Self Development

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)

Kim & Loretta (2003), stated that Atkinson & Murphy (1993) identified the key skills needed for reflection as ‘self awareness, the ability to recollect and describe accurately key aspect of the situation, critical analysis of the situation and synthesis of new knowledge gained with the previous knowledge, in order to develop a new perspective’. I will discuss,

Another model of reflection was proposed by John’s (2000). The model for structured reflection (MSR) has 5 separate stages which allows an individual to reflect. One strength of the Model for Structured Reflection (MSR) is that it has been tested by Novelestsky-Rosenthal, H and Solomon, K (2001) and is found to be beneficial for students to develop their self-awareness.

http://www2.le.ac.uk/departments/gradschool/training/eresources/teaching/theories/honey-mumford – Where I received information I quoted for the Honey and Mumford theory. Accessed the source 28/01/2014.

The model of reflection chosen for this essay is Gibbs’ reflective cycle (1988). This model has been chosen as it has clear systematic headings; it allows the individual to reflect precisely and accurately, (Jasper, 2003). The Gibbs’ reflective cycle incorporates 6 stages of refection (figure 2), (Rolfe et al, 2011).

Continual Self-Development is the approach where an individual takes prime responsibility and ownership for their own learning and development. This approach requires motivation and commitment in order to exploit learning opportunities and minimise the impact of weakness. A continuing self-development should be undertaken in partnership with the organisation and self-development should enhance the role held within the organisation. There are many benefits to be derived from continual self-development: improve performance and self-confidence; identify and develop specific skills and qualities; increase learning capacity; help achieve potential.

As educators, we are instructing our students not only in matters of scholarship, but in matters of self. Expression through confidence of autonomy, self-efficacy, and intrinsic motivation are integral to the development of any individual.

Reflection should initially develop in below. safe environments where mistakes are tolerated. He/she can then reflect and discuss the decisions that were made Kolb’s Learning Cycle during their supervision sessions with their practice educator.

Self-development is the third component of Soldier and leader development. The ability to identify personal areas of strength, and even more importantly weakness, is a true sign of a Professional Soldier and leader. Self-development occurs when individuals participate in structured learning

According to Schon, the two major types of reflection which professionals use in their daily practice are: Reflection-in- action and Reflection-on-action. Schon (1983 cited in Hogston and Marjoram 2011) explains Reflection-in-action to be the act of thinking whilst experiencing an event. It is done unconsciously in the mind without realization until there is a disruption; thought and actions contribute immensely in this process. (Hogston & Marjoram, 2011).

Self-development is also appeared in many works, especially in a context of an organization. Self-development is defined by Knowles (1975, p. 18, cited in Ellinger, 2004) as “a process in which individuals takes the

Exploring many different theories can help explain the different stages in human development. Over the course of an individual’s lifetime various experiences can shape their perception of the world and how they cope with challenges or even how they function in their everyday lives. Using the Psychosocial Development and Learning theories, a better understanding of Kendra Phillip’s development can be attributed to the difficulties she has faced over the years of her life. Within the Learning Theory the Levinson’s theory can be applied. This theory is, “Built around the idea of life structures, or patterns of behavior that, in combination with the environment, are shaping forces in people’s lives (p.341, Rogers, 2013). An individual’s way of

Kolb (1984) suggested that reflection plays a key role in transforming experience into knowledge. It has been suggested that reflection is a fundamental process for learning as a development; rather than merely the ability to retain information (Reynolds, 1998). Schon (1983) suggested critical reflection as a strategy for developing from practice to solve complicated or difficult situations, that require problem solving and a degree of “artistry” Schon (1983). Schon (1983) was one of the first theorists to look at reflection in terms of reflective practice. Moon (1999) defines reflective practice as "a set of abilities and skills, to indicate the taking of a critical stance, an orientation to problem solving or state of mind." Essentially, this is a readiness to continuously analysis and review practice.

In 1938, Donald Schon’s The Reflective Practitioner: How Professionals Think in Action was published. He promoted two types of reflection, which he referred to as 1) reflection-on-action and 2) reflection-in-action (Somerville and Keeling, 2004). Reflection-on-action is the most common used reflection among practitioners. It involves constantly re-accounting what happened in the past. Reflection-in-action is a form of reflection mainly used by professional

Reflection helps one to improve especially when they can draw lessons from the positive and negative experiences of the past. It is an active process that enables individuals to understand how historical, social, cultural, as well as personal experiences contribute to how we study or learn. In any aspect of life, reflection can be applied to help individuals focus their efforts in getting the most out of different situations, and, therefore, improving self-performance and becoming lifelong learners.