Reflective Practice and Self-Awareness for Coaching Supervisors
Expert-defined terms from the Professional Certificate in Evidence-Based Coaching Supervision course at LearnUNI. Free to read, free to share, paired with a professional course.
Active Listening – The disciplined practice of fully concentrating on wha… #
Active Listening – The disciplined practice of fully concentrating on what a client says, observing non‑verbal cues, and responding in a way that demonstrates understanding.
Example #
A coaching supervisor repeats back a co‑coach’s description of a challenging client interaction, highlighting the emotions expressed.
Practical application #
Use a reflective journal after each supervision session to note moments when you truly listened versus moments you were distracted.
Challenges #
Maintaining focus when personal judgments arise; resisting the urge to “fix” rather than to listen.
Assumptions – Beliefs held without proof that shape perception and interp… #
Assumptions – Beliefs held without proof that shape perception and interpretation of coaching situations.
Example #
Assuming that a co‑coach’s silence indicates disengagement, when it may actually reflect contemplation.
Practical application #
Conduct a “belief audit” quarterly, listing assumptions about co‑coach competence and testing them against observed evidence.
Challenges #
Recognising hidden assumptions; confronting deeply ingrained cultural or professional stereotypes.
Attunement – The capacity to synchronise emotionally and cognitively with… #
Attunement – The capacity to synchronise emotionally and cognitively with another’s state, fostering a sense of safety and connection.
Example #
Noticing a co‑coach’s subtle tension during a role‑play and adjusting your tone to create a calmer environment.
Practical application #
Use a “body scan” before supervision sessions to sense your own tension and align with the co‑coach’s mood.
Challenges #
Over‑identifying with the co‑coach’s emotions, leading to loss of objectivity.
Authenticity – The alignment of outward behaviour with inner values, beli… #
Authenticity – The alignment of outward behaviour with inner values, beliefs, and emotions, thereby modelling genuine leadership.
Example #
A supervisor admits uncertainty about a particular coaching model, inviting collaborative exploration rather than pretending expertise.
Practical application #
Maintain a reflective log where you record moments you felt you were “wearing a mask” and analyse the triggers.
Challenges #
Fear of vulnerability; organisational cultures that reward façade over honesty.
Bias – Confirmation Bias – The tendency to seek, interpret, and remember… #
Bias – Confirmation Bias – The tendency to seek, interpret, and remember information that confirms pre‑existing beliefs, while ignoring contradictory data.
Example #
Noticing that you only recall co‑coach successes that fit your preferred coaching style, overlooking failures that could inform growth.
Practical application #
After each supervision, ask a peer to review your notes for evidence of selective attention.
Challenges #
Implicit nature makes it hard to notice; may be reinforced by echo chambers within professional networks.
Bias – Projection Bias – The inclination to project one’s own feelings, m… #
Bias – Projection Bias – The inclination to project one’s own feelings, motivations, or expectations onto another, assuming they share the same internal state.
Example #
Assuming a co‑coach feels nervous because you often feel nervous in similar contexts, without asking.
Practical application #
Use a “question‑first” habit: before interpreting, ask the co‑coach directly about their experience.
Challenges #
Requires discipline to pause and check one’s internal narrative.
Boundary Management – The deliberate establishment and upkeep of professi… #
Boundary Management – The deliberate establishment and upkeep of professional limits that protect both supervisor and co‑coach from role confusion or ethical breach.
Example #
Declining a request for personal advice unrelated to coaching practice, and redirecting to appropriate resources.
Practical application #
Draft a boundary checklist before each supervision session, noting topics that are permissible versus those that require referral.
Challenges #
Cultural expectations of “helpfulness” may blur boundaries; fear of disappointing the co‑coach.
Cognitive Dissonance – The uncomfortable mental state that arises when a… #
Cognitive Dissonance – The uncomfortable mental state that arises when a person holds two contradictory beliefs or behaviours simultaneously.
Example #
A supervisor values evidence‑based practice but continues to rely on intuition without justification.
Practical application #
Identify moments of dissonance in your reflective journal and explore strategies to resolve them, such as seeking training.
Challenges #
Tendency to rationalise away discomfort rather than address the underlying conflict.
Coaching Presence – The state of being fully engaged, open, and responsiv… #
Coaching Presence – The state of being fully engaged, open, and responsive in the moment, allowing the co‑coach to feel seen and heard.
