MQM2BRP-Becoming a Reflective Practitioner

Module Provider: Leadership, Organisations and Behaviour
Number of credits: 20 [10 ECTS credits]
Terms in which taught: Spring term module
Non-modular pre-requisites:
Modules excluded:
Current from: 2018/9

Module Convenor: Dr Rebecca Jones


Type of module:

Summary module description:

This module develops the ability to reflect on the relationship between personal beliefs and the habits of interpersonal behaviour. It builds upon some of the psychodynamic models introduced in the Certificate in Coaching, and enables the student to achieve a high level of self-awareness and behavioural flexibility. The importance of different perspectives and of Coaching Supervision is explored and practiced in this module.

Part of the module will involve psychometric profiling of the individual, followed by an in-depth personal review with a coaching psychologist.



  • to increase the understanding of self, and from this, understanding of the behaviour of others

  •  to embed an understanding, appreciation and practice of coaching supervision

  • to increase the student’s ability to recognise and separate out their own issues from those of the people with whom they are working

Assessable learning outcomes:

  • skills in giving and receiving coaching supervision

  • writing of a reflective piece demonstrating practical application and personal development via the self-awareness raising elements of the module

  • increased awareness and range of responsiveness of coachees when coaching

  • ability to discuss observed responses in self and others , in learning groups and plenary reviews

Additional outcomes:

  • enhanced reflective practice and use of coaching supervision

  • increased congruence and self-confidence

  • increased confidence with coachees, and in handling difficult situations

  • a deep understanding and appreciation of personal beliefs and the impact of these on individual behaviour

  • an awareness and understanding of potential derailment beliefs and behaviours, and their impact on the coaching, or other, relationship

  • the use of coaching supervision to develop advanced skills of reflection and self-awareness

  • ways of using this awareness and knowledge to enhance coaching interventions with others

Outline content:

  •  Relationship between personal beliefs and habits of interpersonal behaviour

  • The major errors of judgement in relationships

  • Sources of bias, prejudice and stereotyping

  • Client centred approaches

  • Models and forms of supervision

  • History of supervision

  • Characteristics of effective supervision

  • Introduction to the psychology of the unconscious mind

  • The major psychodynamic schools

  • Core psychodynamic and psychotherapeutic concepts

  • Defences, their functions, their dysfunctions, their manifestations

  • The physiology of the reflective state

Brief description of teaching and learning methods:

  • One three day and one two day workshops, over three months, at Greenlands Campus. Inter-module practice in pairs, one learning group meeting, reading and reflective writing 

  • Workshops run by core tutor team and learning advisors. Input sessions, plenary sessions and learning group sessions. Also practice in trios

  • Practice of being a coaching supervisor, and of receiving coaching supervision, both one to one, and group supervision

  • Work in learning groups of 8, with a learning advisor/supervisor

  • Feedback from learning advisors/tutors on observed coaching and supervision sessions

  • Psychometric profiling, and personal review session with a coaching psychologist

  • Requirement to complete reflective learning written reviews and opportunity to receive formative feedback

  • Reading, from recommended reading list

Contact hours:
  Autumn Spring Summer
Lectures 40
Tutorials 10
Practicals classes and workshops 50
Work-based learning 100
Total hours by term 200.00
Total hours for module 200.00

Summative Assessment Methods:
Method Percentage
Written assignment including essay 100

Summative assessment- Examinations:


Summative assessment- Coursework and in-class tests:

5000 word written assignment

Formative assessment methods:

  • Observed coaching and supervision sessions, feedback from peers, tutors and learning advisors.

Penalties for late submission:

Standard university penalties apply

Assessment requirements for a pass:

50% on written assignment

Reassessment arrangements:
1 resubmission, in line with overall programme regulations

Additional Costs (specified where applicable):

Last updated: 17 September 2018


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