LAUSR

The definition and implementation of reflective supervision/consultation (RS/C) in the infant early childhood mental health field (IECMH) has largely been driven by expert supervisors, researchers, and leaders in the field. The voice of the frontline practitioner, the most likely recipient of RS/C has had less prominence in the scholarly discourse, leaving unclear supervisees' perspectives on the meaning and value of RS/C. This special section addresses supervisees' experiences with RS/C across five studies. In the first two papers, researchers examined supervisees' perspectives on essential components of RS/C and perceived impacts of RS/C on their work. In paper 3, researchers report on perceived associations between RS/C and professionals' well-being. The fourth paper addresses experiences in RS/C and professionals' use of reflective practices. Finally, researchers in the fifth paper present the psychometric properties of an observational tool that focuses on the interaction between supervisors and supervisees. Collectively, the studies promote understanding about supervisees' perspectives and experiences that may benefit future research studies aimed at investigating the role of RS/C in well-being and practice and provide information for program administrators considering the inclusion of RS/C in professional development efforts.