Overview

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In this session, you will explore components of and personal feelings about conflict, practice recognizing what is happening in a conflict, and develop strategies to engage in productive conflict resolution. Developing both tolerance and skills for engaging in conflict, you will expand your professional conflict resolution skill set.

Faculty & P-5 Competency Domains

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Faculty: Chris Amirault, PhD, Tulsa Educare; Christine Snyder, MA, University of Michigan

P-5 Competency Domains: 

• P-5 (1) Early Childhood Development 
• P-5 (3) Relationship-Based Practice 

Presenters have affirmed that they do not have proprietary interest in products, instruments, devices, services or materials discussed in this event, and have confirmed that they have not been compensated in relation to this presentation.

Overview

Reflective practice helps us understand our reactions to our work. In child welfare, where young children make up 45% of open cases, we are more likely to stir emotional responses. Reflective practice can help us recognize and regulate those feelings so we can more clearly assess child safety and service planning.

Faculty & P-5 Competency Domains

Faculty: Adriana Molina, LMFT, Allies for Every Child

P-5 Competency Domains:

• P-5 (7) Professional and Ethical Practices
• P-5 (6) Leadership to Meet Family Needs and Improve Services and Systems

Presenters have affirmed that they do not have proprietary interest in products, instruments, devices, services or materials discussed in this event, and have confirmed that they have not been compensated in relation to this presentation.

Overview

The purpose of this interactive session is to present an integrated approach to reflective supervision which allows the supervisor to be intentional, responsive, collaborative, and reflective regardless of the content of the supervisory session. This same approach is used whether addressing clinical, administrative, interpersonal, or systems issues.

Faculty & P-5 Competency Domains

Faculty: Trudi N. Murch, PhD, Southwest Human Development; Mary Claire Heffron, PhD, Licensed Clinical Psychologist, California; Abayea Pelt; Linda Gilkerson, PhD, and Christine Wulbecker, Erikson Institute 

P-5 Competency Domains:

• P-5 (3) Relationship-Based Practice
• P-5 (7) Professional and Ethical Practices

Presenters have affirmed that they do not have proprietary interest in products, instruments, devices, services or materials discussed in this event, and have confirmed that they have not been compensated in relation to this presentation.

Overview

This session will consider self-compassion and the culturally diverse ways self-care is conceptualized and practiced. A variety of self-compassion and resilience-building contemplative techniques will be offered throughout the Intensive. Participants will also have an opportunity to reflect on strategies for making such practices a regular part of their working days and personal lives.

Faculty & P-5 Competency Domains

Faculty: Kandace Thomas, PhD, First 8 Memphis; Kimberly Arthur, PhD, Seattle Children’s Hospital; Patricia Gonzalez, ARC of King County

P-5 Competency Domains: 

• P-5 (3) Relationship-Based Practice
• P-5 (5) Cultural and Linguistic Responsiveness

Presenters have affirmed that they do not have proprietary interest in products, instruments, devices, services or materials discussed in this event, and have confirmed that they have not been compensated in relation to this presentation.

As we transition post-pandemic from the necessity of telehealth services, practitioners need to contemplate service delivery modalities. This presentation offers a model based in reflective practice to support decision-making between telehealth and in-person services. Our model, illustrated by case examples, includes social justice issues, systemic factors, and perspectives of all stakeholders.

Claire Noonan, Program Manager/Licensed Psychologist

Michelle Roy, Mindfulness in Early Childhood Project Director

Through brief presentations, discussion, and mindfulness practice, participants will learn about innovative approaches to integrating mindfulness and compassion within three different early childhood settings, a behavioral health center, a home visiting program, and a county agency that provides professional development and training for early childhood educators. Presenters will share their experience bringing mindfulness approaches to their organizations to support workforce well-being, quality, and teamwork with an aim to transform organizational culture.

Claudia Lara, Senior Director, Child and Family Resilience & Innovative Partnerships

Debbie Manigat, Vice President, Clinical Strategy and Innovation

Maria Gehl, Program Specialist

Jennifer Mitchell, Early Childhood Mental Health Consultant

The dramatic circumstances of the past year and a half have provided an opportunity for critical self-reflection and examination of practices in the infant and early childhood mental health field related to the meaningful promotion of social justice, diversity, equity, and inclusion. Part 1 of this session will be a discussion of one such organization’s process. The Reflective Supervision Collaborative had their work reviewed by a diverse panel of reflective supervision experts to consider ways that the project could more effectively infuse issues of social justice, diversity, equity, and inclusion and then brought these reviewers into the group to work together to expand cherished ideas related to reflective supervision. Part 1 will provide a discussion of this process including the tensions that arose, approaches used to move ideas ahead, and the deepening and expansion of ideas that ensued.

