Reflective practice is more than a technique—it is a way of thinking and learning that enables mediators to refine their skills, strengthen their judgement, and remain resilient in challenging cases. While mediation training often introduces one model of reflection, such as Gibbs’ Reflective Cycle, it is valuable for practitioners to explore a range of approaches. Each framework offers a different perspective and can be applied at different moments in supervision or professional growth.
Gibbs’ Reflective Cycle
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:
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After a significant case or session that raised challenges.
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For developing detailed reflective journals or supervision records.
Kolb’s Experiential Learning Cycle
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:
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When connecting mediation practice to theory or academic learning.
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For planning and testing new interventions in supervision.
Rolfe et al.: “What? So What? Now What?”
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:
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For quick debriefs after a role-play or short mediation session.
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When supervision time is limited but reflection is still important.
Argyris & Schön: Double-Loop Learning
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:
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For experienced mediators examining patterns in their practice.
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When ethical dilemmas or systemic issues arise in cases.
Michael Lang and Reflective Practice in Mediation
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.
Lang describes reflection as occurring in three modes:
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Reflection-before-action – anticipating challenges and planning responses.
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Reflection-in-action – noticing and adjusting during the mediation itself.
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Reflection-on-action – looking back after a session to learn and adapt.
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:
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What surprised me in this moment?
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What assumptions did I bring into the session?
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How might my actions have shaped the parties’ responses?
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:
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In supervision groups or peer networks.
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When exploring complex or puzzling cases where standard models feel limiting.
Choosing the Right Model
Each reflective approach offers something different:
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Gibbs – detailed, structured reflection with a clear pathway to action.
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Kolb – connecting theory and practice in an ongoing cycle.
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Rolfe – simple, fast debriefs to capture insights quickly.
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Argyris – deeper examination of assumptions, values, and ethics.
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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.
Reflective Questions for Students
As you consider these models, ask yourself:
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Which reflective approach do I naturally gravitate towards, and why?
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How comfortable am I exploring my emotions as part of reflection?
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Do I tend to stop at surface-level adjustments, or do I challenge my deeper assumptions?
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How could reflective practice groups help me learn from peers while maintaining confidentiality?
References
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Argyris, C., & Schön, D. (1974). Theory in Practice: Increasing Professional Effectiveness. Jossey-Bass.
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Boud, D., Keogh, R., & Walker, D. (1985). Reflection: Turning Experience into Learning. RoutledgeFalmer.
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Gibbs, G. (1988). Learning by Doing: A Guide to Teaching and Learning Methods. Further Education Unit.
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Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice Hall.
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Lang, M. (2019). The Guide to Reflective Practice in Conflict Resolution. Rowman & Littlefield.
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Moon, J. A. (2004). A Handbook of Reflective and Experiential Learning: Theory and Practice. RoutledgeFalmer.
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Rolfe, G., Freshwater, D., & Jasper, M. (2001). Critical Reflection in Nursing and the Helping Professions: A User’s Guide. Palgrave Macmillan.
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Taylor, P. (2006). Making Experience Count: The Role of Reflection in Training.