• Hardgrove, R. (1995). Masterful Coaching: Extraordinary Results by Impacting People and the Way They Think and Work Together (3rd ed.) | Source: Pfeiffer https://www.amazon.com/Masterful-Coaching-Robert-Hargrove/dp/0470290358

This book delineates a framework of coaching-style management which can help one be a masterful coach. It explores strategies that can help transform how people think and work together, encourage productive contributions from members and expand each individual's capacity to achieve goals and bring about positive change. It provides specific tools for one to become a facilitative leader, coach and mentor, equipped with methods to bring about profound changes in how individuals and groups think and behave. bringing about profound changes in thinking and behavior with individuals and groups.

• Cooperrider, D., & Whitney, D. (2011). Appreciative Inquiry: A Positive Revolution in Change. | Source: ReadHowYouWant. com.

https://www.researchgate.net/publication/237404587_A_Positive_Revolution_in_Change_Appreciative_Inquiry

This is a brief and practical guide which outlines an approach to effecting organisational change that is rooted in the hope of a more desirable future, a more positive experience within the system, and various activities that can signal that positive change will be occurring. Overall, it elaborates on the theory of Appreciative Inquiry, which seeks to replace the traditional zero-sum game  with cooperation, coordination and closer relationships, which will lead to more effective solutions.

• Hewson, D., & Caroll, M.(2016). Reflective Practice in Supervision. | Source:  Reflective practice in supervision (pp. 27–31, 107–113).

https://www.amazon.com/Reflective-Practice-Supervision-Daphne-Hewson/dp/1925529932

This book talks about the principles of reflective techniques and how to incorporate these techniques into a natural part of the clinician’s approach. The provision of a toolkit with a range of different techniques, tools and approaches that can be used to practice reflective supervision is also provided.

• Hawkins, Shohet, R., Ryde, J., & Wilmot, J. Supervision in the helping professions (4th ed.) (2012) | Source: McGraw-Hill.

https://www.mhebooklibrary.com/doi/book/10.1036/9780335243549

Section III of the book briefly describes the pitfalls to avoid during peer supervision and the way in which group peer supervision should be formed so that it is beneficial to those involved.

• 4 Life Coaching Techniques to Create More Impact​| Source: Evercoach by Mindvalley. (2019, May 23).

https://www.youtube.com/watch?v=-wLi680phK4

The video elaborates on 4 important life coaching techniques, that can help to motivate others to progress and give them the tools to take steps towards achieving a difference. The techniques expounded on are: Visualising your perfect day., a Coaching journal, checking-in, checking-out, and fear setting.​

• Reflective Practice in Supervision – The Application of the Supervision Triangle​| Source: Hewson, D. (2018, June 22).

https://www.youtube.com/watch?v=Hr8fU2hx1g0

This video shows the application of the tools of reflective practice in supervision namely the Supervision Triangle and the Pleased Platform.​

• Koortzen, P., & Odendaal, A. (2016). Coaching supervision: towards a systemic coaching supervision framework. | Source: In Coaching Psychology: Meta-theoretical perspectives and applications in multicultural contexts (pp. 67-96). Springer, Cham.

https://link.springer.com/chapter/10.1007/978-3-319-31012-1_4

This article presents a coaching supervision framework based on a systemic approach. This framework describes the different elements that go into structuring a coaching supervision programme for the training and development of potential supervisors. It also expounds on the many components that influence the supervision process. It also encourages exploration of the elements in coaching supervision from the lens of a multicultural perspective. This framework was derived from an analysis of coaching supervision practices in recent times, academic research and the experiences of the authors

• Snyder, P. A., Hemmeter, M. L., & Fox, L. (2015). Supporting implementation of evidence-based practices through practice-based coaching. | Source: Topics in Early Childhood Special Education, 35(3), 133-143(2014)

https://journals.sagepub.com/doi/abs/10.1177/0271121415594925

This article explores the Practice Based Coaching framework in the context of a collaborative partnership. The components of PBC which includes a needs assessment, goal setting, action planning, observation, reflection and feedback are further described in a cyclical process. Studies that used the PBC framework to support preschool teachers in terms of implementation of teaching practices were also discussed.