Kadija Johnston, Independent Consultant & Adjunct Professor

Carmen Rosa Noroña, Child Trauma Clinical Services and Training Lead Boston Site ETTN Associate Director

Salam Soliman, Director, Center for Prevention and Early Trauma Treatment

The dramatic circumstances of the past year and a half have provided an opportunity for critical self-reflection and examination of practices in the infant and early childhood mental health field related to the meaningful promotion of social justice, diversity, equity, and inclusion. Part 2 will be a set of interactive experiences designed to help participants explore and learn from one another how heightened awareness of social justice, diversity, equity, and inclusion have impacted reflective supervision and organizational processes in their settings in the past year.

Mary Claire Heffron, Reflective supervision Collaborative Leadership Team

Aditi Subramaniam, Massachusetts Society for the Prevention of Cruelty to Children

Barbara Stroud, Psychologist

Nichole Paradis, Executive Director

The presenters will offer a framework for participants to better integrate culturally responsive practices into their reflective practice facilitation. Through didactic teaching, supervision case examples, and reflection opportunities, the presenters will illustrate ways in which reflective practice can be made more equitable and inclusive of practitioners of all backgrounds.

Julia Bantimba, Assistant Director of Trauma Informed Services

Vasudha Narasimha, Assistant Director

Come explore the powerful potential of nature to broadly support early childhood development. This Issue Intensive will review research demonstrating how nature-based interventions can improve health and well-being for young children and families. Participants will learn nature-based mindfulness practices that center equity and can be shared with very young children and their caregivers.

Maria Gehl, Program Specialist

Michael Yellowbird, Dean and Professor

Ashby Leavell,

Jill Litt, Professor

Sheri Hill, Early Childhood Policy & System Consultant

Come explore the powerful potential of nature to broadly support early childhood development. This Issue Intensive will review research demonstrating how nature-based interventions can improve health and well-being for young children and families. Participants will learn nature-based mindfulness practices that center equity and can be shared with very young children and their caregivers.

Maria Gehl, Program Specialist

Michael Yellowbird, Dean and Professor

Ashby Leavell,

Jill Litt, Professor

Sheri Hill, Early Childhood Policy & System Consultant

Engaging in reflective practice throughout the life of a case provides opportunities to strengthen our approach to families and build system capacity. Reflective case consultation promotes nuanced and holistic thinking. This presentation explores how reflective inquiry within a bioecological framework supports identification of strengths and needs of a family system.

Amy Huffer, Substance Use Clinical Manager

Mike Sherman, PsyD, IECMH Clinical Manager - Safe Babies

Gwen Doland, MS, LMHC, CADC,

This session will share the vision, implementation strategy, and lessons learned from the BIPOC Community of Leaders in Reflective Practice in King County, Washington. The session will highlight leaders' stories of personal-professional transformation and invite session participants to imagine possibilities for uplifting BIPOC voices and wisdom towards equity and liberation.

Alicia Martinez,

Monica Mathur-Kalluri, Senior Program Associate/Early Childhood Development Specialist

Biren Nagda,

In this session, we will discuss professional quality of life and explore a 3-tier framework to address compassion fatigue in the workplace. Participants will have an opportunity to practice foundational skills to mitigate and prevent their own compassion fatigue and share in small group discussion.

Anders Kinavey Wennerstrom, Leadership Coach

Erin Kinavey Wennerstrom, Director, Learn & Grow (QRIS)

Historical and current events in our country have prompted the infant mental health (IMH) field to be more intentional in its quest to invite authentic conversations about expressions of race, culture, and diversity within relationship-based work and the reflective space. In the IMH and reflective supervision and consultation (RSC) fields, there is a shared belief that an individual’s healthy growth and development happen within the context of trusting, consistent, responsive, and sensitive relationships. Honoring race, diversity, and ethnicity within these relationships is essential when working with and on behalf of very young children and their caregivers. Neglecting to attend to these and other aspects of identity disregards the individual’s full experience and can influence the development of trust and expressions of bravery within relationships. This Issue Intensive will introduce four guiding principles of diversity-informed RSC that can enhance learning and well-being, and that reflect and honor Jeree Pawl’s legacy by inviting deeper examination of “How You Are” within RSC relationships. Further, we will use tenets of Critical Race Theory (CRT) to consider the role of race and identity—which are integral to “How You Are”—within RSC. This workshop is a result of our own intentionality toward cultivating an antiracist stance within our work as reflective consultants, trainers, and teachers and represents our perspectives of RSC, CRT, and IMH that have deepened over the course of our own professional and personal growth.

Karol Wilson,

Carla Barron, Assistant Research Professor