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Strengths of resilience theory
Factors that influence resilience
Effective Supervision Practices
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Recommended: Strengths of resilience theory
Even if there are only a few studies which have focused on what might work for the students to promote resilience , Kinman and Grant(2011), state that a resilient social worker will be able to: • utilise a range of skills such an emphatic reflection, self-reflection and reflective communication to reflect on practice • understand the impact of emotions on self and service users or other professionals, simultaneously with the implications for practice • display accurate empathy towards users, , without over-involvement • communicating confidently and efficiently with peers, colleagues from other backgrounds or service users • utilise supervision as organisational support or other types of support from different working environments • cultivate
To introduce the concepts of reflection and reflective practice it is crucial to clarify exactly what reflection infers. ‘Reflection is a process of going back over something after it has already occurred’ (Daly, Speedy and Jackson, 2014, p.120). Having analysed this definition, I have come to the understanding that reflection comes down to critically analysing a past action or experience with the purpose of self-improvement and an increase in competence.
Relationships are easy until there is emotional turmoil. Thus, being self-aware is important to any health care professional that needs to manage their cognitive, affective and behavioural self in order to engage effectively in therapeutic relationship (Taylor, 2006).
In the last few decades the concept of reflective practice has burgeoned throughout numerous fields of education and professional practice. Regardless of its prevalence there continues to be a considerable variance in the understanding of reflective practice (Fook et al, 2006). Even within the same theories, contradictory perceptions of how reflective practice should be executed are observed (Hébert, 2015).
The ability to reflect upon us is a valuable part of human life, insisted Taylor (2000). Reflection and reflective practice are claimed to enhance professional development, link theory and practice, promote critical thinking, lead to self-awareness a...
Schon (1983) identified “reflection on action” and “reflection in action”. In reflection on action, professionals consciously scrutinise their past practice to gain insight and improve future practice.
In this essay, I will be summarizing and exploring my understanding of reflective practice. Reflective practice is the process of learning through and from experience towards gaining new insights of self and practice (Boud et al 1985; Boyd and Fales, 1983; Mezirow, 1981, Jarvis, 1992). This generally involves examining assumptions of everyday practice. It also requires the individual practitioner to be self-aware and to critically evaluate their responses to practice situations. The point is to recapture practice experiences and think about them critically in order to gain new understandings and so improve future practice. This is understood as part of the process of life-long learning.
Reflection and reflective practice are frequently used words in the professional world. Learned scholars across the globe have elicited the importance of reflective practice. Teaching, just as other professions, demands the educators to critically reflect on their work in order to improve their practice, which would benefit the learners. Quinton and Smallbone (2010, cited by Moon J.A, 2002) reflection will not only facilitate the diagnosis of core strengths and weaknesses but also aid in the acquisition of a questioning approach. The art of reflecting involves many facets and encourages insight and complex learning, but it is often a complex strenuous task. Although, to be reflective is ideal, due to its lengthy process, reflection is either
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).
I enjoyed reading about the role of resilience in trauma because a focus on resilience is congruent with many social work values. This type of focus provides hope in an area of practice that is often filled with despair and a primary focus on symptomology. Social work emphasizes a strengths focused approach and resilience is an important strength to recognize in survivors of traumatic events. Acknowledging resilience allows a social worker to empower the client to realize their part in their
Reflection is key to becoming an effective learner, to reflect on what has been learned and from this reflective period, plan for positive change. Developing reflective learning improves critical thinking, analytical skills and self-awareness. As a learner there are simple skills that will strengthen, build and improve a reflective style.
The clinicians or researchers diagnose and measure PTSD symptoms to understand and validate the depth of the symptoms of patients or participants. The resilience training measures show the improvement in person with PTSD after taking resilience training. The figure below shows the commonly used validated measures of both PTSD and resilience training (see Figure 5).
Reflection is a key part of our personal development plan that is significant from both academic and employment perspectives. It investigates and someway measures our present level of skills and knowledge by looking back to reflect our latest performance and monitoring future improvements (Gallagher K., 2013, p. 23-24).
Reflection within early year’s settings and schools allows for the practitioner to think about the work that is being completed either whilst doing it or after it has occurred, the reflection allows for seeing how the work has gone or whether it needs to be changed for future practice. Schön is a key writer about reflection and illustrates the differences between reflection in action, reflection on action and reflection whilst completing the task. The above critical skills help all practitioners to develop understanding as they hugely impact on others lives, if this skill is not engaged in then practice could be effected (Leeson, 2004).
Reflection learning is a very useful way which lead to greater self-awareness, which in turn is a first step to positive and effective change. Although it is a necessary stage in identifying areas for improvement and growth in both personal and professional contexts. Moreover reflection can help me as a student through increase my understand in my personal strengths and weaknesses which will help me to focuses on my strengths and try to avoid weaknesses. Also it help me to rate my performance which will help me later to develop my interview skills and also other skills and that development will improve my cv and my opportunities to get a high position.
For instance, I have learned that just simply reflecting on what I am seeing in the classroom is not enough that I have to comprehend and gain knowledge about the classroom in a more profound and meaningful way, such as relating observations to theories and psychology studies. Also I have learned to reflect more deeply on what is going on around me, not just looking at what is at the surface. I took notes during my observation. I tried to not only write what was happening, but also why it was happening and tried to convey any thoughts or feeling the students, teacher or myself had. Lastly, in my reflection, I improved my reflection skills by asking myself questions, such as, “what would I do,” “how would I do it,” and “how would I react?” Then, I would reflect back on what I had learned throughout the semester to see if I could find the most appropriate