"It's Like Making Reflective Practice More of the Heart of Who We Are": An Exploration of Facilitators and Barriers to Implementing Reflective Supervision in State Pre-K.

High-quality supervision for teachers in early care and education (ECE) is essential for building positive teacher-child relationships and enhancing ECE program quality, which in turn promotes healthy social-emotional and academic development in young children. Reflective supervision (RS) is a process-oriented and relationship-centered supervisory approach that has growing empirical evidence supporting its use. As the evidence base for RS continues to expand, and early childhood-serving settings-including ECE-increasingly consider this approach, understanding whether RS is likely to be routinely used in ECE settings and what helps or hinders use of this approach is critically important.

Reflective supervision and consultation and its impact within early childhood-serving programs: A systematic review.

Reflective supervision and consultation (RS/C) is regarded as best practice within the infant/early childhood mental health field. Benefits of RS/C on the early childhood workforce and children and families have been demonstrated through case studies, conceptual pieces, and individual research studies. However, findings across studies have not been summarized using gold-standard methodology, thus the state of existing empirical support for RS/C is unclear.

MEASURING REFLECTIVE SUPERVISION WITHIN HOME VISITING: CHANGES IN SUPERVISORS' SELF-PERCEPTION OVER TIME.

Despite widespread belief in the early childhood field of the benefits of reflective supervision, there has been limited empirical evidence to support the effectiveness of reflective supervision for home visitors and the children and families they serve. The present study examined the psychometric properties of four adapted self-report measures assessing supervisors' reflective supervision capacities; the study also investigated whether these measures captured change in reflective capacity over time as supervisors participated in professional development activities focused on reflective supervision. Results from 33 participants (home visiting supervisors and program managers) suggested that three of the four measures demonstrated acceptable internal consistency, and these three measures were correlated with each other.

Chaotic living conditions and sleep problems associated with children's responses to academic challenge.

The ecology of economic disadvantage includes chaotic living conditions that may disrupt children's regulatory functioning and undermine mastery oriented responses to challenge. The present study examined chaotic living conditions, sleep problems, and responses to academic challenge for 96 economically disadvantaged children enrolled in a Head Start preschool. Caregiver interviews provided information regarding chaotic living conditions of residential crowding, noise, and family instability, as well as child sleep problems.

Friendship jealousy in young adolescents: individual differences and links to sex, self-esteem, aggression, and social adjustment.

Children's vulnerability to jealousy surrounding their best friends was explored in 2 studies. Study 1 involved 94 adolescents who reported on their friendship jealousy on a newly created measure. Results indicated that the jealousy measure had sound psychometric properties and produced individual differences that were robust over time and free from socially desirable responding.