The folks at Head Start have a great two-page resource on the importance of “Self-Reflection and Shared Reflection as Professional Tools.” It describes the benefits of reflective practice, such as developing more effective interventions and working more effectively as a team, as well as outlining strategies to help you become a more reflective early interventionist. The author provides three additional tips for reflecting as part of a professional group. Reflection encourages us all to “stop and think about what has happened, is happening, and what should happen next.” These are crucial skills in “high-quality professional practice.” Check it out. You’ll be glad you did.
The ICC-Recommended Early Start Personnel Manual (ESPM) describes core knowledge and role-specific competencies needed for early intervention service provision, incorporating current research and evidence in the field of early intervention. Click here to access the ESPM. Scroll down to find the ESPM entry.
This resource is related to the following ESPM knowledge-level competencies:
- Core Knowledge (CK):
- CK10: The significance and study of team models, collaboration, and relationship-based practice.
- Supervision and Reflective Practice (SRP):
- SRP2 (EIS): Provides both direct and reflective supervision that includes
- Effective team and clinical problem-solving
- Sensitive, responsive interface with families and other team members
- Reflection on one’s own practice
- SRP9 (EIS): Provides and/or receives supervision enabling self-reflection, self-assessment, and self-improvement in personnel/team member role.
- SRP2 (EIS): Provides both direct and reflective supervision that includes