WA-AIMH strongly prefers that reflective supervisors/consultants be endorsed at Category III or Category IV – Clinical. (For Bachelor’s-prepared Category II applicants, the provider of RSC may have Category II-equivalent experience if the RSC has a Master’s Degree.) However, because the workforce does not currently support this as a requirement in Washington, WA-AIMH has developed a vetting process for non-endorsed reflective supervisors/consultants. This includes an examination of the supervisor’s resume and a brief phone interview to confirm that the supervisor/consultant has:
- Conducted the equivalent of Category II or III-Endorsed work for more than two years
- Received RSC from an experienced mental health professional while doing that work
- Had training in the provision of RSC
- Met the RSC Competencies (listed below)
To see the roster of WA-AIMH Vetted Reflective Supervisors/Consultants (RSC’s), click here.
The Reflective Supervisors/Consultants (RSC’s) on this list are either Endorsed® or have been vetted by WA-AIMH. Vetting establishes that an RSC has met minimum best-practice requirements involving specialized training and experience in both the IECMH field and reflective supervision. However, WA-AIMH does not guarantee the quality of the supervision provided or whether the supervisor will be a good fit for you. Because many people are in need of Reflective Supervision/Consultation, we have included a summary of each RSC’s areas of expertise, as well as other information to help you find a good match (such as their location, ability to travel, etc.). In addition to this, we recommend that you request an interview and ask for references.
If you have questions or would like to request a vetting interview, please email Kristi Armstrong at firstname.lastname@example.org.
Reflective Supervisor/Consultant Competencies
- Knowledgeable about early development (pregnancy-delivery and first 3 years of life), typical and atypical development and in multiple domains
- Understands attachment theory and the importance of early relationships
- Understands families, their importance to each child’s development, their differences, cultural norms and values
- Knows developmental competence and psychopathology, and identification of strengths and risks
- Knows situations specific to risk (such as prematurity, birth of a baby with special needs, child abuse, etc.)
- Familiar with assessment approaches and tools
- Knowledgeable about service and intervention models and techniques
- Understands relationship based services
- Understands reflective practice
- Has the ability to develop trusting relationships with the practitioner
- Has the ability to model and encourage nurturing behavior and provide meaningful support, and enhance competency and self worth