Example #
Sitting quietly, maintaining eye contact, and suspending judgment while a co‑coach shares a difficult case.
Practical application #
Practice a 3‑minute grounding exercise before each supervision to centre attention.
Challenges #
Competing demands (emails, interruptions) can erode presence; personal stress may spill into the session.
Coaching Supervision – A structured process where an experienced supervis… #
Coaching Supervision – A structured process where an experienced supervisor supports a coach or co‑coach in developing competence, reflective practice, and ethical integrity.
Example #
A supervisor facilitates a debrief after a co‑coach conducts a client session, exploring what went well and what could be improved.
Practical application #
Adopt a supervision model (e.g., GROW, Reflective Cycle) consistently to provide a familiar framework for learning.
Challenges #
Balancing support with challenge; avoiding “coach‑to‑coach” dynamics that limit critical feedback.
Culture of Inquiry – An organisational environment that encourages questi… #
Culture of Inquiry – An organisational environment that encourages questioning, curiosity, and evidence‑based exploration rather than unquestioned acceptance.
Example #
A supervision team regularly reviews recent research articles and discusses implications for practice.
Practical application #
Schedule a monthly “research spotlight” where a supervisor presents a study and leads a reflective dialogue.
Challenges #
Time constraints; resistance from members comfortable with status‑quo methods.
Data‑Driven Reflection – The systematic use of qualitative or quantitativ… #
g., session recordings, client feedback) to inform self‑assessment and growth.
Example #
Analyzing a transcript of a coaching conversation to identify recurring patterns of interruption.
Practical application #
Create a simple spreadsheet to log observations, themes, and action steps after each supervision.
Challenges #
Data overload; interpreting data without bias.
Deliberate Practice – Repetitive, focused activity designed to improve sp… #
Deliberate Practice – Repetitive, focused activity designed to improve specific skills, combined with feedback and reflection.
Example #
Role‑playing a challenging client scenario weekly, with the supervisor providing targeted feedback on questioning techniques.
Practical application #
Set SMART (Specific, Measurable, Achievable, Relevant, Time‑bound) goals for each practice session.
Challenges #
Maintaining motivation when progress feels slow; ensuring feedback is constructive rather than evaluative.
Example #
Recognising a co‑coach’s frustration about a client’s resistance and validating that experience.
Practical application #
Use “feeling statements” (e.g., “It sounds like you felt…”) to confirm understanding during supervision.
Challenges #
Risk of over‑identifying with the co‑coach’s emotions, leading to loss of objectivity.
Ethical Dilemmas – Situations where moral principles conflict, requiring… #
Ethical Dilemmas – Situations where moral principles conflict, requiring careful deliberation to choose the most appropriate course of action.
Example #
A co‑coach wishes to share client information with a colleague for peer support, raising confidentiality concerns.
Practical application #
Apply an ethical decision‑making model (e.g., Four‑Box) to systematically evaluate options.
Challenges #
Ambiguity in guidelines; pressure from organisational hierarchy.
Feedback Loop – A cyclical process where information about performance is… #
Feedback Loop – A cyclical process where information about performance is gathered, analysed, and used to adjust future actions.
Example #
After a supervision session, the supervisor receives a brief satisfaction survey from the co‑coach and integrates suggestions into the next meeting.
Practical application #
Establish a “plus‑delta” format (what went well, what could improve) at the end of each session.
Challenges #
Ensuring feedback is honest rather than perfunctory; acting on feedback promptly.
Growth Mindset – The belief that abilities and intelligence can be develo… #
Growth Mindset – The belief that abilities and intelligence can be developed through effort, learning, and persistence.
Example #
Viewing a co‑coach’s mistake as an opportunity for learning rather than a failure.
Practical application #
Encourage co‑coaches to set “learning goals” alongside performance goals during supervision.
Challenges #
Fixed‑mindset cultures may resist this perspective; internalised self‑criticism can undermine growth orientation.
Imposter Syndrome – Persistent self‑doubt and fear of being exposed as a… #
Imposter Syndrome – Persistent self‑doubt and fear of being exposed as a fraud, despite evidence of competence.
Example #
A supervisor feels unqualified to critique senior coaches, fearing they will be judged incompetent.
