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Step Back and Pull It Together:

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(Heffron, Ivins & Weston, 2005) 'How you are is as important as what you do' (Pawl & St. John, 1998) Externalizing the Internal ... – PowerPoint PPT presentation

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Title: Step Back and Pull It Together:


1
Step Back and Pull It Together
  • Reflective Practice at All Program Levels

2
  • Christopher Watson, Ph.D.
  • University of Minnesota, Minneapolis
  • watso012_at_umn.edu
  • Shelley Neilsen-Gatti, PhD.
  • University of St. Thomas, Minneapolis
  • slneilsengat_at_stthomas.edu

3
Teaching in the REAL world
4
Scenario
  • Char, one of your teachers, has asked you to
    observe a child who is struggling in her
    classroom and she doesnt know what to do with
    him You have been in to observe Chars classroom
    twice and each time she gets a funny look on her
    face and seems very nervous.. One issue youve
    noticed is that the transition routines are
    unpredictable, chaotic, and drawn out. Not only
    is this particular child struggling, but also
    several children. Youve scheduled a meeting
    with her to discuss your observations.
  • In pairs, practice having a conversation about
    this, with one person acting as Char and the
    other as a mentor.
  • Take about 2 minutes for this activity.

5
Follow-up Discussion
  • Quick silent reflection jot down on a piece of
    paper
  • How do you think this conversation went?
  • Do you think Char will change the transitions
  • As Char, how did this help you?
  • How did the interaction feel to you?

6
Roadmap for this Session
  • Definitions of Reflective Practice
  • Philosophy and skills associated with reflective
    practice
  • What does reflective practice look like?
  • Practice
  • Finding a way to implement reflective practice

7
Analyzing Behavior Change
  • Change can be difficult for adults.
  • Teachers sometimes think they are implementing
    strategies successfully when in fact they arent
  • Feedback from others and reflection can lead to
    change

8
To Grow Professionally Teachers Need
  • Subject knowledge
  • Data
  • Strategies
  • Support

9
Support
  • Resources (materials, colleagues, the Internet)
  • Mentoring
  • Technical Assistance
  • Consultation
  • Coaching
  • and
  • Supervisionadministrative and reflective

10
Philosophy of Relationship-based Work Heart and
the Mind
  • All learning takes place through relationships -
    adults learn through relationships, as children
    do.
  • Paying attention to the quality of those
    relationships is central to effective
    professional development
  • Reflective practice can be a powerful way to
    provide experiences that change the way we think
    about ourselves and others

11
Purpose of Reflective Practice
  • Think differently so we can act differently
  • Allow us to apply knowledge and skills integrate
    in a meaningful way new knowledge and strategies

12
Directive vs. Reflective Supervision
  • Reflective
  • Facilitates introspection via non-directive
    analysis examining ones own actions and
    interactions
  • An interactive process of observation, reflection
    and action
  • Internally generated solutions - the possibility
    of reaching a better solution than any of the
    original solutions
  • Fosters the ability to self-assess and generalize
    effective actions to other situations
  • Directive
  • Expert model sets up and maintains unequal
    power without exploring interactions intentions
  • A one-way interchange between one with knowledge
    and skills and other
  • Externally generated solutions
  • The same solutions are applied in each similar
    situation

13
Reflective Practice in Education
  • Dewey (1933)
  • a way to grow professionally
  • open mindedness, whole-heartedness
  • responsibility

14
Reflective Supervision in the Field of Infant
Mental Health
  • Selma Fraiberg (1970s) clinician who wanted to
    better understand the role that a babys
    relationships with important others played in
    healthy development
  • Schon (1983) and Bowman (1989) importance of
    self-reflection as a key element of
    professionalism/effective practice
  • Killion Todnem (1991) reflection for action
  • Bertacchi Coplon (1989) professional use of
    self

15
Reflective Practice/Reflective Supervision
  • recognizes the importance of relationships in
    our work
  • lasting behavioral change is caused by internal
    change, which in turn requires intersubjective
    experiencethat is, a change of both heart and
    mind that requires the presence of another
    person.
  • (Schafer, 2007)

16
  • Reflective practice is never solitary
  • it is always shared.

17
Reflective Supervision
  • Attention to the lived experience of others
  • The supervisory relationship as a safe holding
    environment where supervisors recognize the
    supervisees accomplishments, accept and partner
    to overcome shortcomings, and support and share
    in the work of the supervisee
  • (Gilkerson Ritzler, 2005 Gilkerson
    Shamon-Shanok, 2000
  • Heffron, 2005 Heffron, Ivins Weston, 2005)

18
Parallel Process
  • As a result of being heard by the supervisor,
    the supervisee can better listen to families and
    be curious about and discover the things that are
    important and meaningful to them about their
    child and themselves
  • (Heffron, Ivins Weston, 2005)

19
  • How you are is as important as what you do
    (Pawl St. John, 1998)

20
Externalizing the Internal
  • During reflective supervision you articulate the
    unspoken thoughts/reactions/feelings that you
    experience while interacting with children,
    families and colleagues.

