Part 2 of 2 in the "Fostering Trust & Employee Wellbeing Through Reflective & Relational-Based Supervision" Series (view series page for full details)

Interested in how to provide supervision through a trauma-informed lens? Hoping to interrupt team burnout and support your workforce retention? By nurturing our supervision skills and approaches through a practice known as Reflective Supervision/Consultation (RSC), we can embody the parallel process in which we as colleagues experience the same kind of relational dynamics we hope to encourage in our provider-client relationships.

Both sessions in this two-part series provide building blocks for foundational, conceptual, and applied information related to reflective facilitation/supervision, in both preventive and treatment settings for mental health professionals. 

Traditionally, RSC is mainly fostered in early childhood/ infant mental health settings; however, we offer these two workshops not only for Early Childhood & Education practitioners to strengthen their RSC skills, but for anyone (school mental health supervisors/professionals and other mental health supervisors/professionals beyond the school context) to explore how RSC can fortify our supervisor-supervisee relationships and overall team wellbeing. 

More information about reflective supervision, including the evidence behind its impact, and how it actuates trauma informed organizational culture is available here: What is Reflective Supervision | Multiplying Connections.  

In Part 2, Rouba will provide a deeper dive into reflective supervision and delve into cultural considerations, limitations, and sample cases.

Learning Objectives

1. Identify three key components of reflective supervision and apply appropriate skills within their different roles and responsibilities as supervisors.
2. Name at least four techniques that will address the needs of supervisees to be responsive to cultural and contextual needs and continue to develop a set of skills that helps supervisees build these skills.
3. State three ways that supervisors will strengthen and support skills that allow supervisees to explore ways that their own belief systems or internal reactions might be impacting care.

Audience

• Supervisors, managers, directors, administrators and leadership of early childhood/infant mental health, k-12 school mental health, and mental health organizations, and agencies
• Clinical supervisors, human resources professionals, mental health and school mental health providers (e.g., infant mental health specialists, therapists, social workers, peer support professionals)
• Trauma informed professionals
• Anyone else interested in reflective supervision and consultation! 

Faculty

Rouba Otaky, LMFT, holds a Master’s degree in Marriage, Couples Child Counseling & College Counseling, a BS in Psychology & Spanish, is a Licensed Marriage and Family Therapist and a certified Reflective Practice Mentor, and Infant Mental Health Specialist. She has over 15 years of experience working in program management, community collaboration, supervision, and therapy with specialization in anti-racism, diversity, equity and inclusion, and child-parent psychotherapy.  She has provided reflective practice training, consultation, and supervision for over 10 years and is committed to supporting providers in building reflective practices in their work and lives.

Priming Resources  

• Honoring Race and Diversity in Reflective Supervision: Guiding Principles to Enhance Relationships | ZERO TO THREE 
• Using Reflective Supervision to Support Trauma-Informed Systems for Children 
• THE REFLECTIVE SUPERVISION TOOLKIT
• Reflective Supervision Collaborative - Southwest Human Development