Practical application #
Use a “strengths inventory” to remind yourself of verified achievements before each supervision.
Challenges #
May lead to avoidance of challenging conversations; can erode confidence over time.
Integrative Reflection – The process of synthesising insights from multip… #
Integrative Reflection – The process of synthesising insights from multiple sources (experience, theory, feedback) into a cohesive understanding of one’s practice.
Example #
Combining client outcome data, peer feedback, and personal feelings to decide on a new coaching technique.
Practical application #
Allocate dedicated time each month to write a reflective essay that weaves together various inputs.
Challenges #
Time‑intensive; risk of superficial integration if not deeply examined.
Judgmental Bias – The tendency to evaluate situations or people through a… #
Judgmental Bias – The tendency to evaluate situations or people through a lens of personal values, leading to unfair or inaccurate conclusions.
Example #
Assuming a co‑coach’s informal language indicates lack of professionalism, ignoring cultural communication styles.
Practical application #
Practice “bracketing” by noting your assumptions before interpreting a co‑coach’s behaviour.
Challenges #
Deeply ingrained cultural norms; pressure to conform to organisational expectations.
Learning Agility – The capacity to rapidly acquire, apply, and adapt know… #
Learning Agility – The capacity to rapidly acquire, apply, and adapt knowledge in new or changing contexts.
Example #
A supervisor quickly integrates a newly published coaching model into supervision after reviewing its evidence base.
Practical application #
Maintain a “learning log” that captures key take‑aways from each professional development activity.
Challenges #
Over‑commitment to new ideas without sufficient testing; burnout from constant learning demands.
Meta‑Cognition – Awareness and regulation of one’s own thinking processes… #
Meta‑Cognition – Awareness and regulation of one’s own thinking processes, including planning, monitoring, and evaluating mental strategies.
Example #
Recognising that you tend to jump to conclusions during supervision and deliberately slowing down to gather more information.
Practical application #
Use a “thinking checklist” (e.g., “What am I assuming? What evidence do I have?”) before delivering feedback.
Challenges #
Requires sustained discipline; may feel artificial initially.
Micro‑Reflection – Brief, immediate contemplation of an event or interact… #
Micro‑Reflection – Brief, immediate contemplation of an event or interaction, often captured in a few sentences, to capture raw insights before they fade.
Example #
After a supervision session, noting “felt tension when co‑coach mentioned ‘failure’ – possible trigger for my own perfectionism.”
Practical application #
Keep a pocket notebook or digital note app for quick entries right after each session.
Challenges #
Consistency; avoiding superficial “tick‑box” entries without depth.
Mindful Listening – An attentional stance that combines present‑moment aw… #
Mindful Listening – An attentional stance that combines present‑moment awareness with non‑judgmental curiosity, enhancing comprehension and rapport.
Example #
Silencing internal commentary while a co‑coach speaks, allowing full absorption of tone, pace, and pauses.
Practical application #
Begin each supervision with a 30‑second breathing pause to centre attention.
Challenges #
Internal mental chatter; multitasking habits.
Motivational Interviewing (MI) Techniques – Strategies drawn from MI that… #
Motivational Interviewing (MI) Techniques – Strategies drawn from MI that facilitate client self‑exploration, such as open‑ended questions, reflective statements, and summarising.
Example #
A supervisor models the use of “What would success look like for you?” to help a co‑coach uncover intrinsic goals.
Practical application #
Integrate one MI technique per session into supervision practice and track its impact.
Challenges #
Misapplication as a scripted script rather than an adaptable mindset.
Non‑Verbal Synchrony – The subtle mirroring of body language, posture, or… #
Non‑Verbal Synchrony – The subtle mirroring of body language, posture, or facial expressions that builds rapport and signals attunement.
Example #
Matching a co‑coach’s relaxed posture after they have settled into a comfortable seat.
Practical application #
Conduct a brief “body language check” before sessions to become aware of your own stance.
Challenges #
Over‑mirroring can appear manipulative; cultural differences may affect interpretation.
Oblique Feedback – Indirect or subtle communication that conveys critique… #
Oblique Feedback – Indirect or subtle communication that conveys critique without explicit statements, often leading to ambiguity.
Example #
Saying “I noticed the conversation drifted” without specifying the impact on coaching effectiveness.
