TTAC Webinar: Reflective Supervision: A Process for Seeing Anew

TTAC was pleased to host a webinar titled Reflective Supervision: A Process for Seeing Anew presented by Gil Foley, Ed.D., IMH-E (IV-C) on Wednesday, June 17, 2020, 9:30am-11am.

Reflective supervision is a relationship for self- exploration, discovery and learning recognized across early childhood disciplines and systems as a best practice. Reflective Supervision is an act of shared mindfulness that helps Infant and early childhood practitioners understand themselves and their clinical experiences in greater depth and complexity; tolerate a range of emotions, their own and their clients’; amplify reflective function and solve problems with perceptiveness.

The process of reflective supervision guides attention towards the clinician’s inner experience and the contemplation of thoughts and feelings in a safe, “holding space” intermediate between didactic instruction and psychotherapy. By reflecting “on” the work, the clinician becomes better prepared to reflect “in” the work (Geller & Foley, 2009).

In this webinar, the participant was introduced to the meaning and conceptual underpinnings of reflective supervision; how it differs from traditional clinical supervision; the aims of reflective supervision and the attributes of supervisor and supervisee that promote effectiveness. The process of conducting reflective supervision and how reflective supervision mirrors the development of reflective function in relationship was discussed. The effectiveness research and outcomes of an evaluation of reflective supervision with Nurse Family Partnership was reviewed.  

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Webinar Resources

Webinar Recording

Presentation Slides

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About the Presenter

Gilbert M. Foley, Ed.D., IMH-E (IV-C) serves as Consulting Clinical Psychologist at the New York Center for Child Development (NYCCD) in New York City and Clinical C0- Director of the New York City Early Childhood Mental Health Training and Technical Assistance Center (TTAC): a collaboration between the NYC Office of Mental Health, NYCCD and McSilver Institute, New York University. He is Director Emeritus of the graduate program in Infant Mental Health and Developmental Practice at the Adelphi University, a US Department of Education awarded Personnel Preparation Program. He is a senior faculty member of Profectum (DIR) Academy and is Endorsed as an Infant Mental Health/ Clinical Mentor, Level IV. Dr. Foley serves on the editorial review board of the Journal of Infant, Child and Adolescent Psychotherapy and had served on the editorial review boards of the Journals of Developmental Processes and Infant and Early Childhood Psychology. He is a retired tenured faculty member of Ferkauf Graduate School of Psychology (Yeshiva University) where he taught for 20 years in the Department of School-Clinical Child Psychology and coordinated the infancy-early childhood track. As Senior Clinical Supervisor in the Department of Pediatrics at NYU School of Medicine-Bellevue Hospital Center, he was an innovator in the technique of reflective supervision. While serving as the Chief Psychologist in the Pediatric Department of the Medical College of Pennsylvania (Drexel University College of Medicine), Dr. Foley trained in psychoanalytic psychotherapy and also completed a fellowship at the Yale Child Study Center with the late, Sally Provence M. D.

For eleven years Dr. Foley served as the Director and Principle Investigator of the Family Centered Resource Project, a Federally Funded model/demonstration, outreach and technical assistance agency providing training to the infant/early childhood intervention community nationally. Dr. Foley‘s clinical and teaching career has been devoted in large part to working with infants and young children with special needs and their families. He is the author of several books and numerous articles. His most current book with Dr. Jane Hochman, “Mental Health in Early Intervention” is published by Brookes. He is currently co-authoring “Sensory Integration and Regulation in Infants and Toddlers”, to be published by National Zero to Three. The Loss-Grief Model developed by Dr. Foley, is the official approach of the Colorado Department of Education, parent program. He lectures and consults widely, nationally and internationally, having recently returned from South Africa, China and Israel. He was an invited presenter at the First International Conference on Preschool Education in China sponsored by UNICEF and Nanjing University.

Dr. Foley is a founding board member of the Pennsylvania and New York State Associations of Infant Mental Health and served as Co-President of the New York Zero to Three Network.  His contributions to the field have been acknowledged by: a Certificate of Recognition from the Connecticut Birth to Six Planning Committee, a Letter of Recognition from PARC (Pennsylvania Association for Retarded Citizens), A Certificate of Commendation from the Pennsylvania Department of Education, a Certificate of Recognition from National Zero to Three, a Faculty Teaching Recognition from the International Council on Developmental and Learning Disorders (ICDL) and made an Honorary Citizen of Springfield Missouri for contributions to young children with disabilities and their families. He served on the Commonwealth of Pennsylvania’s Child Development Committee, the Governor’s Task Force on the family and has been included in Who’s Who in the East and Who’s Who Worldwide.