Recommended Readings
The following readings provide the theoretical and practical foundations for the Reflective Balance Feedback Model explored in this module. They are organised by theme to support targeted exploration.
- Hattie, J. & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81–112. — Structured model of feedback (feed-up, feedback, feed-forward) that situates affirming strengths as part of an effective feedback loop.
- Boud, D. & Molloy, E. (2015). Feedback in Higher and Professional Education. Routledge. — Highlights sustainable feedback where learners actively shape meaning and application rather than passively receiving it.
- Lang, S., Searle, R. & Taylor, S. (2019). Reflective Practice in Professional Learning. Springer. — Emphasises dialogical feedback and supervision as co-constructed reflection.
- Bandura, A. (1977). Self-Efficacy: Toward a Unifying Theory of Behavioral Change. — Core mechanisms of how belief in competence strengthens motivation and willingness to engage in challenge.
- Bandura, A. (1997). Self-Efficacy: The Exercise of Control. W.H. Freeman. — Extended framework showing confidence shapes persistence and professional growth.
- Dweck, C. S. (2006). Mindset: The New Psychology of Success. Random House. — Growth mindset theory underpinning developmental supervision and resilient practice.
- McLeod, J. (2023). An Introduction to Counselling and Psychotherapy (7th ed.). Open University Press. — Demonstrates how affirmation and reflective reinforcement strengthen professional agency.
- Schön, D. A. (1983). The Reflective Practitioner. Basic Books. — Foundation of reflection-in-action and double-loop learning.
- Knowles, M. (1984). The Adult Learner. — Principles of andragogy: adults learn best when feedback is relevant, problem-centred, and self-directed.
- Kolb, D. A. (1984). Experiential Learning. Prentice Hall. — Iterative cycle of experience → reflection → conceptualisation → action.
- Brookfield, S. (1995). Becoming a Critically Reflective Teacher. Jossey-Bass. — Critical reflection in professional practice.
- Mezirow, J., Taylor, E. W. & Cranton, P. (2020). Transformative Learning Theory. Routledge. — Transformation through emotionally grounded dialogue that reaffirms ethical identity.
- Hawkins, P. & Shohet, R. (2020). Supervision in the Helping Professions (5th ed.). Open University Press. — Relational nature of supervision and its systemic reach; restorative and formative functions.
- Inskipp, F. & Proctor, B. (1993). The Art, Craft and Tasks of Counselling Supervision. Cascade. — Tripartite model: formative, normative, restorative functions.
- Edmondson, A. (2019). The Fearless Organization. Wiley. — Psychological safety in professional environments and its role in learning.
- Brown, B. (2022). Atlas of the Heart. Random House. — Links vulnerability and trust with effective reflective practice.
- Adams, K. & Timmins, F. (2021). Critical Reflection in Clinical Supervision. Sage. — Growth-oriented closure and reframing difficulties as learning experiences.
- Boulle, L. & Alexander, N. (2021). Mediation Skills and Techniques (4th ed.). LexisNexis Butterworths. — Reflective supervision as integral to ethical mediation practice.
- Ravalier, J. M. et al. (2022). Rapid Review of Reflective Supervision. — Three consistent benefits: improved professional confidence, better emotional resilience, stronger connection between reflection and ethical behaviour.
- Leonard, K. (2024). Support for Critical Reflection. — Questioning practice and systemic/cultural contexts that shape it.
- Lang, P. & Tysk, M. (2020). Reflection as Central Mechanism of Professional Supervision. — Supervision as a language- and meaning-generating system.
- Seligman, M. & Csikszentmihalyi, M. (2000). Positive Psychology. — Motivational underpinnings of strengths-based approaches.
- Enablers and Barriers to Effective Clinical Supervision — BMJ Open (open access). Explores conditions that support or hinder supervision.
- Clinical Supervision: Getting It Right! — Scientific Archives (open access). Broad framework for supervision best practice.
- Supervision Experiences of School Counselors-in-Training — Open access PDF. Qualitative data on how affirmation and feedback feel from the supervisee side.
- Feedback in Supervision (BACP / Redfern) — Open access PDF. Feedback dynamics, supervisee voice, and power in supervision.
- Using Client Feedback Data in Supervision — Solihten PDF. How client feedback data can be woven into supervision processes.
Reflective Journal Entry
Feedback is a core component of effective supervision. Thoughtful feedback supports learning, strengthens professional confidence, and encourages reflective practice. In reflective supervision, feedback should help practitioners explore their practice while maintaining psychological safety and respect.
Take some time to consider the questions below and anything else prompted by this module. Record your reflections in a private supervision journal or notebook. These reflections are for your own professional development and do not need to be submitted. You may find it helpful to revisit these reflections as you develop your approach to supervision conversations.
1. Why is balanced and reflective feedback important in supervision conversations? What happens if feedback is too critical or lacking support for growth?
2. How can supervisors acknowledge strengths while also supporting professional growth?
3. What challenges might arise when giving feedback to a practitioner after a difficult or emotionally demanding case?
4. How might you structure a supervision conversation to ensure feedback remains supportive, respectful, and reflective?
If helpful, you may also use the Reflective Supervision Journal Entry Template provided in the resources for this course.
The purpose of this activity is to support you in developing a thoughtful and reflective approach to providing feedback in supervision, particularly when supporting practitioners working in complex or emotionally demanding situations.