Practical application #
Convert oblique feedback into clear, behaviour‑focused statements using the “SBI” (Situation‑Behaviour‑Impact) model.
Challenges #
Co‑coach may misinterpret or miss the intended message; supervisor may feel uncomfortable being direct.
Paraphrasing – Restating a speaker’s words in one’s own language to confi… #
Paraphrasing – Restating a speaker’s words in one’s own language to confirm understanding and demonstrate active listening.
Example #
“So you’re saying that the client’s resistance feels like a personal failure for you.”
Practical application #
Use paraphrasing at least once per turn in supervision to ensure clarity.
Challenges #
Risk of oversimplifying complex statements; can be perceived as patronising if not done sincerely.
Professional Boundaries – The defined limits that separate personal, ther… #
Professional Boundaries – The defined limits that separate personal, therapeutic, and supervisory roles to protect integrity and confidentiality.
Example #
A supervisor refrains from discussing personal life details that are irrelevant to the coaching context.
Practical application #
Draft a boundary contract at the start of each supervisory relationship outlining expectations.
Challenges #
Cultural expectations of “friendliness” may blur lines; power differentials may pressure supervisors to over‑extend.
Reflective Cycle (Gibbs) – A six‑step framework (Description, Feelings, E… #
Reflective Cycle (Gibbs) – A six‑step framework (Description, Feelings, Evaluation, Analysis, Conclusion, Action Plan) for systematic reflection on experiences.
Example #
After a supervision session, a supervisor completes the cycle to explore how their own anxiety influenced feedback delivery.
Practical application #
Keep a template in your journal to fill out after each significant event.
Challenges #
Tendency to rush through steps; may become formulaic without deep engagement.
Reflective Journaling – The habitual recording of thoughts, feelings, and… #
Reflective Journaling – The habitual recording of thoughts, feelings, and insights related to professional practice, fostering self‑knowledge and growth.
Example #
Writing an entry titled “Trigger: My own perfectionism surfaced during today’s session” and exploring its origins.
Practical application #
Set a daily alarm for 10 minutes of journaling, using prompts such as “What surprised me today?”
Challenges #
Consistency; avoiding self‑censorship that limits honesty.
Reflective Supervision – A supervisory approach that prioritises the supe… #
Reflective Supervision – A supervisory approach that prioritises the supervisor’s own reflective practice as a model for the co‑coach, encouraging mutual learning.
Example #
The supervisor shares a personal reflection on a recent coaching challenge, inviting the co‑coach to mirror that depth.
Practical application #
Allocate a dedicated “reflection segment” in each session where both parties share insights.
Challenges #
Balancing self‑disclosure with professional authority; ensuring focus remains on the co‑coach’s development.
Resilience Building – Strategies aimed at enhancing the capacity to recov… #
Resilience Building – Strategies aimed at enhancing the capacity to recover from setbacks, maintain well‑being, and sustain performance under pressure.
Example #
Introducing a brief “strengths reminder” at the start of each supervision to reinforce confidence.
Practical application #
Develop a personal resilience plan that includes physical activity, mindfulness, and peer support.
Challenges #
Over‑reliance on resilience may mask systemic issues; burnout can undermine efforts.
Self‑Compassion – Treating oneself with the same kindness, concern, and s… #
Self‑Compassion – Treating oneself with the same kindness, concern, and support one would offer a good friend, especially in moments of failure or inadequacy.
Example #
When a supervisor feels they “failed” to challenge a co‑coach, they acknowledge the difficulty and remind themselves of past successes.
Practical application #
Use the “3‑fold self‑compassion” exercise (self‑kindness, common humanity, mindfulness) after each challenging session.
Challenges #
Cultural norms that prize self‑criticism; difficulty shifting from entrenched negative self‑talk.
Self‑Efficacy – Belief in one’s capacity to execute behaviours necessary… #
Self‑Efficacy – Belief in one’s capacity to execute behaviours necessary to achieve specific performance outcomes.
Example #
A supervisor feels capable of facilitating a difficult ethics discussion because of prior successful experiences.
Practical application #
Record mastery experiences in a portfolio to reinforce self‑efficacy when facing new challenges.
Challenges #
Over‑confidence may lead to insufficient preparation; under‑confidence can inhibit necessary risk‑taking.
