Reflective supervision is hard-and it's an even greater challenge when the same supervisor must provide both reflective and administrative supervision. The authors include a unique focus on this blended model of supervision. Reflective Supervision and Leadership in Infant and Early Childhood Programs illustrates the foundations and frameworks of reflective practice and outlines ways to support reflective supervision in a wide variety of work settings. Other highlights of the book are: A discussion of the roles of the reflective supervisor; knowledge and skills needed for reflective supervision; tips for providing group reflective supervision & vignettes outlining common supervisory dilemmas.

Eighteen work group papers, several of which previously appeared in "Zero to Three," the Bulletin of the National Center for Infant Clinical Progams, are presented under four headings. Under the heading "Findings and Recommendations of ZERO TO THREE/National center for Clinical Infant Programs' Work Group on Supervision and Mentorship" are the following papers: (1) "Learning through Supervision and Mentorship To Support the Development of Infants, Toddlers and Their Families"; (2) "Overcoming Obstacles to Reflective Supervision and Mentorship"; (3) "Improving Training of Infant/Family Practitioners through Supervision and Mentorship: An Action Agenda". Under the heading "Supervision and Mentorship of Students" are: (4) "The Supervisory Relationship: Integrator, Resource and Guide" (R. S. Shanok); (5) "Individualizing Training for Early Intervention Practitioners" (C. W. Brown and E. K. Thorp); (6) "Passing on the Process: Reflections of a Supervisee and a Supervisor" (K. Bateman and E. K. Thorp); (7) "Scenes from Supervision" (J. Pekarsky); (8) "A Review of Infant/Toddler Issues in Supervision and Mentorship Based on Instruction of the Mentor Teacher Class" (J. Perry); (9) "A Clinical Approach to the Training of Supervisors: The Model of Co-Supervision" (K. D. Pruett). Under the heaing "Supervision and Mentorship of Infant/Family Practitioners" are: (10) "The Professionalization of Early Motherhood" (W. M. Schafer); (11) "Supervision as a Catalyst in the Evolution of an Integrated Infant Mental Health/Developmental Intervention Program" (B. Ivins and N. Sweet); (12) "The Professional Use of Self in Prevention" (J. Bertacchi and J. Coplon); (13) "Lay Home Visiting Programs: Strengths, Tensions, and Challenges" (M. Larner and R. Halpern); (14) "A Developmental/Relationship In-Service Training Model for Public Health Nurses Serving Multirisk Infants and Families" (S. Wieder, R. Drachman, and T. DeLeo). Under the heading "Issues for Supervisors and Program Directors" are: (15) "Supervision and the Management of Programs Serving Infants, Toddlers, and Their Families" (L. Gilkerson and C. L. Young-Holt); (16) "Management in the South Carolina Resource Mothers' Program: The Importance of Supervision" (M. A. Robinson); (17) "Toward Tenacity of Commitment: Understanding and Modifying Institutional Practices and Individual Responses that Impede Work with Multi-Problem Families" (B. Fields); and (18) "A Seminar for Supervisors in Infant/Family Programs: Growing versus Paying More for Staying the Same" (J. Bertacchi and F. M. Stott). Appendixes include a qualitative study of early intervention in Maryland and a 50-item bibliography. (SLD)

"Finding the Words, Finding the Ways: Exploring Reflective Facilitation and Supervision" is designed for professionals responsible for the support, professional development, and oversight of those who work with infants, young children, and their families. Professional groups and organizations have widely promoted and described the Reflective Supervision Model; however, capturing the essence of this proven practice on the written page has been difficult. This DVD is a response to a widely expressed need to see and hear effective reflective supervision in action. The unscripted vignettes feature experienced supervisors and practitioners drawn from a variety of infant and early childhood programs. Through improvisation, the participants demonstrate typical supervisory processes, dynamics, and concerns. Each vignette contains: A brief "back story"The supervisory sessionThe supervisor's reflectionThe supervisee's reflectionThe supervisory dilemmaTurning points in the supervisionSupervisory skills and strategiesThemesAn accompanying manual provides an overview of supervision strategies, plus ideas for using the DVD in training settings and as part of professional development activities.

Daphne Hewson and Michael Carroll highlight the importance of Reflective Space as one of six supervisory spaces (others being Directive, Evaluative, Passive, Restorative and Active Space). They provide guidelines on creating safe Reflective Space and using a range of mini-tools to invite practitioner's to learn from their professional experiences.

Mental Health Consultation in Infant?Toddler Child Care addresses the impact of the caregiver'child relationship on the mental health of young children. As young children spend more and more time in child care programs, those programs have an increasingly significant effect on their healthy social and emotional development. Kadija Johnston and Charles Brinnamen review current theory and offer practical suggestions for improving relationships between program directors, staff, parents, children, and mental-health consultants to help identify and remove obstacles to quality care. The authors also offer real-life examples of effective programmatic functioning, interstaff and parent'staff relationships, and direct child interventions. Mental health professionals at all levels, early childhood educators and trainers, and policy makers will find this book useful guide to making positive changes in the childcare environment.

Theory meets practical tips in this guide for leaders of early childhood programs