CBP Philosophies Into The Learning Process Of Reflection

As a clinician, I work full time in a school and prn in the skilled nursing facilities. Being able to learn about the many topics of supervision throughout both semesters has been rewarding. Even though I have never supervised a student before, I will take the skills that I have learned and apply it into my work environment in the future. ASHA (2008) states an effective supervision facilitates the development of clinical competence in supervisees at all levels of practice, from students to certified clinicians. Clinical supervision is a collaborative process with shared responsibility for many of the activities involved in the supervisory experience. When supervising, I would collaborate with my supervisee(s) to make sure that we are one accord

Reflecting on the situation that had taken place during my second placement working in the community. This will give me the perfect opportunity to develop and utilise my commutation skills in order to maintain the relationships with my patient. In this reflection, I am going to use Gibbs (1988) Reflective Cycle. This model is a recognised framework for my reflection. Gibbs (1988). Baird and Winter (2005,) give some reasons why reflection is require in the reflective practice. They state that a reflect is to generate the practice knowledge, assist an ability to adapt new situations, develop self-esteem and satisfaction as well as to value, develop and professionalizing practice. However, Siviter (2004)

The key principle of supervision is for the worker to be able to carry out their job role as effectively as possible. Enhancing their understanding of their own practise.

Supervisors’ provide effective formative and summative feedback, promote growth and self-assessment in the trainee, and they also have to be able to conduct their own self-assessment. These skills encourage the trainee in the process of supervising. Clinical supervision is defined as: “An intervention that is provided by a senior member of a profession to a junior member or members of that profession. This relationship is evaluative, extends over time and has simultaneous purposes of enhancing the professional functioning of the junior member(s), monitoring the quality of professional services offered to the clients she, he or they see(s) and serving as a gatekeeper for those who are to enter the particular profession” (Bernard & Goodyear,

Reflection on practice has different meanings, in my view it means constructive criticism: being honest with myself, becoming aware of and understanding my own strengths, and being able to review activities and constantly test assumptions related to our work. These have been my approach to critical reflection throughout the year. This is supported by Brookfield, he says that "Critically reflective teaching happens when we identify and scrutinise the assumptions that undergird how we work” (Brookfield, 1995, pg. 11-13). This is further supported by Ghaye, T & Ghaye, k (Ghaye, 1998); he argued that many teachers have benefited from learning through reflection. Their teaching and understanding of what is possible and less possible, impacts of activities on children’s learning and its boundaries have risen as a result of reflection.

Relevant to Unit 511 in the Level 5 Diploma in Leadership in Health & Social Care Services

Supervision is practised widely in Health and Social care industry and also mental health professionals. Supervision involves regular meetings, reflection and monitor the performance. There are various principles for example:

Supervisions need to be on-going to be as effective as possible and gives the opportunity to reflect on the development of the staff member. It allows us to reflect and consider outside training for extra support and guidance and the opportunity to refresh skills. Supervisions help build relationships with the individual and improve their quality of work and to give support to their

1) Define the problem/issue of interest and its relevance to the field of clinical supervision.

1) Define the problem/issue of interest and its relevance to the field of clinical supervision.

The Role of Reflective Practice 03 Time for Reflection 05 Pre-requisites for Effective Reflection and Supervision 09 The Process of a Supervision Session 11 Adopting a Mentoring Approach 12 Tensions and Anxieties in Practice Placement

Although some clinicians can do it all, the skills set and knowledge needed to supervise a healthcare facility administratively may be far different from that needed to provide effective clinical supervision. To determine these differences and their implications for practice, this paper provides a review of the relevant literature to identify the difference between administrative and clinical supervision and the respective purpose, rights of the supervisee, and the importance of supervisor competence. A summary of the research and important findings are presented in the conclusion.

My main takeaway from the Quality Project is that writing quality poetry is hard. Sure, I already knew that writing poetry was difficult, but this project further ingrained that fact in my brain. To add to this, I also gained a deeper appreciation for poetry and poets. By realizing just how difficult writing poems can be, I was able to be more impressed by people who make a living off of writing. Another thing I took away from this project is that I can be good at managing my time. At the beginning of the Quality Project, I was a bit nervous because I’ve procrastinated on many long-term projects before. However, as the Quality Project progressed, I became more and more comfortable with the long-term aspect of it. I managed my time wisely, trying to follow the plan outlined in my proposal, and it paid off. I’m pleasantly surprised by the time management abilities I used and developed over the course of this project.

"…reflection in a mirror is an exact replica of what is in front of it. Reflection in professional practice… gives back not what it is, but what might be, an improvement on the original…" Biggs (1999).

For my biology related service learning, I performed two tasks to help out the community and still relate it to biology. For one of the tasks, I volunteered in Millbrae by picking up trash around the city for three hours. We started in Central Park and we worked our way all the way towards Mills High School. I did this activity with a fellow AP Biology student, Calla Yang. We took buckets for trash and bags for recycling and picked up any trash we saw around the city and made sure to separate according to trash and recycling. We uses the little alligator grabbing tools in order to effectively pick up the trash in a short amount of time. The grabbers helped to reach trash in bushes and in hard to reach spaces. My second biology related activity took place at a carnivorous plant nursery in Half Moon Bay, I participated here for fifteen hours because the person I participated with, Frances Claesson, had no hours so I stuck with her so she could get all of hers and I could roll my extra hours over into the second semester. At the plant nursery, we planted all types of different carnivorous plants, learned how each one functions, helped with maintenance around the green house, and how to clean up the look of plants. We usually took small plants that were either pitcher plants and sundews and transported them in four inch pots so they would be able to grow into their full and natural size. We had to make sure the roots stayed intact and that that soil