21
Professional Use of Self
  • Sensing and knowing how we are reacting while we
    are teaching/intervening/talking with a child,
    parent, or colleague to inform ourselves about
    the other person and/or our relationship with
    them (anxiety? fear? irritation? resistance?
    hostility? defensiveness?)
  • Trying to figure out what we are reacting to
    (the environment? staff dynamics? a particular
    person?) (Siegel, 2006)

22
Containing
  • Ability to contain strong emotions while
    sorting them out
  • Creating a safe holding environment (for
    ourselves, for children, for their families)
    where emotions can be expressed and explored

23
Mindfulness Practice (related to Sphere of
Influence)
  • What we can take responsibility forand what
    we cant.

24
Kelly
  • Kelly is a home-based service provider
  • She provides services to Dominic, an 18-month old
    with developmental disabilities. Kellie has been
    working with Dominic for about six months and
    sees so much potential, but is worried about his
    lack of progress and follow-through at home.
  • Here is an excerpt of her time with Dominic
  • An unknown male answers the door and lets her in.
  • The beer bottles piled up in the garbage can and
    the house smelling of stale beer and cigarettes
    indicates another party.
  • Dominic is excited to see her and waddles over
    with a big smile. He immediately grabs for the
    bag of toys.
  • In addition to Dominic, Stephanie, the 20-year
    old mother, has a 4-year old son and a 7-month
    old daughter.
  • This is the third address in 6 months
  • Kellys plan with Dominic is to practice working
    on sorting common objects, model for Stephanie
    how to engage Dominic with games, songs, and
    books and show her how to encourage Dominic to
    use words and gestures to request preferred
    items.
  • 4-year old brother is aggressive towards Dominic
    and non-compliant with mom. Mom raises her voice
    a lot to respond to the older brother and
    sometimes this scares Dominic and he starts to
    cry.
  • Kellys time goes by quickly and she doesnt get
    everything on her plan accomplished. As she
    packs up to leave, Dominic starts to cry as does
    the baby. The older brother screams, shut-up, I
    cant hear. Stephanie says, I dont know how
    much longer I can take this.

25
Figure 1 The Anne Gearity Model
Mom feeling she cant make it much longer
Behavior problems of older brother Student not
making progress Mom not interacting Baby having
issues Feeling ineffective Frustration Guilt
Before Reflective Practice Group
Before Reflective Practice Group
After Reflective Practice Group
After Reflective Practice Group
Experiences are processed so you can use what you
know.
26
What Does it Look Like?Six Characteristics of
Reflective Practice Dialogue
  • Open body language
  • Open-ended questions
  • Wait Time
  • Inviting and Containing
  • Interpreting/validating feelings
  • Asking a follow-up question

27
Role Play
  • Corey Geoff

28
LookListenLearn
  • Look(observe) what do you know about this
    supervisee?
  • ListenWhat is her perspective? What emotions
    does she embody?
  • LearnDevelop your best educated guess as to
    whats going on. Identify your goals for this
    interaction and what response from you would best
    support those goals. Modify if necessary. (
    Parlakian, 2001)

29
Char
  • Char, one of your teachers, has asked you to
    observe a child who is struggling in her
    classroom and she doesnt know what to do with
    him You have been in to observe Chars classroom
    twice and each time she gets a funny look on her
    face and seems very nervous. One issue youve
    noticed is that the transition routines are
    unpredictable, chaotic, and drawn out. Not only
    is this particular child struggling, but also
    several children. Youve scheduled a meeting
    with her to discuss your observations.
  • In pairs, practice having another REFLECTIVE
    conversation about this, with one person acting
    as Char and the other as a mentor.
  • Take about 5 minutes for this activity.

30
Were Too Busy Solving the Logistics Problem
  • Meet over lunch or breakfast
  • Use the telephone
  • Correspond via e-mail
  • Exchange video materials followed by a telephone
    or e-mail discussion
  • At group supervisory meetings, invite a few staff
    members to share their work

31
Where weve been.
  • Definitions of Reflective Practice
  • Philosophy and skills associated with reflective
    practice
  • What does reflective practice look like?
  • Practice
  • Finding a way to implement reflective practice

32
  •      
  • By three methods we may learn wisdom first, by
    reflection, which is noblest second, by
    imitation, which is easiest and third, by
    experience, which is the most bitter.
  • (Confucius, 551-479 BC)
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