet in person. Some meet one-on-one, and others meet in groups. The study revealed that there is no one-size-fits all approach to establishing reflective supervision or consultation in an organization or agency. Rather, organizations should seek input from participants to shape these programs.
Live, virtual courses
We offer three virtual courses that cover the theory and practice of reflective supervision using the RIOS as a framework. These courses are designed for reflective supervisors or consultants as well as for people who are preparing to be reflective supervisors or consultants. They are also for people who are receiving reflective supervision. These courses are suitable for people in fields like early childhood education, home visiting, social work, mental health, and healthcare, as well as anyone whose work touches the lives of young children and their families.
Additionally, in partnership with the Center for Advanced Studies in Child Welfare, we offer Infant Mental Health and Reflective Practice, a cohort-based virtual course for child welfare workers.
You might also be interested in...
- Our offerings on infant and early childhood mental health, including downloadable tip sheets on aspects of child development
- Child Development for Child Welfare, a library of accessible, evidence-based resources for child welfare professionals and those who work with them
Infant Mental Health-Informed Reflective Supervision/Consultation Infant Mental Health-Informed Reflective Supervision/Consultation
For child welfare professionals working with children in, or at risk of, out-of-home placement. This 10-week online course includes online modules, small group discussions, and reflective consultation for participants.
RIOS™ 1: Using the Reflective Interaction Observation Scale (RIOS) Framework for Reflective Supervision RIOS™ 1: Using the Reflective Interaction Observation Scale (RIOS) Framework for Reflective Supervision
This three-week course introduces reflective supervision and its foundation in infant and early childhood mental health. It uses the Reflective Interaction Observation Scale (RIOS) as a framework.
RIOS™ 2: Advanced Reflective Supervision Using the Reflective Interaction Observation Scale (RIOS) Framework RIOS™ 2: Advanced Reflective Supervision Using the Reflective Interaction Observation Scale (RIOS) Framework
This three-week course introduces reflective supervision and its foundation in infant and early childhood mental health. It uses the Reflective Interaction Observation Scale (RIOS) as a framework.
RIOS™ 3: Extending the Reflective Supervisor's Growth and Capacity through the Reflective Interaction Observation Scale (RIOS) Framework RIOS™ 3: Extending the Reflective Supervisor's Growth and Capacity through the Reflective Interaction Observation Scale (RIOS) Framework
This course focuses on the work of building and maintaining reflective alliances, using the RIOS framework and infant mental health principles as guides. We will explore ways in which culture, race, and privilege show up in reflective spaces.
What to expect
- Participants interact with instructors and each other and develop relationships
- Participants receive feedback from instructors
- You have access to course materials 24/7
- A list of required course materials can be found on individual course pages
- Instructor-led courses include coursework such as readings, videos, a discussion board, and reflection papers
- Participants complete coursework on their own schedule, but there are weekly deadlines
- You will create a guest account during registration and use this account to access course materials on the Canvas learning platform. You will receive a registration receipt via email with a link to log in to Canvas
- For courses that include live Zoom meetings, you will receive an email with Zoom login information within a week before the start of the course. If you have not received the email a few days before the start of class, please check your spam folder for emails originating from an account ending in "@umn.edu"
- For courses that include assignments, final grades can take up to two weeks to post
- After completing a course, you will receive email instructions to obtain your course completion certificate. If it has been more than two weeks since the course ended, please contact your instructor and/or email ceedregister@umn.edu
To cancel your registration, email ceedregister@umn.edu.
- If you cancel two weeks or more before the course starts, you will receive a refund minus a $25 administrative fee.
- If you cancel less than two weeks before the course starts, you will not receive a refund.
- No transfers allowed.
CEED reserves the right to cancel a course due to low enrollment or other circumstances. We reserve the right to cancel an individual’s registration due to a missing prerequisite or other circumstances. If a course is cancelled, registrants will receive a full refund back to their original payment method.
- Questions about registration or need assistance? Email ceedregister@umn.edu. Responses may take up to two business days.
- To pay by check, email ceedregister@umn.edu.
- We are unable to process group registrations at this time. Please register each member of your group individually using a credit card.
- All online meetings are on Zoom.
- All online courses are on the Canvas platform.
- Develop is the online registry for early childhood professional development in Minnesota. After you complete a Develop-approved course, your attendance will be entered in Develop within three business days.
- We provide certificates for clock hours rather than continuing education units (CEUs) because our participants work in a variety of fields. Participants submit our certificates to the credentialing body relevant to their field, which determines the equivalent CEUs.
- To earn clock hours, you must attend the entire course.
- For multi-session courses, you must attend all sessions in full.
- We do not offer courses for academic credit.
- No cancellations or refunds are offered for on-demand courses.
- No transfers are allowed.
How do I register for a course?
Step 1: Click the “Register” button on the course page of your choice.
Step 2: Register for a University of Minnesota Guest Learner account.
- Go to the Registration for Professional & Personal Growth Opportunities website.
- In the upper-right-hand corner, click on the "Login" drop-down menu, and select "Learner Login."
- On the right-side of the page under "I'm new to the University," click on “Create Account.”
- Complete the “Create Guest Account” form and click on "Submit." NOTE: The email address you use to sign up for your Guest
- Account will be your username. Please remember to save the password you choose somewhere safe.
- Click on “Continue” at the bottom of the confirmation screen.
- Complete the checkout process.
NOTE: If you experience technical difficulties creating your account or have login issues, please contact UMN Learner Services and Support at 612-301-4357 or help@umn.edu, or use their submission form.
Step 3: An invitation to enroll in the Canvas course site will be sent to the email address you used to create your Guest Account. Open the email and accept the invitation to access the course.
Note: The email will originate from an email address ending in “@umn.edu”. If you do not receive the email, please contact ceedregister@umn.edu. Include the course name and start date in your email. Responses can take up to two business days.
How do I access the Canvas course I'm enrolled in?
Step 1: Visit the Canvas site and log in using the username (email address) and password you used when registering for a Guest Account.
Note: Your username is the email address you used to create your Guest Account. Log in using your username and the password you chose when you created your Guest Account.
Note: There may be a delay of 15-60 minutes before your new Guest Account is activated in Canvas. If you receive an “unrecognized guest ID” message when you try to log in, please wait and try again.
Step 2: A list of the courses you are registered for will appear. Click on the link to the Canvas course site to access a course.
Note: If you encounter any technical difficulties related to Canvas course sites, please email ceedregister@umn.edu. Include the course name and start date, and describe the problem you are having. Responses can take up to two business days.
On-demand courses
Coming soon!
Enrollment in our on-demand reflective practice courses is paused while the courses undergo revision. We anticipate reopening registration in early 2026. Please check back or subscribe to our newsletter for updates.
Please note that if you previously enrolled in an on-demand course, you will still have a full year of access to the material.
Read more about reflective practice
A Q & A with RIOS™ 3 author and instructor Kristin Irrer A Q & A with RIOS™ 3 author and instructor Kristin Irrer
RIOS™ 3: Extending the Reflective Supervisor's Growth and Capacity through the Reflective Interaction Observation Scale (RIOS) Framework instructor Kristin Irrer shares what prompted the course's creation and how it fills a need in the field.
Recent staff accomplishments Recent staff accomplishments
Learn about some of our stand-out accomplishments over the past few months.
New study is the first to describe how reflective consultation works in the child welfare field—and measure workers' reflectiveness New study is the first to describe how reflective consultation works in the child welfare field—and measure workers' reflectiveness
The child welfare field is increasingly making use of reflective consultation. A new study by Research Associate Alyssa Meuwissen demonstrates its benefits to workers.