In the ‘swampy lowlands’: An autoethnography of reflective practice and supervision from the perspective of a trainee educational psychologist

In this article, I explore the processes of reflection and supervision within the ‘swampy lowlands’ of educational psychology practice from the perspective of a trainee educational psychologist. I use the methodological approach of autoethnography, drawing on my supervision records and reflective diary entries to explore how my experiences of reflective practice and supervision interact with casework. I include extracts from reflective diaries to illustrate the experience of vulnerability in supervision and then practice-based insights related to my previous professional role, group dynamics, and approaches to consultation. In each example, I outline my reflexive processes and use of supervision, along with any broader implications for my practice and development as a trainee. I conclude by encouraging both trainees and experienced Educational Psychologists to reflect on their experiences of supervision and how these interact with their casework. My further aim is to stimulate dialogue within EP services about reflective practices, including the frequency, provision, and approaches to supervision for EPs amidst rising demands on services.