This document discusses reflective and relationship-based strategies that are important for home visitation programs. It defines reflective practice as stepping back to thoughtfully consider one's experiences, feelings, and actions to improve practice. Reflective supervision is a collaborative relationship that improves quality through addressing strengths and vulnerabilities. Key aspects include reflection on work, collaboration between supervisor and supervisee, and regularly scheduled meetings. The reflective cycle is presented as a tool to thoughtfully learn from experiences. Scenarios demonstrate applying reflection to better engage clients.

1. Reflective and Relationship-
Based Strategies in Practice
Sara Beth Martin, RN, MPH
September 19, 2012

2. Learning Objectives
 Define reflective and
supportive practice as
it relates to home
visitation programs
 Demonstrate
reflective and
supportive strategies
through behavior
rehearsal

3. Relationships matter.
“All learning takes place in the context of
relationships and is critically affected by
the quality of those relationships”
(Norman-Murch, 1996).

4.  re·flec·tion (r -fl k sh n) n. 1. The act of reflecting or
the state of being reflected.2. Something, such as light,
radiant heat, sound, or an image, that is reflected.3. a.
Mental concentration; careful consideration.b. A thought or
an opinion resulting from such consideration.4. An indirect
expression of censure or discredit: a reflection on his
integrity. 5. A manifestation or result: Her achievements
are a reflection of her courage. 6. Anatomy a. The folding
of a membrane from the wall of a cavity over an organ and
back to the wall.b. The folds so made.

5. The Reflective Cycle
(Gibbs, 1988)
 Helps us to look at
an event,
understand it, and
learn from it
 Awareness of the
impact of our
preconceptions and
personal beliefs of
our understanding
of events and our
reaction to them

6. Thinking about Supervision
 Think about one of your first positive
employee-supervisor relationships.
 What is one positive quality of this
supervisor?
 How does this relate to reflective
practice?

7. Reflective Supervision is….
 A collaborative relationship for professional
growth that improves program quality and
practice by cherishing strengths and partnering
around vulnerabilities to generate growth
 Stepping back from the immediate experience to
sort through thoughts and feelings about what
one is observing and doing with children and
families

8. Three Building Blocks of
Reflective Supervision
 Reflection
 Collaboration
 Regularity

9. Reflection
 Requires a foundation of trust and honesty
 Safety, calmness, and support
 Is NOT therapy or venting
 Focused on experiences, thoughts, and feelings
directly connected with work
 Supportive of professional development and
growth
 Empathetic, nonjudgmental ear of the supervisor

10. Collaboration
 Sharing of responsibility and control
of power
 A chance to learn from as well as
teach staff
 Reciprocal expectations of each other
 Requires open communication-in both
directions

11. Regularity
 Regularity of interactions
 Reliable schedule with sufficient time allocated
 Protection from cancellation, rescheduling, or
procrastination
 Investment in professional development of the
staff and the future of the program
 Recognition that it takes time to develop a
trusting relationship, to collaborate, and to share
ideas, thoughts, and emotions

14. What is Reflective
Leadership?
 Leading through relationships
 How we lead, how we treat others, how we
interact, how we resolve conflict, and how
we provide feedback
 Trust, support, and growth
 Careful observation, flexible response, and
self-awareness

15. Careful Observation
 Skilledat deciphering the meaning of
behaviors
 Behaviors including tone of voice,
body language, reactions, etc.
 “Why might this be happening?”

16. Flexible Response
 Requires leaders to know their staff
 Approach individuals in a way that
reflects his or her needs, strengths,
and areas for development
 An expression of mutual respect

17. Self-Awareness
 Ability to know one’s self, strengths, and
limitations
 An interest and commitment to exploring
one’s own feelings, thoughts, and reactions
 Activity: Leadership Self-Assessment Tool
from Zero to Three

18. Self-Awareness Assessment
Tool
 What are your thoughts on this tool?
 How might this affect your
professional practice?
 Any other comments?

19. How can we incorporate reflective
practice and strategies into home
visiting?

24. Application
 You are a home visitor. You have knowledge,
skills, and a lot of experience under your belt.
You’re going to visit a client who is pregnant, has
a BMI of 34, and has been recently diagnosed
with gestational diabetes.
 Based on past experience, you plan to propose a
diet, a food diary, and a schedule of visits. You
complete the visit, talk with the client, and
agree to the plan.
 One week later…second visit….nothing’s
happened. No change. Very
disappointing….frustrating…..

25. Reflection in Practice
 You look back at what you did and wonder what you
could have possibly done differently and why did
this mother not take your advice. You have a chat
with your colleagues.
 Have they experienced this? What would they
have done? Any ideas?

26. The Reflective Cycle
(Gibbs, 1988)

27. Reflection in Practice
 At the next meeting, the client admits to
sneaking snacks and sugary drinks.
 Looking back, you realize that your earlier
intervention (diet, food diary, and visits) had
limited value.
 You were coming at it from a direction that
did not see all aspects of the situation.
 Yes, you can help the client to make changes
however there are different strategies to
try.
 And the cycle begins again, driven by
reflection….

29. References
 About Gibbs reflective cycle. Oxford Brookes
University, 2011. 10 Aug 2012.
<http://www.brookes.ac.uk/services/upgrade/a-
z/reflective_gibbs.html>.
 Parlakian, R. (2001). Look, listen, and learn:
reflective supervision and relationship-based
work. Washington, D.C.: ZERO TO THREE.
 Seibel, N.L., Britt, D., Gillespie, L.G., & Parlakian,
R. (2009). Preventing child abuse and neglect:
Parent-provider partnerships in child care .
Washington, DC: ZERO TO THREE.