Relationship-based Reflective Practice Groups (RPGs) offer professional development opportunities and are designed to support and strengthen the practitioner’s experience with and understanding of Reflective Practice and the Infant Mental Health approach.
ILAIMH Reflective Practice Groups (RPGs) are facilitated by experienced I/ECMH credentialed professionals with knowledge of the core competencies of infant/early childhood mental health practice.
There are a total of 10 monthly two-hour meetings, and participants are asked to make a commitment to attend all ten groups. Reflective Practice requires regularity and the establishment of trusting relationships among participants to support a safe reflective learning experience
Participants discuss their own work experiences with others in the field, present one case study, and have opportunities to connect with professionals in their region.
Participants who successfully complete all 10 Reflective Practice Group sessions can receive up to 12 hours of Reflective Supervision credit towards the 60 hours required to apply for ILAIMH’s Infant/Early Childhood Mental Health Credential (for more information about the Credential see http://www.ilaimh.org) Upon request, EI credentialed participants will receive certificates of attendance for individual RPG sessions. Note: the number of EI credits is per session, and is subject to the approval of Illinois Provider Connections.
Please note: Absences are discouraged and decrease the number of Reflective Supervision hours awarded. One hour of Reflective Supervision credit is subtracted for each absence. No Reflective Supervision hours will be awarded for more than two absences.
Note: Applicants who are currently working in the field of Infancy/Early Childhood who do not meet these eligibility requirements will be considered on a case-by-case basis. Please explain in resume and application narrative.
2) Email resume to email@example.com
3) Applicants will be informed of acceptance on or before September 12, 2018
Group participants must be current members of ILAIMH. If you are not a current member, please go to https://www.ilaimh.org and click on “join”.
-Communicate with your facilitator (and, as needed, with other group members) in a clear and timely manner regarding questions or concerns about group issues, schedules, etc.
-Commit to participation in the group through reflection and sharing of work experiences
-Present one case to be discussed with the group
-Learn about the basic competencies and conceptual framework of ILAIMH’s infant/early childhood mental health Credential
-Complete a group evaluation survey upon completion the tenth group
-Offer relationship-based professionally facilitated reflective practice groups for participants to address work-related experiences, and increase opportunities for reflection, mutual learning, support, and exchange of information and resources
-Ensure that groups are facilitated by qualified and experienced ILAIMH credentialed Infant/Early Childhood Mental Health professionals who are dedicated to fostering a safe and supportive learning environment
-Respect individuals and diversity
-Uphold high standards of professional communication * Adherence to confidentiality * Clear and ongoing communication from the Association and the facilitator regarding group matters, scheduling, and/or questions related to fee payment
-Offer participants who successfully complete all 10 monthly group sessions: * A certificate of participation * The opportunity to earn 12 reflective supervision hours that can be applied towards the 60 hour reflective supervision ILAIMH Credential requirement
-Offer credentialed Illinois Early Intervention Providers, an opportunity to obtain EI Continuing Education Credits * EI providers, please inform your facilitator that you are requesting EI credits and certificates of attendance *The number of EI credits awarded is per session, and is subject to the approval of Illinois Provider Connections.
-Consistency. Regularly scheduled meeting times to slow down and talk about work
-Commitment, time, and space to reflect on and talk about work experiences with young children and families, the courage to examine feelings that come up about one’s work and to how these feelings and experiences can affect the work you do.
-Considering multiple perspectives. Learning to put oneself in the baby’s, child’s, parent’s or family member’s shoes, and consider their experience, feelings and views.
-Collaboration as a way to solve problems