As a clinical supervisor in the Department of SpeechLanguage Pathology and Audiology at Ithaca College, I have the honor every year of working with dedicated graduate students pursuing a career in speech-language pathology. Typically driven by the desire to help people, these students have recognized the critical need for effective communication in daily interactions, and how devastating a disruption of such skills can be to a client’s life. Hence, the initial focus of speech-language pathology, and most likely other clinical fields, naturally is on the client. It is no wonder then that this focus remains during much of graduate coursework and clinical practica. That said, an effective treatment is only as effective as the clinician administering it. It seems therefore that the focus of intervention must also be on the clinician. Students admitted to the graduate speech-language pathology program at Ithaca College primarily receive their training at our on-campus clinic, the Sir Alexander Ewing-Speech and Hearing Clinic. Clinical practica initiates in a very sensible manner: observation. As required by our governing body, the American SpeechLanguage-Hearing Association, students must obtain 25 hours observing speech-language therapy sessions before practicing as student clinicians themselves. As can be expected, students experience the gamut of emotions when preparing for their first client: anxiety, stress, and a fear that their client may not make progress. It is this last emotion, perhaps,which restrains students’ foci to his/her clients without sufficient reflection of their own contributions to a client’s progress. Fortunately, there is a simple and helpful exercise to correct this error in thinking: self-reflection. Self-reflection in a clinical setting entails the ability to analyze a therapy session for both its strengths and weaknesses, as well as to identify contributions from both the client and clinician that may be influencing the intervention process. Requiring students to engage in this powerful activity can be done as occasionally as once a month or as frequently as every session, depending on the level of the learner. The first step in a selfreflection exercise involves identifying areas of strength observed in a given session. Students should list activities that worked well, intervention techniques/cues that successfully elicited target behaviors, and/or the types of feedback delivered to the client following correct and incorrect productions.Beginning on such a positive note is a nice way to commence this somewhat intimidating exercise, especially if the student knows his/her supervisor may be reading it. (As an alternative, have students complete regular self-reflection logs privately and submit one or two to demonstrate completion.) As easy as it may seem, students often struggle with identifying their strengths. Habituated by their super-