Reflective Supervision/Consultation and Early Childhood Professionals’ Well-Being: A Qualitative Analysis of Supervisors’ Perspectives

Abstract

ABSTRACT Research Findings: Supporting the social and emotional well-being of early childhood professionals is of great importance for the sake of the workforce as well as the quality of the services they provide. Reflective supervision/consultation (RS/C) is an ongoing professional development practice that helps professionals process the emotional experience of working with young children and families. This qualitative study explores the social and emotional well-being of early childhood professionals engaging in RS/C practices. Ninety-seven reflective supervisors across the nation completed an online survey about their current practice of RS/C. The survey included questions about why they became reflective supervisors, what helped them learn and maintain their RS/C skills, and what effects of RS/C they experienced and perceived in others. Qualitative, inductive analysis of these open-ended questions revealed RS/C skills and experiences that aligned with four social and emotional well-being themes: emotional skills, reflective skills, stress-coping skills, and supportive relationships. Practice or Policy: With the high rates of turnover and job stress encountered by early childhood professionals, new strategies are needed to support their social and emotional well-being. RS/C is a unique professional development practice rapidly increasing in use and holds promise for building early childhood professionals’ social and emotional well-being.