Home visiting and reflective practice: when systems change means practice change

Abstract

This paper shares the results of a research study with home visitors on the implementation of a statewide training in a type of reflective practice in the north-eastern United States. Home visitors (n = 112) participated in a training and follow up study of the Touchpoints Approach. All home visiting programs in Maine participated in this research, which used survey methods at multiple points in time. The primary research questions examined the effect of training in and application of the Touchpoints Approach on home visitor job satisfaction, competence, and knowledge change. Data were collected immediately after the training and after six months of reflective practice with Touchpoints. Increases in confidence levels and knowledge related to Touchpoints and reflective practice were found. High levels of job satisfaction were present prior to training, and no significant changes in job satisfaction were found. Home visitors increased their ability to critically evaluate their own practice, and qualitative responses revealed increased listening and communication skills. The findings support the continuation of the Touchpoints Approach with home visitors. This study provides insight into a practice approach with children and families that provides a foundation for systems change.

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