• Stein, I. F. (2009). Which hat am I wearing now?: an evidence-based tool for coaching self-reflection. | Source: Coaching: An International Journal of Theory, Research and Practice, 2(2), 163-175.​

https://www.tandfonline.com/doi/abs/10.1080/17521880903102233

This article explores the concept of conversational identity, where the premise would be that each sentence or phrase used by the coach in conversation can be associated with putting on a particular hat. 16 conversational identities are identified and matched with the three major tasks which a coach juggles when in formal conversations with the client. This is a useful tool for coaches to be more self-reflective about what they say in their work with their respective clients.​

• Snyder, P. A., Hemmeter, M. L., & Fox, L. (2015). Supporting implementation of evidence-based practices through practice-based coaching (2015)  | Source: Topics in Early Childhood Special Education, 35(3), 133-143.

https://files.eric.ed.gov/fulltext/ED577101.pdf

The article presented the framework of practice-based coaching (PBC) and illustrated the use of PBC to support early childhood teachers in implementing teaching practices according to evidence-based practices. The main components of PBC includes shared goals and action planning, focused observations and reflection and feedback which happens in the context of collaborative partnerships involving the coach and coachee to aid teachers in carrying out effective teaching practices. Actions taken by coach and coachee for each component of PBC are summarised in the article.    

• Hewson, D. (2002). Supervision of psychologists: A supervision triangle. | Source: Supervision in the helping professions: A practical approach (pp. 197-210). Pearson Education Australia.

https://researchers.mq.edu.au/en/publications/supervision-of-psychologists-a-supervision-triangle

The article starts by discussing the key factors and issues of supervising psychologists, including psychology regulations, training models and the issue of power and empowerment in supervision. It then delineates a supervision triangle,  a template of the areas that need to be addressed in supervision. The  triangle includes an area of factors that are client-focused, and another area that are counsellor-focused. Finally, the third piece of the supervision triangle is the relationship-focused area, which includes the counselling, supervisory and systems relationships, as well as systemic patterns.

• Falender, C. A., & Shafranske, E. P. (2007). Competence in competency-based supervision practice: Construct and application. | Source: Professional psychology: Research and practice, 38(3), 232.​

https://psycnet.apa.org/record/2007-07614-002

​This article reviews perspectives on competence as a construct, and outline what competency-based clinical supervision looks like. Particularly, the ethical, legal, contextual and practice issues of the implementation of a standard of competency-based supervision practice are examined. The article also discusses the different challenges that may be faced in clinical supervision and ends of with a practical list of recommendations.

• Falender, C. A., Cornish, J. A. E., Goodyear, R., Hatcher, R., Kaslow, N. J., Leventhal, G., & Grus, C. (2004). Defining competencies in psychology supervision: A consensus statement. | Source: Journal of Clinical Psychology, 60(7), 771-785.​

https://onlinelibrary.wiley.com/doi/abs/10.1002/jclp.20013

This article explores supervision as a core competency with the use of a supervision competencies framework that takes into account knowledge, skills, values, the social context that supervision is conducted in, training and assessment of supervision competencies. Some suggestions for future work  and direction in the area of supervision competencies were also provided.

