Gibbs' Reflective Cycle provides mediators with a structured framework for examining their practice, moving beyond surface-level observations to deeper critical analysis of mediation dynamics. Through its six stages—Description, Feelings, Evaluation, Analysis, Conclusion, and Action Plan—the model guides practitioners to recount events objectively, explore emotional responses, assess outcomes, and develop strategies for improvement.
This process promotes self-awareness, professional judgement, and informed decision-making, enabling mediators to recognise how their actions and emotions shape the mediation process.
In supervision, Gibbs' model supports continuous learning and professional growth. It enables supervisors to provide focused guidance while fostering accountability, resilience, and ethical practice. By engaging in structured, scenario-based reflection, mediators can anticipate challenges, strengthen competence, and apply evidence-based strategies to achieve better outcomes for families.
Ultimately, Gibbs' Reflective Cycle empowers practitioners to build confidence, neutrality, and adaptive expertise, reinforcing their effectiveness and professionalism in the mediation field.
For FDR practitioners in Australia, structured reflection also aligns with obligations under the Family Law Act 1975 and the Family Law (Family Dispute Resolution Practitioners) Regulations 2025 to maintain competence, impartiality, and continuous professional development.
Exploring Other Reflective Models
While Gibbs' cycle is widely used in professional training, other reflective models can enrich supervision practice in mediation. Each framework offers a different perspective and can be applied at different moments in supervision or professional growth. Skilled mediators and supervisors draw on different approaches depending on the situation.
Gibbs' six-stage cycle (Description, Feelings, Evaluation, Analysis, Conclusion, Action Plan) provides a structured, step-by-step approach to reflection. It ensures mediators move from factual description through emotional awareness and evaluation, into analysis and actionable planning. Gibbs' model is particularly useful in supervised reflective journaling and detailed case reviews, where each stage can be unpacked carefully.
When to use:
- After a significant case or session that raised challenges.
- For developing detailed reflective journals or supervision records.
Kolb's four-stage model (Concrete Experience, Reflective Observation, Abstract Conceptualisation, Active Experimentation) emphasises the cycle of action and reflection. It encourages mediators to not only reflect but to test new strategies in practice and then re-enter the cycle. Kolb highlights the importance of linking theory to practice, making it highly relevant for professional development.
When to use:
- When connecting mediation practice to theory or academic learning.
- For planning and testing new interventions in supervision.
Rolfe's model is a simpler alternative. By asking three questions—What happened? So what? Now what?—it allows mediators to reflect quickly while still moving from observation to meaning-making and action.
When to use:
- For quick debriefs after a role-play or short mediation session.
- When supervision time is limited but reflection is still important.
Argyris introduced the concept of single-loop vs double-loop learning. Single-loop learning focuses on adjusting actions (fixing what went wrong), while double-loop learning asks practitioners to reflect more deeply: Are my assumptions or beliefs shaping the way I act? Do I need to change my approach at a deeper level?
When to use:
- For experienced mediators examining patterns in their practice.
- When ethical dilemmas or systemic issues arise in cases.
Michael Lang has been a leading voice in developing reflective practice specifically for mediators. His work builds on the models above but adds a distinctive focus on inquiry, curiosity, and reflective groups.
Three Modes of Reflection
Lang describes reflection as occurring in three modes:
- Reflection-before-action – anticipating challenges and planning responses.
- Reflection-in-action – noticing and adjusting during the mediation itself.
- Reflection-on-action – looking back after a session to learn and adapt.
Reflective Debrief
He also developed Reflective Debrief®, a structured way of exploring puzzling or surprising moments in practice. Instead of rushing to solutions, Lang encourages practitioners to ask open, inquiry-based questions such as:
- What surprised me in this moment?
- What assumptions did I bring into the session?
- How might my actions have shaped the parties' responses?
Reflective Practice Groups
Lang's approach is often used in Reflective Practice Groups (RPGs), where mediators come together to share cases, not to give advice, but to support each other in deepening reflective inquiry. This can be particularly valuable in mediation, where confidentiality often prevents direct feedback from parties.
When to use:
- In supervision groups or peer networks.
- When exploring complex or puzzling cases where standard models feel limiting.
Choosing the Right Model
Each reflective approach offers something different:
- Gibbs – detailed, structured reflection with a clear pathway to action.
- Kolb – connecting theory and practice in an ongoing cycle.
- Rolfe – simple, fast debriefs to capture insights quickly.
- Argyris – deeper examination of assumptions, values, and ethics.
- Lang – reflective inquiry in practice, emphasising curiosity, puzzles, and group reflection.
There is no single "best" model. Skilled mediators and supervisors draw on different approaches depending on the situation. For example, a trainee might use Gibbs to develop a reflective journal, Rolfe for a quick debrief after a practice session, and Lang's inquiry model when puzzling through a particularly difficult case in supervision.
References
Argyris, C., & Schön, D. (1974). Theory in Practice: Increasing Professional Effectiveness. Jossey-Bass.
Boud, D., Keogh, R., & Walker, D. (1985). Reflection: Turning Experience into Learning. RoutledgeFalmer.
Gibbs, G. (1988). Learning by Doing: A Guide to Teaching and Learning Methods. Further Education Unit.
Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice Hall.
Lang, M. (2019). The Guide to Reflective Practice in Conflict Resolution. Rowman & Littlefield.
Moon, J. A. (2004). A Handbook of Reflective and Experiential Learning: Theory and Practice. RoutledgeFalmer.
Rolfe, G., Freshwater, D., & Jasper, M. (2001). Critical Reflection in Nursing and the Helping Professions: A User's Guide. Palgrave Macmillan.
Taylor, P. (2006). Making Experience Count: The Role of Reflection in Training.
- Which reflective approach do I naturally gravitate towards, and why?
- How comfortable am I exploring my emotions as part of reflection?
- Do I tend to stop at surface-level adjustments, or do I challenge my deeper assumptions?
- How could reflective practice groups help me learn from peers while maintaining confidentiality?