Release, reframe, refocus, and respond: a practitioner transformation process in a reflective consultation program

This article presents findings from a qualitative research study exploring the experiences of early intervention practitioners in a reflective consultation program. Fifteen licensed early childhood special education teachers and speech, occupational, and physical therapists as well as a psychologist from an urban school district participated in interviews discussing their work stressors and involvement with monthly reflective consultation groups. They described a loosely temporal, iterative process which transformed how they thought and felt about both themselves as practitioners and the children and families with whom they worked. These practitioners also shared ways that their participation in reflective consultation changed some of their intervention strategies with young children and families. Analysis of themes from their descriptions led to the creation of a change process model defined as release, reframe, refocus, and respond. These findings contribute the practitioners’ voices and experiences in a structured way to a growing body of evidence about the efficacy of reflective supervision and consultation. RESUMEN Este artículo presenta resultados de un estudio de investigación cualitativa que explora las experiencias de especialistas en una intervención temprana dentro de un Programa de Consulta con Reflexión. Quince maestros, terapeutas físicos, de habla y de ocupación con idoneidad en la educación especial en la temprana niñez, así como un sicólogo de un...
Source: Infant Mental Health Journal - Category: Child Development Authors: Tags: ARTICLE Source Type: research