IJSP Number 8, 2026

International Journal of Supervision in Psychotherapy, Number 8, 2026 Page | 53 [23]. From this standpoint, self-regulation can be conceptualized as a central mediator of professional development at the intersection of the supervision relationship, reflective practice, and identity integration. Self-regulation is not merely an outcome of professional training but an active process supported by the supervision relationship. Understanding self-regulation as relational creates the premise for conceptualizing supervision as a reflective educational space capable of supporting coherent and sustainable professional development. 5. REFLECTIVE PRACTICE AND THE INTEGRATION OF PROFESSIONAL EXPERIENCE 5.1. REFLECTIVE PRACTICE: CLASSICAL AND CRITICAL PERSPECTIVES Reflective practice is a core concept in the literature on professional training and experiential learning, associated with professionals’ capacity to critically examine their own practice and transform experience into knowledge. One of the most influential conceptualizations belongs to Schön, who describes reflection as the process by which professionals think in action and reflect on action, integrating experiential feedback into continuous practice adjustment. [1] Schön’s model has had major impact in educational and psychosocial fields, providing a framework for understanding learning as situated and dynamic. However, subsequent literature has highlighted the limits of a predominantly cognitive conceptualization of reflection, drawing attention to the emotional, relational, and contextual dimensions of reflective processes [2]. Moon expands the perspective on reflection by proposing a gradual model of reflective processes, in which experience integration is conditioned by the level of reflection structuring and the individual’s capacity to tolerate ambiguity and uncertainty. [2] From this viewpoint, reflection is not automatic but requires support, structure, and time to produce meaningful integration. Critical approaches to reflective practice, represented by Fook and colleagues, add an additional dimension by emphasizing that reflection is neither neutral nor purely individual. These authors highlight the influence of institutional contexts, power relations, and professional norms on how reflection becomes possible and valued. [3, 4] Thus, authentic reflective practice involves not only examining individual actions but also becoming aware of the social and organizational framework in which those actions are situated. Overall, these perspectives converge in emphasizing reflection as a complex, multidimensional process extending beyond cognitive self-analysis to include integration of emotional, relational, and contextual experience. This complexity justifies the need for structured frameworks supporting reflective practice in professional training contexts. 5.2. GUIDED REFLECTION IN SUPERVISION CONTEXTS Although reflection is often promoted as an individual practice, the literature distinguishes between spontaneous reflection and guided reflection. Spontaneous reflection emerges naturally in response to experience and is often fragmented, emotionally charged,