Although in the last 20 years much progress has been made on understanding the challenging behaviors of young children and providing effective prevention and intervention, it is not at all certain that recommended practices have been widely adopted across early care and education programs. In this article, the authors argue that a major impediment to widespread use of recommended practices is a variety of supervisory issues, including the fact that direct service staff members often feel overwhelmed, overworked, and disrespected. To address these issues, the authors offer a set of strategies leading to what they call engaged supervision.
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