Department of Educational Psychology, University of North Texas, Denton, Texas.
First3Years, Dallas, Texas.
Infant Ment Health J. 2019 Jul;40(4):443-458. doi: 10.1002/imhj.21792. Epub 2019 May 15.
Reflective supervision/consultation (RS/C) is an important component of infant mental health training and practice. Given high levels of job stress reported by a variety of early childhood professionals, the present study offers a qualitative examination of early childhood intervention professionals' perceptions of stress and coping before and after receiving regular RS/C. Thirty-one professionals received 9 months of RS/C and completed semistructured interview questionnaires at the pre-/postassessments. Questionnaires focused on job-related experiences, including what participants found stressful and how they coped with job-related stress. Inductive analysis techniques were used to identify themes that arose from the data. Relationships between themes were discovered through axial coding. Three key themes of individual, relational, and organizational stress were identified across the pre-/postassessments. Similar themes were evident in reports of coping. Following 9 months of RS/C, analysis revealed greater detail and reflection among the majority of participants. These results contribute to the literature through identification of multiple levels of stress and coping as well as areas of continuity and change among participants receiving RS/C. Future research should consider how professionals' reports of stress and coping relate to reported self-efficacy and observed competence with young children and families.
反思性监督/咨询（RS/C）是儿童心理健康培训和实践的重要组成部分。鉴于各种幼儿专业人员报告的工作压力水平较高，本研究对幼儿干预专业人员在接受定期 RS/C 前后对压力和应对方式的看法进行了定性检查。31 名专业人员接受了 9 个月的 RS/C，并在预/后评估中完成了半结构化访谈问卷。问卷侧重于与工作相关的经验，包括参与者认为哪些方面有压力以及他们如何应对与工作相关的压力。使用归纳分析技术来确定从数据中出现的主题。通过轴向编码发现主题之间的关系。在预/后评估中确定了个体、关系和组织压力三个关键主题。在应对方式的报告中也出现了类似的主题。经过 9 个月的 RS/C，分析显示大多数参与者的细节和反思能力有所提高。这些结果通过识别压力和应对的多个层面以及接受 RS/C 的参与者之间的连续性和变化领域，为文献做出了贡献。未来的研究应该考虑专业人员对压力和应对的报告如何与报告的自我效能感以及对幼儿和家庭的观察能力相关。