Self‑Regulation – The ability to monitor, control, and adapt one’s emotio… #
Self‑Regulation – The ability to monitor, control, and adapt one’s emotions, thoughts, and behaviours to meet situational demands.
Example #
Recognising the rise of frustration during a session and deliberately choosing a calming breathing technique.
Practical application #
Implement a “pause‑reflect‑respond” habit before reacting to strong emotions.
Challenges #
Habitual automatic responses; lack of awareness of physiological cues.
Self‑Reflection – The purposeful examination of one’s own thoughts, feeli… #
Self‑Reflection – The purposeful examination of one’s own thoughts, feelings, actions, and underlying motivations to gain insight and promote growth.
Example #
After a supervision, a supervisor asks, “What part of my own agenda influenced the feedback I gave?”
Practical application #
Use the “5 Whys” technique to dig deeper into surface‑level observations.
Challenges #
May become an intellectual exercise without emotional depth; risk of self‑justification.
Self‑Talk – The internal dialogue that shapes perception, confidence, and… #
Self‑Talk – The internal dialogue that shapes perception, confidence, and behaviour; can be positive (affirming) or negative (critical).
Example #
“I always mess up when I’m asked to give critical feedback” versus “I can learn to give constructive feedback effectively.”
Practical application #
Record recurring negative self‑talk patterns and replace them with evidence‑based counter‑statements.
Challenges #
Automatic nature makes it hard to intercept; cultural tendencies that normalise self‑critique.
Shadow Coaching – Observing a coaching session (live or recorded) without… #
Shadow Coaching – Observing a coaching session (live or recorded) without active participation, used to gain insights into the co‑coach’s style and areas for development.
Example #
A supervisor watches a co‑coach’s client session, noting moments of missed listening cues.
Practical application #
Schedule regular shadowing sessions and provide structured feedback using a rubric.
Challenges #
Ethical considerations around client consent; potential for over‑analysis leading to paralysis.
Situational Awareness – The perception of environmental elements, underst… #
Situational Awareness – The perception of environmental elements, understanding their meaning, and projecting future status to inform appropriate action.
Example #
Detecting a co‑coach’s subtle body language shift indicating discomfort before they verbalise it.
Practical application #
Conduct a quick “environment scan” before each supervision to note physical and relational cues.
Challenges #
Cognitive overload; personal stress can narrow awareness.
Skill Transfer – The ability to apply learned competencies from one conte… #
g., supervision) to another (e.g., client coaching).
Example #
Using the “SBI” feedback model taught in supervision when giving feedback to a client.
Practical application #
After each supervision, identify one skill to intentionally use in the next client session.
Challenges #
Contextual differences may require adaptation; forgetting to apply new skills without prompts.
Social Learning Theory – The concept that people acquire new behaviours b… #
Social Learning Theory – The concept that people acquire new behaviours by observing, imitating, and modelling others, especially authority figures.
Example #
A co‑coach adopts a supervisor’s reflective questioning style after repeatedly witnessing its effectiveness.
Practical application #
Demonstrate desired behaviours deliberately during supervision to facilitate modeling.
Challenges #
If the supervisor models poor habits, they may be reinforced; cultural differences affect what is deemed appropriate to imitate.
Strengths‑Based Supervision – An approach that focuses on identifying, cu… #
Strengths‑Based Supervision – An approach that focuses on identifying, cultivating, and leveraging a co‑coach’s existing competencies rather than merely correcting deficits.
Example #
Highlighting a co‑coach’s skill in building rapport and exploring how that strength can support handling difficult conversations.
Practical application #
Use a “strengths inventory” at the start of each supervision cycle and revisit it regularly.
Challenges #
Balancing strengths focus with necessary development of weaker areas; risk of overlooking critical blind spots.
Supervision Contract – A written agreement that outlines the purpose, sco… #
Supervision Contract – A written agreement that outlines the purpose, scope, responsibilities, confidentiality, and evaluation criteria for the supervisory relationship.
Example #
The contract specifies that session recordings are for reflective purposes only and will be destroyed after review.
Practical application #
Review the contract together at the midpoint of the supervision period to adjust as needed.
Challenges #
Negotiating expectations; ensuring both parties feel the contract is equitable.
