Introduction
Reflection is a process of reviewing an experience of practice in order to describe, analyse, evaluate and to inform learning about practice. (Reid, 1999). The term “Reflection” was coined by (Schon, 1991) as an intrinsic capacity for self-awareness and a sense of self in the helping relationship. As a professional social worker, reflection expands that individual’s knowledge skills and abilities; it ensures that the social worker keeps abreast with evidence-based information that enhances that individual professional development within the field. Studies show that the process of engaging in critical reflection on learning and practice is integral in fostering a student and practitioner self-awareness in the field (Fook,
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I will further expound on my experiences during my practicum field experience to present, the cases I worked on, how reflection assisted me in my development during my practice as a student to professional and my …show more content…
These theories were used to help guide and provide a framework when writing the Bio assessment report on an inmate’s progress during their time spent in prison. The prepared document is then sent to the high court as part of the process. The two common theories frequently used were the “Choice Theory” which was developed by Dr Williams Glasser (1996). The Choice Theory spoke about the various choices circumstances under which an individual commit a crime; it also explain the behaviour based on internal motivation. In “Deterrent Theory” which is the second common theory used; there is the believe that people choose to obey or violate the law after calculating the gains and consequences of their actions. Understanding the use of these theories was one of the learning opportunities. Having seen how they were implemented in the prison system, helped in my development as a buddy social worker and expands my knowledge in the future within social work field. Adaptation of cultural diversity at the Maximum Security Prison was another learning experience for me. The prison accommodates “A group that is composed of individuals who differ on characteristics on which they base their own social identity” [O’Reily, Williams & Barsade 1998, p.186]. Due to the high risk inmates housed at the prisons, I had to follow the regulations of the
The purpose of this Reflective assignment is to demonstrate how the application of the Registered Nurses standards for practise (2016) can be used in reflective practise. The Registered Nurses standards of Practise (2016) states that RN’s should develop their practise through reflecting on experiences, knowledge, actions, their feelings and beliefs and recognise how these factors shape professional practise(RNSP, 1.2).Reflection allows individuals to look back on their day-to-day situations and how they made us react and feel; what we would change if we had the chance, to create a different outcome; and what we would do next time to enhance the way we conduct ourselves in a professional manner.
... middle of paper ... ... Understanding psychological theories helps criminologists to design appropriate correctional strategies to mitigate crime. Works Cited Eysenck, H.J., & Gudjonsson, G.H. d. a. a. a. a. a. a. a. a. a. a The causes and cures of criminality.
Reflection, as explained by Moon (2013), is the process of looking back on an event or experience and thinking about it and learning from it. Reflection, which is learning through experience, is not a new concept. As humans, we naturally reflect on our surroundings and experiences on a day to day basis in order to make sense of them. (Norman, Vleuten and Newble, 2002). In a professional context, reflation is vital for a practitioner to learn and improve their practice. By using their own experiences, practitioners are able to analysis, and in turn, adapt or improve specific areas of practice
This essay will explore the authors meaning of reflection, how various reflective styles can benefit the practitioners within their settings, and how important reflection is within Early Years Practice. According to Appleby (2010, p.10), reflection is a generic term which describes various behaviours involving feelings, and thinking about thoughts and experiences, in order to examine issues and develop, new understandings and insights. Reflection within practice allows the practitioner to develop a sense of awareness around their daily activities, and helps them to evaluate how they could evolve these activities further, if the given opportunity was to arise again. Similarly, keeping a reflective journal
Reflection is a significant component of pre-registration education (Davis et al.2000). Hillard (2006) claims that for practitioners to learn from an experience they need to go beyond description and should reflect on their experiences in practice as this could potentially uncover any underlying influences, motivations and knowledge. Reflecting on an experience could then be identified as a process to bridging the gap between theory and practice (Bulman & Schutz, 2004).
In this essay I will be describing reflection, the methods of reflecting and the benefits of reflection in clinical practise. Everyone from doctors and lawyers to shop assistants and builders reflect upon their work. Reflection can be used to learn and develop as a clinician, professional and also as a person.
