Reflective supervision as a vehicle for trauma-informed organizational change in early childhood education settings

ABSTRACT

While reflective supervision and trauma-informed care are often implemented separately within early care and education (ECE) settings, there is meaningful intersection between these two approaches that may support ongoing efforts to support young children who have experienced trauma. The current study presents secondary analysis of qualitative data from three focus groups with 11 ECE supervisors who attended a reflective supervision training, paired with reflective consultation. ECE supervisors who engaged in a reflective supervision training noted shifts in experience and practice that intersect with Substance Abuse and Mental Health Services Administration (SAMHSA’s) six principles of trauma-informed care: 1) safety, 2) trustworthiness and transparency, 3) peer support, 4) collaboration and mutuality, 5) empowerment, voice, and choice, and 6) cultural, historical, and gender issues. Reflective supervision may serve as an effective tool for organizations to invest in trauma-informed care, which creates a space for teachers to engage in relational learning. This investment can lead to enhanced support for young children, especially those who have experienced trauma.

KEYWORDS:

• Preschool
• reflective practice
• early childhood
• child maltreatment

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Alysse M. Loomis

Alysse M. Loomis, PhD, LCSW is an Assistant Professor in the College of Social Work at the University of Utah. Her research focuses on developing and evaluating trauma-informed early childhood systems to promote well-being for young children who have experienced adversity and trauma. Dr. Loomis is on the board of the Utah Association of Infant Mental Health and on the Editorial Board of Families in Society.

Rachel Coffey

Rachel Coffey, LCSW currently works as a therapist specializing in supporting individuals struggling with adult and youth homelessness, mental health, and violence. She has professional experience as a community educator, academic specialist, and training coordinator. She received her master’s degree at the graduate of the University of Utah College of Social Work where she worked as a research assistant.

Jennifer Mitchell

Jennifer Mitchell is a licensed clinical psychologist specializing in Infant/Early Childhood Mental Health, and a member of the ZERO TO THREE National Center for Infants, Toddlers, and Families Academy of Fellows. She currently serves as the Vice President of Clinical Strategy and Innovation at The Children’s Center Utah, a non-profit mental health agency serving children birth to six years and their families. Dr. Mitchell’s work is focused on working collaboratively with public and private partners at the local and state level to ensure families with young children have access to the mental health services they need, and that the providers serving families have the training and support necessary to delivery high quality, evidence-informed services.

Devon Musson Rose

Devon Musson Rose, LCSW is a doctoral student in the College of Social Work at the University of Utah. Following her graduation from Smith College in 2004 with a Master of Social Work, Devon has worked for 19 years in the areas of early childhood mental health, trauma-informed care, non-profit leadership, and intimate partner violence. Her research builds out of these practice experiences with specific interests in suicidality in young children, reflective supervision, anti-racist supervisory practices, clinician experiences treating young children and families, and frontline worker secondary traumatic stress.