Deborah J. Weatherston

CRITICAL COMPONENTS OF REFLECTIVE SUPERVISION: RESPONSES FROM EXPERT SUPERVISORS IN THE FIELD

This article offers a brief review of the history of supervision, defines reflective supervision, and reports the results of a Delphi study designed to identify critical components of reflective supervision. Academicians and master clinicians skilled in providing reflective supervision participated in a three-phase survey to elicit beliefs about best practice when engaging in reflective supervision. The process yielded consensus descriptions of optimal characteristics and behaviors of supervisors and supervisees when entering into supervisory relationships that encourage reflective practice. These results, although preliminary, suggest that it is possible to identify elements that are integral to effective reflective supervision. These initial findings may be used for future study of the reflective supervisory process.

Strengthening and recognizing knowledge, skills, and reflective practice: The Michigan Association for Infant Mental Health competency guidelines and endorsement process

Attachment theory and research suggest that early intervention services focused on the infant–parent relationship can improve outcomes for the child (D. Cicchetti, F.A. Rogosch, & C.L. Toth, 2006; D. Cicchetti, C.L. Toth, & F.A. Rogosch, 1999; N.J. Cohen et al., 1999; C.M. Heinicke et al., 1999; K.T. Hoffman, R.S. Marvin, G. Cooper, & B. Powell, 2006; A.F. Lieberman, D. Weston, & J.H. Pawl, 1991; A.F. Lieberman & C.H. Zeanah, 1999; K. Lyons-Ruth, D.B. Connell, & H.U. Grunebaum, 1990; P. Zeanah, B. Stafford, & C. Zeanah, 2005). For that reason, experts in the field of infant mental health have focused on the competencies needed for providing services to infants, young children, and their families (H.C. Quay, A.E. Hogan, & K.F. Donohue, 2009). While the multidisciplinary field of infant mental health has thrived over the last three decades, credentialing practitioners from such a wide range of disciplines presents considerable challenges (J. Korfmacher & A. Hilado, 2008). This article discusses those challenges in summarizing the development of a comprehensive set of competency guidelines and an accessible, effective procedure for professional endorsement in the infant and family field (D. Weatherston, B.D. Moss, & D. Harris, 2006). Criteria for endorsement encourage professionals from many disciplines to integrate new knowledge about infancy and early childhood mental health with strategies that are culturally sensitive and skillful. Emphasis on reflective supervision or consultation encourages a framework for best practice promoting professional growth (L. Eggbeer, T.L. Mann, & N. Seibel, 2007; J. Pawl, 1995). The authors report individual outcomes that support the specialization of infant mental health, as well as notable changes in educational and training programs and state policies promoting infant mental health.

BUILDING A WORKFORCE COMPETENCY-BASED TRAINING PROGRAM IN INFANT/EARLY CHILDHOOD MENTAL HEALTH

This article describes findings from a project conducted in Western Australia (Mental Health Commission WA, 2015) that investigated the education and training needs of the Infant/Early Childhood Mental Health (I/ECMH) workforce. We examined international training programs and models of delivery in infant mental health, including a review of the current training available in Australia. Data collected from over 60 interviews were analyzed, and a staged delivery model for I/ECMH training and supervision that aligned with the Michigan Association for Infant Mental Health (2014) Competency Guidelines was recommended. These findings led to the purchase of the Michigan Association for Infant Mental Health (2014) for use in Western Australia. In a very short time, use of the Michigan Competency Framework by the Australian Association for Infant Mental Health West Australian Branch Incorporated has begun to change the training and education opportunities for upskilling the infant and early childhood workforce in Western Australia. It has resulted in a map to guide and develop training in the I/ECMH field for individual practitioners and professionals as well as for workplaces that will ultimately benefit Western Australian infants, young children, and their families during the perinatal period and in the early years.

REFLECTING ON THE PRACTICE OF INFANT MENTAL HEALTH AND THE REDUCTION OF RISK IN INFANCY AND EARLY PARENTHOOD: AN ESSAY

This essay discusses infant mental health (IMH) as well as its origins and relational framework. The author then reflects, professionally and personally, on the meaning of psychological vulnerability of boys under 5 years of age, the importance of early caregiving relationships to the reduction of risk, and implications for education and training in the IMH field.

Volunteering for family strength

This paper describes the development of the volunteer component of the Perinatal Positive Parenting program—a program for parents of firstborns who deliver at the William Beaumont Hospital in Royal Oak, Michigan. Effective parenting volunteer service requires energy, interest, and an extraordinary commitment to healthy family relationships. Principles which assure a high level of commitment to the Perinatal Positive Parenting Program are discussed. Recruitment, training, supervision, and evaluation dimensions which specifically support this commitment are also examined.