The ability to become reflective in practice has become a necessary skill for health professionals. This is to ensure that health professionals are continuing with their daily learning and improving their practice. Reflective practice plays a big part in healthcare today and is becoming increasingly noticed.
student. In the following journal, we see the benefit of reflective practice and what it achieves
Working with others and improving own learning and performance are highly essential skills in social work. In this essay I will reflect on how well I have developed these two skills and what I need to do to improve them.
Reflection has its importance in clinical practice; we always seek to be successful and that can be achieved by learning every day of our life through experiences we encounter. In that way we can reconsider and rethink our previous knowledge and add new learning to our knowledge base so as to inform our practice. Learning new skills does not stop upon qualifying; this should become second nature to thinking professionals as they continue their professional development throughout their careers (Jasper, 2006). According to Rolfe et al. (2001), reflection does not merely add to our knowledge, it also challenges the concepts and theories by which we try to make sense of that knowledge. Acquiring knowledge through reflection is modern way of learning from practice that can be traced back at least to the 1930s and the work of John Dewey, an American philosopher and educator who was the instigator of what might be called ''discovery learning'' or learning from experience. He claimed that we learn by doing and that appreciating what results from what we do leads to a process of developing knowledge, the nature and importance of which then we must seek to interpret (Rolfe et al., 2001).
Learning by critical reflection creates new understandings by making conscious the social, political, professional, economic, and ethical assumptions constraining or supporting one’s action in a specific context (Ecclestone 1996; Mackintosh 1998). Critical reflection’s appeal as an adult learning strategy lies in the claim of intellectual growth and improvement in one’s ability to see the need for and effect personal and system change. Reflection can be a learning tool for directing and informing practice, choosing among alternatives in a practice setting, or transforming and reconstructing the social environment (Williamson 1997). Can critical reflection be taught in a classroom? Does the new knowledge created foster change? This Myths and Realities investigates the extent to which critical reflection can be taught to adult learners.
Reflection is a key element of the human learning process. It can be used to justify aspects of practice and legitimise the knowledge gained from it, as opposed to traditional forms of learning.
Reflection encourages the student to acknowledge and act upon their strengths and weaknesses in their ability to make clinical decisions (3). As the student reflects it allows them to focus their attention on areas where they have both succeeded and struggled in the clinical setting and apply direct relation to how much knowledge they have gained from the experience (3). Furthermore, whilst it also also allows the student the ability to pose questions, seek clarification of specific events, find meaning and discuss matters of concern and interest with their preceptors in their reflective writing (3). Nonetheless, it is not until the student has achieved the additional knowledge that they will fully understand the limitation of their own practice (3).
Help improved my clinical skills and professional development, made me proactive and thus have learnt that reflection is an important tool for student nurse to improve on their practice.
The term reflection means the examination of personal thoughts and actions. For nurses this means focusing on how they interact with their colleagues and with the environment to obtain a clearer picture of their own behaviour. This means it is a process in which a nurse can better understand themselves in order to be able to build on existing strengths and take appropriate future action (Somerville, 2004). Reflection is a way to bring your own intuition along with empirical knowledge together. Reflective practice in nursing is guided by models of reflection. Reflective practice model serves as a framework within which nursing or other management professions can work. Reflective practice model is also a structural framework or learning model that serves the purposes of a profession and is particularly applicable to health related professions. Reflective practice enables practitioners to learn to value themselves as significant people with values and feelings that are important factors in giving care. Whilst reflective practice allows the nurse to recognise the value of their experiences, they may also need support to work through a difficult situation. This is where reflection aids nurses in dealing with these challenging experiences (Johns, 1995). Reflection on experience offers nurses the opportunity to reflect on caring in practice in ways that its nature can be understood, where the skills necessary for effective caring can be developed and most significantly, where the values of caring for people can be highlighted, both to the individual nurse and the world in general (Johns 1996)