In 1996, the Minnesota Department of Education funded a pilot study to explore the effects of reflective supervision, including how it may support early interventionists, decrease burnout, and increase the skills necessary to work with diverse families.
Two school-based early intervention teams working in urban public schools engaged in reflective supervision. Interviews with participants showed positive feedback about the effectiveness of reflective supervision. At the end of the first year, participants continued to pursue reflective supervision professional development opportunities.
We conducted a follow-up study of these participants. We sought to learn how they approach challenging situations and how their work has changed. As a comparison, we surveyed practitioners who haven’t participated in reflective supervision.
- Neilsen-Gatti, S., Watson, C. & Siegel, C. (2011). Step back and consider: Learning from reflective practice in infant mental health, Young Exceptional Children, 14 (2), 32-45.
- Watson, C. & Neilsen-Gatti, S. (2012). Professional development through reflective consultation in early intervention, Infants & Young Children, 25(2), 109-121.