• Tromski‐Klingshirn, D. M., & Davis, T. E. (2007). Supervisees' perceptions of their clinical supervision: A study of the dual role of clinical and administrative supervisor.  | Source: Counselor Education and Supervision, 46(4), 294-304.​

https://onlinelibrary.wiley.com/doi/abs/10.1002/j.1556-6978.2007.tb00033.x

This article looks at the differences between clinical vs administrative supervision as well as the ethical considerations of doing both types of supervision at the same time to a supervisee as well as the supervisee’s perception of the dual role that their supervisor plays. It is stated that what is of more importance would be the quality of the supervisor-supervisee relationship, instead of the dual role.​

• Mastoras, S. M., & Andrews, J. J. (2011). The supervisee experience of group supervision: Implications for research and practice. | Source: Training and Education in Professional Psychology, 5(2), 102.​

https://psycnet.apa.org/record/2011-09655-008​

This article looks at supervisee’s perceptions and experiences in group supervision, which is an integral component of psychological training. The implications for the practice of supervision were also discussed. The benefits and good practices for application towards group supervision were identified that would aid the group supervision experience to be a positive and efficient one for psychologists.

• Fleming, L. M., Glass, J. A., Fujisaki, S., & Toner, S. L. (2010). Group process and learning: A grounded theory model of group supervision. | Source: Training and Education in Professional Psychology, 4(3), 194.​

https://psycnet.apa.org/record/2010-17134-006

This article talks about using the grounded theory model to guide the process of group supervision.  Safety emerged as a critical component in group supervision that predicted students’ supervision experience and breadth of learning. Both group and individual factors that promoted and threatened safety were discussed in depth using the grounded theory model.

This article talks about the importance and benefits of both professional and peer supervision. Different models of professional supervision were briefly touched on. The experiences of peer supervision using enquiry based learning approach were discussed and benefits such as development of skills, critical reflection, being able to have others to share experiences with and providing support were raised. The authors found that peer supervision complements professional supervision in the work and has been found to be useful for trainee educational psychologists and this practice can even be extended to new or experienced psychologists.

• Mills, F., & Swift, S. J. (2015). What can be gained through peer supervision? | Source: Coaching: An International Journal of Theory, Research and Practice, 2(2), 163-175.​

https://www.tandfonline.com/doi/abs/10.1080/17521880903102233

This article explores the concept of conversational identity, where the premise would be that each sentence or phrase used by the coach in conversation can be associated with putting on a particular hat. 16 conversational identities are identified and matched with the three major tasks which a coach juggles when in formal conversations with the client. This is a useful tool for coaches to be more self-reflective about what they say in their work with their respective clients.​

• McKenney, Newman, D. S., Faler, A., & Hill, K. L. Structured peer group supervision of school consultation: A case study (2019) | Source: The Clinical Supervisor, 38(1), 135–157.

https://www.tandfonline.com/doi/abs/10.1080/07325223.2018.1561344?journalCode=wcsu20

The article discussed the usefulness of Structured Peer Group Supervision (SPGS) as a means to discuss complex issues and it is also a meaningful source of pragmatic, interpersonal support, and vicarious learning from peers.

• Evans, S. D. (2015). The community psychologist as critical friend: Promoting critical community praxis. | Source: Journal of Community & Applied Social Psychology, 25(4), 355-368.​

https://onlinelibrary.wiley.com/doi/abs/10.1002/casp.2213

This article looks at how community psychologists can help to support and encourage critical reflection and practice with the community partners that we work with in a safe and trusted environment. The article also further outlines seven strategies that can be adopted by community psychologists in order to be a critical friend, where we can help our community partners to view situations from different perspectives by questioning, reflecting back, prompting them towards honest reflections and re-appraisals. This in turn helps to promote social justice. ​

• Mills, F., & Swift, S. J. (2015). What can be gained through peer supervision? | Source: Educational and Child Psychology, 32(3), 105–118.

https://psycnet.apa.org/record/2015-45662-010

This article talks about the importance and benefits of both professional and peer supervision. Different models of professional supervision were briefly touched on. The experiences of peer supervision using enquiry based learning approach were discussed and benefits such as development of skills, critical reflection, being able to have others to share experiences with and providing support were raised. The authors found that peer supervision complements professional supervision in the work and has been found to be useful for trainee educational psychologists and this practice can even be extended to new or experienced psychologists.