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- Title
Mindful Practices to Enhance Diversity-Informed Reflective Supervision and Leadership.
- Authors
Clark, Roseanne; Gehl, Maria; Heffron, Mary Claire; Kerr, Margaret; Soliman, Salam; Shahmoon-Shanok, Rebecca; Thomas, Kandace
- Abstract
Program leaders and supervisors have an ethical obligation to actively endeavor (a) to deepen their capacity to create safe and inclusive spaces for reflection and inquiry and (b) to intentionally acknowledge how topics of diversity, equity, and inclusion arise in themselves, their communities, their staff, their supervisees, and their clients. Mindfulness practices have shown promise as strategies (Choudary, 2015; Lueke & Gibson, 2016) to effectively reduce reactivity, implicit bias, and stereotyping and introduce more considered, open discussions. This article describes some of the ways that mindfulness and diversity-informed practices can expand awareness to greatly strengthen individual and group reflective supervision, thereby supporting open, perceptive, attuned work in a variety of programs across systems that support the relational health of families and young children.
- Subjects
CHILDREN'S health; LEADERSHIP; CULTURAL pluralism; REFLECTION (Philosophy); SOCIAL support; CLINICAL supervision; MINDFULNESS
- Publication
Zero to Three, 2019, Vol 40, Issue 2, p18
- ISSN
0736-8038
- Publication type
Article