Reflect to Grow: A Guide for Future Therapists and Clients Using Borton's Model
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As therapists in training or as clients engaging in therapy, one of the most powerful tools we have for growth is reflection. Whether you’re unpacking a difficult group session, a challenging personal moment, or your journey toward becoming a professional, reflection helps turn experience into meaningful learning.
But where do you begin?
One powerful and simple structure you can use is Borton’s Reflective Model, created in 1970 by American educator Terry Borton. In this blog, we’ll explore what it is, why it matters, and how you can use it, whether you’re a counselling student, a therapist, or a client working through your own healing process.
Who Was Terry Borton?
Terry Borton was an innovative teacher who believed that real learning happens through experience, but only if we take time to reflect. He introduced his model in his book Reach, Touch, and Teach (1970), aimed at helping students become active, emotionally present learners.
Today, his simple three-step model What? So what? Now what? has become a favourite among therapists, counsellors, nurses, and educators worldwide.
What Is Borton’s Model of Reflection?
At its core, Borton’s model asks three questions:
What?
Describe the experience.
What happened? What did you feel? Who was involved? What was the outcome?
So what?
Make sense of the experience.
Why did this matter? What did you learn? How did it affect you or others? What theories or insights can help explain it?
Now what?
Apply the learning.
What will you do differently next time? How will you integrate this insight into your life or practice?
These three steps help you move from surface-level events to deep personal and professional insight.
Why Is Reflection Important for Therapists and Clients?
In the world of therapy, reflection is not optional—it’s essential. Whether you're sitting in the therapist’s chair or across from it, reflection is how we:
Make sense of our inner world
Understand the impact of relationships
Recognize patterns and triggers
Stay grounded in our values
Build empathy, self-awareness, and emotional intelligence
Reflection also plays a critical role in supervision, group dynamics, and client progress.
Example for Students and Clients
Let’s say you were in a group therapy class where a conflict broke out, and you froze.
What?"During our group session, a heated disagreement broke out between two students. I felt anxious, froze, and stayed silent even though I had something important to say."
So what?"This reminded me of family conflict growing up, where I had no voice. It made me aware of my tendency to avoid confrontation. Person-Centred theory (Rogers) and Gestalt’s focus on awareness help me see how I abandon my ‘here-and-now’ self in tense situations."
Now what?"I will bring this into supervision and practice grounding techniques. In the next group session, I’ll challenge myself to speak at least once even if it’s just to share how I feel. I’ll also journal my triggers to increase awareness."
Use This in Your Practice (or Therapy)
Here’s how students, therapists, and clients can integrate Borton’s model:
In training: Use it for journaling, supervision prep, or group process reflection
In practice: Reflect on client work, countertransference, or ethical dilemmas
In therapy: Use it with clients to help them explore behavioural patterns or breakthroughs
In groups: Explore how you impact and are impacted by group dynamics
Final Thoughts
Borton’s model isn’t flashy, but it’s deeply effective. In therapy and counselling training, where so much of the work is relational, emotional, and experiential, these three questions help us slow down, integrate, and grow.
If you’re currently navigating interpersonal conflict in a training group, struggling with inner doubt in your personal therapy, or simply looking to grow as a future therapist—start with:
What happened?Why did it matter?What will I do with what I’ve learned?
This simple structure can open doors to deeper awareness, compassion, and change.
Further Reading:
Borton, T. (1970). Reach, Touch, and Teach: Student Concerns and Process Education. McGraw-Hill.
Driscoll, J. (1994). Reflective Practice for Practice. Senior Nurse, 13(7).
Rolfe et al. (2001). Critical Reflection in Nursing and the Helping Professions. Palgrave.
