Nebraska Center on Reflective Practice

The Nebraska Center on Reflective Practice (NCRP) provides training, mentoring, consultation, and evaluation to individuals and organizations in need of reflective practice.

The human service and early childhood workforce is engaged in work that is both rewarding and taxing. The emotionally intrusive nature of the work often leads to high rates of vicarious trauma, stress and burnout - all of which affect the quality of services provided by an organization. Reflective practice assists in mitigating the effects of the emotionally intrusive nature of the work by helping individuals examine their current and past actions, emotions, experiences, and responses in order to evaluate their work performance and learn to improve in the future. Reflective practice promotes a workplace culture of collaboration and accountability.

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What does NCRP offer?

The Nebraska Center on Reflective Practice (NCRP) provides an in-depth training and consultation program for organizations committed to infusing reflective practice into their work. NCRP utilizes the Facilitating Attuned Interactions (FAN) model developed by the Erikson Institute.

The reflective practice training program prepares and supports practitioners during all stages of the process of implementing reflective practice:

  • Pre-training consultation and implementation planning
  • In-depth training
  • Post training mentoring and consultation
  • Model fidelity monitoring
  • Evaluation

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Contact Jamie Bahm to learn more about reflective practice training program at 402-472-3315 or

Pre-planning phase, Initial Training, Mentoring, Fidelity Monitoring, and Advanced Training
Stages of the process of implementing reflective practice
An overview of the NCRP training process.

Reflective practice training has been a huge asset to my daily work. It has helped me connect with my staff not only through their teaching practices but also through a personal level. Using the FAN I am able to meet the needs of my staff exactly where they are and relate to them in ways I haven’t before. I was able to adapt the techniques I learned in the training to create a positive approach to reflective supervision.

Brittany Stansberry, Early Childhood Education Coordinator

The Nebraska Center on Reflective Practice partners with a network of consultants and staff to facilitate reflective consultation to individuals or groups of people within an organization. Reflective practitioners help attendees examine his or her past actions, emotions, experiences, and responses to better understand the context of their work. Additionally, reflective consultation aims to enhance team collaboration and cohesiveness by promoting an environment of mutual respect and shared understanding.

Reflective practice consultation groups typically occur on a bi-weekly basis and consist of up to six people per group. Reflective practice consultation groups can be composed of supervisor/employee teams or peer teams.

Reflective practice consultation complements existing supervision models by helping attendees focus on the emotional content of the work.

Contact Jamie Bahm to learn more about reflective practice consultation program at 402-472-3315 or

A group of people sitting around a table

Reflective practice consultation has helped me to be able to recognize my biases towards continuing to approach my practice in the way I always have. In other words, it has enabled me to recognize that I function from a level of comfort and habit that is almost unconscious. It has also enabled me to recognize that I need to separate myself from my emotional responses to stressful situations and to be able to begin to see when those situations are arising and note by response.

Janine Ucchino, Attorney

The Nebraska Center on Reflective Practice maintains a community of practice for individuals who have completed the reflective practice training program. These reflective practitioners will have access to a list serv which will provide them with the latest literature and resources for reflective practice, as well as a connection to the other reflective practitioners around the state. Community of practice meetings provide attendees with booster sessions to continue to develop and refine their reflective practice skills as well as an opportunity to connect with NCRP trainers and other reflective practice trained professionals.

Contact Jamie Bahm to learn more about community of practice at 402-472-3315 or

Staying connected to your FAN colleagues is one of the best ways to sustain your practice. The Community of Practice offers advanced training concepts as well as rich networking.

Linda Gilkerson, PhD. Professor. Director, Irving B. Harris Infant Studies Program. Executive Director, Fussy Baby Network Graduate School in Child Development



What are the benefits of reflective practice?

Infusing reflective practice into an organization creates a parallel process which benefits front-line professionals, management, and the organization.