Socratic Questioning – A disciplined method of inquiry that encourages de… #
Socratic Questioning – A disciplined method of inquiry that encourages deep thinking through open‑ended, probing questions, avoiding leading or judgemental language.
Example #
Asking “What evidence supports your belief that the client is resistant?” instead of stating “You’re assuming resistance.”
Practical application #
Maintain a list of Socratic question starters (e.g., “What would happen if…?”) to draw upon during supervision.
Challenges #
May be perceived as interrogative; requires skill to balance curiosity with support.
Systems Thinking – An approach that views individuals, teams, and organis… #
Systems Thinking – An approach that views individuals, teams, and organisations as interdependent components of a larger whole, emphasizing patterns and relationships over isolated events.
Example #
Understanding how organisational culture influences a co‑coach’s client engagement strategies.
Practical application #
Map out a simple system diagram of influences (e.g., client, supervisor, organisational policy) when analysing a coaching challenge.
Challenges #
Tendency to over‑complicate; difficulty isolating actionable interventions.
Therapeutic Alliance – The collaborative partnership between coach and cl… #
Therapeutic Alliance – The collaborative partnership between coach and client, characterised by mutual trust, agreement on goals, and emotional bond; its quality influences outcomes.
Example #
A supervisor helps a co‑coach strengthen the alliance by practising validation techniques.
Practical application #
Use a brief alliance rating scale after each client session to gauge co‑coach effectiveness.
Challenges #
May be conflated with friendship; cultural differences affect expression of alliance.
Triadic Supervision – A supervisory model involving three participants (e #
g., supervisor, co‑coach, and a peer) who share perspectives, fostering richer feedback and collaborative learning.
Example #
A triad meets monthly, each taking turns to present a case and receive feedback from the other two.
Practical application #
Rotate facilitation roles to develop leadership skills within the triad.
Challenges #
Scheduling complexity; ensuring balanced contribution from all members.
Values Clarification – The process of identifying, articulating, and alig… #
Values Clarification – The process of identifying, articulating, and aligning personal and professional values to guide decision‑making and behaviour.
Example #
A supervisor discovers that “integrity” is a core value and uses it to navigate a conflict of interest.
Practical application #
Complete a values inventory and revisit it periodically to assess alignment with practice.
Challenges #
Hidden or conflicting values may surface; pressure to compromise values in organisational contexts.
Vicarious Learning – Acquiring knowledge and skills by observing the expe… #
Vicarious Learning – Acquiring knowledge and skills by observing the experiences, successes, and mistakes of others, without direct personal involvement.
Example #
Learning how to handle a client’s resistance by watching a senior coach navigate a similar situation.
Practical application #
Maintain a “learning log” that records insights gained from observing peers or mentors.
Challenges #
Over‑generalising from observed cases; failing to adapt insights to one’s own style.
Visionary Coaching – A forward‑looking approach that assists co‑coaches i… #
Visionary Coaching – A forward‑looking approach that assists co‑coaches in articulating and pursuing aspirational goals, linking present actions to future impact.
Example #
Guiding a co‑coach to develop a five‑year plan for expanding their coaching practice aligned with personal purpose.
Practical application #
Use a “future‑self” exercise during supervision to spark imaginative goal formulation.
Challenges #
Balancing visionary ambition with realistic constraints; avoiding overly abstract discussions.
Whole‑Person Supervision – An integrative approach that acknowledges the… #
Whole‑Person Supervision – An integrative approach that acknowledges the co‑coach’s professional, emotional, relational, and physical dimensions, promoting holistic development.
Example #
Discussing how sleep quality impacts a co‑coach’s session energy and exploring strategies for improvement.
Practical application #
Include a brief “well‑being check‑in” at the start of each supervision session.
Challenges #
Boundary concerns about delving into personal life; time limitations within supervision contracts.
Zoom Fatigue – The mental exhaustion resulting from prolonged virtual mee… #
Zoom Fatigue – The mental exhaustion resulting from prolonged virtual meetings, characterized by reduced concentration, eye strain, and emotional drain.
Example #
A supervisor notices decreasing attentiveness after three consecutive video‑based supervision sessions.
Practical application #
Incorporate short “camera‑off” breaks and encourage physical movement between virtual meetings.
Challenges #
Remote work norms may increase reliance on video; expectation to be constantly available.