Background : While I was acting as a critical companion to a practitioner, he disclosed a very personal past history to me. I discussed this with my own supervisor who advised me that I needed to set clear boundaries around my facilitation work. This two part reflection, using both creative work and theoretical literature, is a direct response to that advice. Aim: Part 1 - To explore how setting boundaries could impact on the development of an effective critical companionship relationship. Conclusions : To enable a safe and supportive learning environment, the relationship between a critical companion and practitioner needs to be mutually negotiated, open, honest, non-hierarchical and person-centred.
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