Faculty and Senior Team

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Faculty and Senior Team

• Phyllis Ackman, Ph D
• Marie Anzalone,ScD
• Ron Balamuth, Ph D
• Elsa Blum, Ph D
• Candida Brooks-Harrison, LCSW
• Virginia Casper, PhD
• Gerard Costa, Ph D
• Mary L. Cox, Ph D
• Judythe Dim, DSW
• Barabara C. Fields, MA, LCSW

• Virginia Flynn, MS
• Gilbert Foley, ED D
• Sima Gerber, PhDCCC
• Mayu Gonzales, MD
• S.GailGordon,MSW,MS Ed
• Barbara Greenstein, PhD
• Jody Greenbaum, M Ed
• Bruce Grellong, PhD
• Gail Hashimoto, PhD

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Faculty and Senior Team(cont)

• Dorothy Henderson, LCSW
• Carole Lapidus, MS, LCSW
• Marybeth Logan, LCSW
• Sara Lundberg, LCSW
• Felice Perlman, MD
• Donna Roth Smith, LCSW
• Barbara Russek, PsyD
• Ruby M. Salazar, LCSW

• Stephen Seligman, DMH
• G. Gordon Williamson, Phd, OTR
• Gambi White-Tennant, MS Ed
• Suzi Tortora, EdD, ADTR,CMA

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Heres what well cover

• DEFINITIONS
• PHOTO SERIES OF A 7 DAY-OLD!
• DEVELOP GUIDING PRINCIPLES (learning,
  reflection and relationship)
• FIND THE PARALLELS (the child lives within each
  of us)

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JORDAN

• Alertness
• Observation
• Rhythm and Synchrony
• Initiative
• Imitation/Responsivity
• Pause, Respite
• Delight, Joy and Meaning

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JORDANS GRANDPA

• Alertness
• Observation
• Rhythm and Synchrony
• Initiative
• Imitation/Responsivity
• Pause, Respite
• Delight, Joy and meaning

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RELATIONSHIP

• IS A RELIABLE CONNECTION BUILT ON NURTURANCE,
  EMPATHY, VALIDATION AND JOINED EXPERIENCE.

R. Shahmoon Shanok
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RELATIONSHIP IS

• A UNIT OF DEVELOPMENT, OBSERVATION, ASSESSMENT
  AND INTERVENTION.
• What did we see in the RELATIONSHIP between
  Jordan and Grandpa?

R. Shahmoon Shanok
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Reflective Supervision is a relationship
for learning (Shahmoon Shanok, Gilkerson et
al, 1995, p.9 )
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Three elements of supervision

• Reflection
• Collaboration
• Regularity
• (Shahmoon Shanok, Gilkerson
  et al, 1995, p.9)

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RELATIONSHIP

• IS A RELIABLE CONNECTION BETWEEN SUPERVISOR AND
  SUPERVISEE(S) BUILT UPON NURTURANCE, EMPATHY,
  VALIDATION AND JOINED EXPERIENCE.

R. Shahmoon Shanok
11
Reflection

• Stepping back from the immediate experience to
  sort through thoughts and feelings about what one
  is observing and doing with children and families
• (Shahmoon Shanok, Gilkerson et al, 1995 p.9)

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Reflective Supervision is a respectful and
reciprocal relationship for learning that becomes
a model for relating to a family and to their
child. (Shahmoon Shanok, Gilkerson et al 1995,
p.9)
R. Shahmoon Shanok
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Reflective Supervision requires open, yet
tactful, communication that goes in both (or all)
directions.
R. Shahmoon Shanok, 91, 92
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Reflective Supervision is relationship in which
strengths are emphasized and vulnerabilities are
partnered.
R. Shahmoon Shanok, 91, 92
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• Reflective Supervision is Based on Shared Power
• Reflective Supervision builds Shared
  Understanding of Philosophy and Practice
• Reflective Supervision Diminishes Scale

Gilkerson Shahmoon Shanok, 2000
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• Reflective Supervision Supports Ethical Practice
• Reciprocity in Reflective Supervision Begets
  Initiative and Effective, Engaged Practice
• Reflective Supervision Develops the Art of
  Remembering

Gilkerson Shahmoon Shanok, 2000
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• Reflective Supervision Creates and Hones
  Self-Knowledge
• Reflective Supervision Supports Cross-Cultural
  Competence
• Reflective Supervision Amplifies Calm and
  Responsivity
• Reflective Supervision Encourages Trial Action
  and Critical Thinking

Gilkerson Shahmoon Shanok, 2000
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• Reflective Supervision is Essential for Quality
  Improvement and Program Accountability
• Reflective Practice Contributes to Professional
  Identity and Career Development

Gilkerson Shahmoon Shanok, 2000
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The supervisory relationship is all about power,
but it does not need to be about dominance or
control. Shanok, R.S., 1991, 1995
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Make explicit contracts The supervisee needs to
have the right to

• Participate in developing the learning structure
  to which she is being exposed
• Develop a contract or an agenda defining
  reciprocal expectations
• Take first responsibility in analyzing her own
  work
• Contribute meaningfully to her own evaluation
• Shanok, R.S., 1991, 1995

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The PLATINUM Rule

• DO UNTO OTHERS AS YOU WOULD HAVE THEM DO UNTO
  OTHERS!

J. Pawl, 91
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This applies to individuals, groups,
organizations and systems.
R. Shahmoon Shanok
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THE RIPPLE EFFECTand TRANSFORMATIVE ENTERPRISE

• Weave a mission-driven community where everyone
  is a learner and everyone a teacher Sharing,
  learning, interdependence, and increasing
  self-efficacy (becomes) a regenerative
  collective activity, a transformational
  enterprise, cultivating developmental progress
  for children, parents, and staff alike.
  Shahmoon-Shanok, et al,
  2005, p. 421