ABSTRACT
Openness to challenge and feedback as essential ingredients to good practice has been well confirmed by S. Miller, M. Hubble, and B. Duncan's extensive research into aspects of therapeutic change and practitioner excellence. Openly sharing fears and fantasies about receiving and giving feedback at the beginning of a supervision training course can help to dispel the fiction that everyone else feels confident, capable, and in control. It also models a process that can be used in a modified form at the start of a new supervision contract. Another essential aspect to address when preparing for the skills practice and feedback process is building more conscious awareness around issues of individual, developmental, and cultural differences between the observed participant, peer observers, and tutor. The feedback structures offered as part of the ongoing formative assessment, have, made the most impact on participants' learning. One-sided feedback in supervision invariably creates a power imbalance.