  • Relationship based approach to human services work which can create a ripple effect of collaboration and mutual-respect throughout an organization1
  • Strengthen program quality2
  • Creates of a culture shift from an environment of reacting to responding
  • Prevents conceptual drift from the organization’s mission3
  • Provides a strong foundation for trauma-informed work


  • Leaders learn how to become attuned to the emotional content of the work
  • Increase staff confidence and competence4
  • Build staff reflective capacity5
  • Handle staff issues more effectively6
  • Promote open communication
  • Learn to utilize a blended model of supervision where leaders can hold program expectations and standards, while simultaneously addressing the complex inter-personal nature of the work6

Front-line Employees

  • Strengthens individual competencies, such as: enhance critical thinking skills, promote appropriate emotional regulation and reflection, enhance professional identity and career development, and heightened personal accountability7
  • Provides a safe space for professionals to work through stressful and/or traumatic experiences in order to mitigate the negative effects of the emotionally intrusive nature of their work.
  • Allows for the emergence of social and cultural context within their work



Reflective practice creates a parallel process within organizations which empowers management to enhance their support for the front-line employees.

My recipients feel more empowered to do their job without always looking for someone to give them answers. They have learned to trust themselves to explore and find solutions.

Tameshia Harris, Learning Community Center of Douglas and Sarpy Counties



  • 1Heffron, M.C., and Murch, T. Reflective supervision and leadership in infant and early childhood programs. Zero to Three, Washinton, D.C., 2010.
  • 2, 4, 5Gilkerson, Linda. “Fussy Baby Network Supervisor FAN.” 2010. Erikson Institute, Chicago, IL., 2017.
  • 3, 7Gilkerson, Linda. “The FAN as a Framework for Supervision and Consultation” Erikson Institute, 2018, PowerPoint Slides.
  • 6Gilkerson, L., and Cochran Kopel, C. “Relationship-based Systems Change: Illinois’ Model for Promoting Social-Emotional Development in Part C Early Intervention.” Herr Research Center, Erikson Institute. Occasional Paper, Number 5, 2005.
  • 8Gilkerson, L., and Shahmoon-Shanok, R. “Relationships for growth: Cultivating reflective practice in infant, toddler, and preschool programs.” The WAIMH Handbook of Infant Mental Health, edited by J. D. Osofosky and H. Fitzgerald, New York: Wiley, 2000, pp. 33-79.

What we have found so far?

Results from our pilot sample have shown that participation in reflective practice has a positive impact on professionals.

Professionals’ use of reflective practice as a coping mechanism to deal with their work-related stress significantly increased throughout their participation.
Professionals who relied on reflective practice more often had significantly lower levels of depersonalization and turnover intentions than professionals who relied on reflective practice less often.
Professionals who relied on reflective practice more often had marginally lower levels of vicarious trauma than professionals who relied on reflective practice less often.
Professionals' self-reflective ability had a marginally significant increase throughout their participation in reflective practice.


We've gotten some positive initial results from our training program. Watch the video below to learn more!




Who will benefit from reflective practice?

The relationship-based approach for reflective practice can be used across disciplines and systems of care, including:

  • Child welfare professionals, including caseworkers, attorneys, judges, family support workers
  • Early childhood professionals
  • Home visitors
  • Mental health professionals
  • Educators and support staff
  • Human service professionals
  • Medical professionals
  • First responders
  • Community support staff

Our Reflective Practice Trainers

Jamie Bahm, MS

Jamie Bahm is a Project Manager with the NRPVYC.  She also provides training and consultation for the Children’s Justice Clinic at the University of Nebraska College of Law. Prior to her current position, she worked for the NE DHHS as the Supervisor for the Family Treatment Drug Court program, as well as specializing in casework with adjudicated youth with high behavioral health needs. Jamie earned her MS in criminal justice and criminology from the University of Nebraska.

Carrie Gottschalk, MS, LMHP

Carrie has spent over 25 years in education and mental/behavioral health working with children, adolescents, and families. She is a Circle of Security - Parenting facilitator and certified Compassion Fatigue Professional. In her current role with Nebraska Extension, Carrie works as an Engagement Zone Coordinator supporting Extension staff and clients throughout a six county region.

