title: RELEASE, REFRAME, REFOCUS, AND RESPOND: A PRACTITIONER TRANSFORMATION PROCESS IN A REFLECTIVE CONSULTATION PROGRAM.
abstract: This article presents findings from a qualitative research study exploring the experiences of early intervention practitioners in a reflective consultation program. Fifteen licensed early childhood special education teachers and speech, occupational, and physical therapists as well as a psychologist from an urban school district participated in interviews discussing their work stressors and involvement with monthly reflective consultation groups. They described a loosely temporal, iterative process which transformed how they thought and felt about both themselves as practitioners and the children and families with whom they worked. These practitioners also shared ways that their participation in reflective consultation changed some of their intervention strategies with young children and families. Analysis of themes from their descriptions led to the creation of a change process model defined as release, reframe, refocus, and respond. These findings contribute the practitioners' voices and experiences in a structured way to a growing body of evidence about the efficacy of reflective supervision and consultation.
authors.affiliation: University of Minnesota.
authors.forename: Mary
authors.initials: M
authors.lastname: Harrison
mesh_terms: D003142:Communication; D018479:Early Intervention, Educational / Q000379:methods*; D004519:Education, Special; D006282:Health Personnel / Q000523:psychology*; D006801:Humans; D007407:Interviews as Topic; D008962:Models, Theoretical; D036301:Qualitative Research; D013850:Thinking
keywords: Frühintervention; consulta con reflexión; consultation de réflexion; early intervention; intervention précoce; reflective consultation; reflective supervision; reflexive Beratung; reflexive Supervision; supervision de réflexion; supervisión reflexiva; temprana intervención; 内省的コンサルテーション; 内省的スーパービジョン; 反思監督; 反思諮詢; 早期介入; 早期干預