Abstract
For decades, the student affairs field has viewed supervision as a vital function of many professional roles for which staff rarely receive intentional training. While there is limited scholarship outlining what effective supervision should entail, the frameworks available to intentionally guide supervisory skill development is sparse. The following qualitative case-study examined the reflections of residential life mid-and senior-level supervisors to understand the impact of restorative practices (RP) on their supervision style. Four themes emerged from the study regarding the influence of RP assisting supervisors in developing emotional self-awareness, communication style, accountability and difficult conversations approaches and, opportunities to reflect on their supervisory style.
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