Lynne Cook

Lynne is responsible for the recruitment, training, development, and assignment of Step Up to Quality coaches. Lynne’s experience includes a wide variety of early childhood roles, including family home care provider, lead teacher, preschool teacher, home visitor,and Early Head Start supervisor. She has worked in the early childhood education field for over 20 years. Lynne wants caregivers to understand the incredible impact they can make on a child’s life.

Kari Price, MS

Kari has been working in education for 20 years and has spent her last nine at UNMC Munroe Meyer Institute as an Assistant Project Director and Early Childhood Program Evaluator. She is also an affiliate trainer for Teachstone where she trains the CLASS (Classroom Assessment Scoring System) at the Toddler, Pre-K and K-3 level. She received her MS in elementary education from the University of Nebraska at Omaha.

Stephanni Renn

Stephanni Renn is the Sixpence Associate Vice President of Sixpence and Early Childhood Programs at Nebraska Children and Families Foundation. Stephanni has spent the last 15 years in the early childhood field working with Nebraska’s most vulnerable infants and toddlers.  She is a Circle of Security-Parenting Facilitator and has been teaching classes since 2014.  She received her MS in Management with an emphasis on Developing Leader Coaches from Doane University in December 2019.

Samantha Byrns, LIMHP

Samantha Byrns is the Early Childhood Mental Health Project Manager for the Nebraska Resource Project for Vulnerable Young Children.  She is a board certified, licensed mental health practitioner providing outpatient individual and family therapy with specialized training in trauma and early childhood.  She is trained in Trauma-Informed Care (Trainer), Parent-Child Interaction Therapy (PCIT), Child-Parent Psychotherapy (CPP), Circle of Security Parenting (Facilitator), Trauma-Focused Cognitive Behavioral Therapy (TF-CBT), Reflective Practice/Consultation, Early Coach Training, Pyramid Model Training, Psychological First Aid and Youth Mental Health First Aid.  She received her Clinical Mental Health Counseling (CMHC) Master of Science in Education Degree from the University of Nebraska Kearney.  She is a member of the American Counseling Association (ACA), Nebraska Counseling Association (NCA) and the Nebraska Association for Infant Mental Health (NAIMH). 

Karen Pinkelman, MS

Karen is responsible for providing technical assistance, educational guidance, and fiscal oversight for Nebraska’s thirty-eight Sixpence programs. Her passion is to help create positive environments for Nebraska’s highest risk children and their families.  She is a Circle of Security – Parenting facilitator and provides a broad range of early childhood trainings.  She is a member of the Results Matters Task Force and recently worked with a State team to revise and create the Nebraska Early Childhood and Coaching Competencies. 

Lindsey Ondrak, LIMHP, LPC

Lindsey Ondrak is the Early Childhood Mental Health Outreach and Training Specialist at the University of Nebraska’s Center on Children, Families, and the Law. She is a Licensed Independent Mental Health Practitioner and Licensed Professional Counselor providing outpatient treatment for children and their families with specialized training in trauma and attachment. Lindsey is trained in Child Parent Psychotherapy (CPP), Parent-Child Interaction Therapy (PCIT), Trauma Focused Attachment Therapy/Dyadic Developmental Psychotherapy (DDP), Theraplay (Level 1), Brainspotting, the FAN model of reflective practice, and Circle of Security Parenting (Facilitator). In 2007, she received her Master of Arts in Community Counseling in Harrisonburg, VA. Prior to her current position, she worked with at risk teenage in residential treatment, has done in-home counseling, out-patient counseling, and has worked in a foster care agency.

Tracey Kock, MSW

Tracey Kock is a Reflective Practice Outreach and Training Specialist with the Nebraska Resource Project for Vulnerable Young Children at the University of Nebraska’s Center on Children, Families, and the Law.  Prior to her current position, Tracey worked as a Permanency Director in child welfare in Nebraska's Eastern Service Area.  Tracey earned a Bachelor of Arts degree in Child Welfare and a Criminal Justice Certificate from the University of Wisconsin Madison and a Master of Social Work degree from the University of Wisconsin Milwaukee.

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