Reflection is considered as a state of mind which is a continuous practice (Fanghanel, 2004, p. 576). It yields confidential and safe ways to demonstrate personal experiences as well as continuously challenging perceptions, illusions and biases that can be damaging to cultures and society. Reflective practice enables the practitioner to learn about themselves and their work, their culture and society in which they live. As a counsellor, the role of reflection is something that is essential in order
(2007) states that reflective practice is fundamental in continuing professional development (CPD) in order to keep skills and knowledge up to date and to practice effectively, safely and legally (Health and Care Professions Council, 2012). Reflection is vital for all healthcare students in order to establish links between theory and practice (Jasper, 2013), that will help increase clinical reasoning and enhance professional practice (Rigby et al., 2012). Using models of reflective thinking makes sure
practising exist for counsellors, with reflective practice becoming more popular amongst practitioners. Dallos, & Stedmon (2009) state that for professionals working directly with people, such as counsellors, reflective practice has quickly developed into a fundamental component of training, and the best practice for creating successful outcomes. This essay will focus on how reflective practice is critical for professional life, and how the use of reflection and theory can be used by counselling practitioners
focus exclusively on providing a reflective statement by making reference to the team working conducted via the group assignment and will discuss the concepts most relevant to collaborative working and reflective practice. In addition, this essay will seek to reflect upon individual preconceptions and supply recommendations for applying theory to practice within my personal and professional life. This process involves utilising ‘The Model of Structured Reflection’ (Driscoll, 2007) on which the very
reflected on events that I had met in each week. Now, I am going to identify essential personal learning outcomes from those events and will include personal awareness of strengths and weaknesses. Among the different models of reflection, I will use the Gibbs model of reflection which entails six stages such as description, feelings, evaluation, analysis, conclusion, action plan. Description In the past six weeks while I was on placement, I was able to critically reflect on my performance on a weekly
(Gibbs G, 1988) The introduction of the Gibbs reflective cycle helped the nurses to have a systematic thinking about the different activity phases (Huston, 2014). These logical elements of the procedure are describing the problem, feelings identification, evaluation, analysis, conclusion, and an action plan. Every stage is essential in carrying out the reflective processes for nurses. Nurses come across many situations that affect their emotions, ethical dilemmas, conflicts from the patient’s family
According to Gilbert & Trudel (2001) Reflective practice allows the coach to appreciate different styles or methods of coaching should be used with different populations, societies or age groups. It would be unethical for a coach to not continually evaluate coaching practice and performance and research suggests that professional coaches engage in both kinds of reflection on a regular basis and that reflective practice plays an important role in their development. Learning to reflect, during or
For my second reflection, I will use a scenario about a client who needed assistance with accommodation services. This reflection will demonstrate how my emerging practice framework is formed, and will critically reflect on the theories, skills, knowledge, and intervention I used to guide my practice. The client is male, in his late 40’s and is a bit disheveled in appearance. He is single, unemployed, and had history with substance abuse. He had a stroke which affected the right part of his body
Reflection - Avoiding Mistakes With a Reflective Approach to Leadership By Joelle Jay | Submitted On July 12, 2012 Recommend Article Article Comments Print Article Share this article on Facebook Share this article on Twitter Share this article on Google+ Share this article on Linkedin Share this article on StumbleUpon Share this article on Delicious Share this article on Digg Share this article on Reddit Share this article on Pinterest Expert Author Joelle Jay Imagine being able to accurately
Reflective Practice in Special Education Using Action Research Sunny Suzanne West St. Joseph’s University Course Title Abstract: Reflective Practices in Special Education Using Action Research Title and Link to Study: Promoting Reflective Practices in Special Education through Action Research: Recommendations from Pre-service Teachers; Paula Wenner Conroy http://journals.library.wisc.edu/index.php/networks Research Problem and Purpose of the Study: What is reflective