It can be hard to be critically reflective on your own. Assumptions and values can be so deeply embedded that it is challenging to unearth them, to ask yourself the kinds of questions that elicit feelings and thoughts that are uncomfortable. This chapter explores the use of supervision in developing and maintaining a critically reflective stance to practice. First, ideas about supervision in general are explored, including the development of common themes about supervision across disciplines. Traditional ways of thinking about supervision are identified: the combination of accountability, support and educational roles in a one-to-one relationship between a more senior staff member and a more junior one. Instead thinking about supervision as how professional practice is effectively supported can lead to more flexible and creative arrangements: asking how supervision needs can be negotiated to suit the individual and the organization. The aim here is to encourage practitioners to think more broadly about their own assumptions about how they are supervised and how they are supported to be critically reflective in their organization and what their preferences might be. The differences between individual, group and peer supervision are explored as well as the benefits of these for individual practitioners and for changing organizational culture towards being more critically reflective.
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