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Social work code of ethics and personal values
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Reflective practice is simply looking back/reflecting on your own work style and the work that you have completed. It involves assessing and evaluating your own work and finally making the decision as to whether you will use it again or not and also how you can change/adapt the work to make it better, effective or in the care setting, more person centred. 1.2 Importance of reflective practice to improve the quality of service provided. Reflective practice is useful to learn how to be proactive rather than reactive. If you are placed in a challenging situation within the service, after the situation has been dealt with you can use reflective practice to reflect on the work you have just done. You can use reflective practice to put things in …show more content…
place to avoid the challenging situation in the future hence making your work proactive rather than reactive. There is always room for progression within supported living services and the needs of the people we support are always changing. We can use a reflective practice to review support plans and risk assessments to improve them and provide a better service to the people we support. As part of the management team, the needs of the staff are always changing too.
For instance, if staff have made a mistake and I have been lenient towards this and they make the same mistake, I can use a reflective practice to understand that a lenient approach did not work and the situation needs to be dealt with in a different way. 1.3 How standards inform reflective practice in adult social care. The standards that we follow in our services are things such as code of conduct, regulations and the Mencap values. These standards are dictations and guidelines on how staff are expected to work. You can use the standards as a comparison to your own work and then use a reflective practice to assess yourself against the standards, therefore informing yourself of the changes that need to be made to your own work. 1.4 How personal values, beliefs and experiences can affect working practice. Values, beliefs and experiences are all unique to individuals and like all effects, there are negatives and positives. A person may react positively to a person who shares the same beliefs and has had similar experiences, this is natural to human connection. On the other hand, as a contrast, a person may react negatively to a person if they do not share the same set of beliefs and value different qualities. Ultimately, the biggest effect it may have on working practice, is that it can affect working relationships with the service including both colleagues and people we
support. However, as a support worker and also assistant manager, when stepping into your job role, you are expected to be professional at all times, meaning personal beliefs and experiences are not to have an impact on your work. Mencap also has a set of values that we are to work towards, this in a sense should unify the staff team to work towards common goals in regards to the people we support and stops the majority of staff conflicts. Outcome 2: The importance of feedback in improving own practice. 2.1 How people may react and respond to receiving constructive feedback. A person’s ability to accept constructive feedback varies depending on the individual and the mood of the individual which can change on a daily basis. A person may react negatively towards constructive feedback and this does not necessarily mean causing conflict, it can also branch towards anxiety and isolating themselves and may also extend towards the person rejecting/refusing to change their work or their ability to adapt. If an individual’s response is negative, strategies can be used to resolve the negativity. A person’s negative reaction may also affect the rest of the staff team and could lead to gossip within the staff team and there are protocols in place for management to deal with incidents such as this. On the other hand, a person may react positively towards constructive feedback. This could entail the individual taking the constructive feedback on boards and implementing the feedback into their own work consequently improving the individual’s working style and helping them to progress. In turn, the positive reaction could mean that the rest of the staff team will follow suit and take on board the new working styles from that individual hence empowering that individual. 2.2 The importance of seeking feedback to improve practice and development. The importance of seeking feedback is detrimental to improving and your own personal developing. It shows your adaptable personality and ability to incorporate feedback into your own work. Seeking feedback and constructive criticism allows the individual to discover their own strengths and weaknesses, gain a different perspective in their own work as sometimes they can be too close to situations and show they are willing to listen and learn for the positive benefits of the service. 2.3 The importance of using feedback to improve own practice. Receiving and accepting both negative and positive feedback is very important for personal development. Both types of feedback allow you to identify strengths and areas of improvement. For example, if I receive negative constructive criticism from my line managers about how I manage the team and I can use her feedback to reflect on my own work and make the changes that are necessary to improve. Positive feedback such as a compliment on a piece of work I have accomplished means I have had the opportunity to use the tools around me to hone my skills and use them to the best of my ability.
...hat has worked and what hasn’t. If a student for example is taking blood for the first time and something goes wrong, they don’t find the right vein. Reflective practise would help that student to understand what he/she done wrong while carrying out the procedure and how they could stop that from happening again. Not is only reflective practice good for pointing out the bad factors of something but can also be there for when a procedure goes exceptionally well. If a health professional finds a certain technique works better than what’s in place already, reflective practise is a good way to shear the information you found with other colleges so they can carry out that particular producer. Gibbs 1988 is an example of reflective practice, he uses six stages when doing reflective practice which include Description, feelings, evaluation, analyse, analyse and actions plan.
I have chosen to use Rolfe et al’s (2001) framework for reflective practice, as I felt this was the best model for me to reflect on my academic development. I feel this model is the appropriate model as it has allowed me to reflect on what my situation was, what action I needed to take and the results of that action.
In the book “self – taught: African American Education in Slavery and Freedom”, the author, Heather Andrea Williams, does a great job telling the story of the obstacles slaves faced in their attempts to become educated. Throughout the book, Williams gives numerous accounts of the experiences of these slaves and illustrates their determination to learn to read and write; as well as obtain a formal education. In my opinion, the most common theme that resonates with me after reading chapters one through nine is persistence; despite challenges, obstacles, punishment, and death, slaves were determined to become educated.
...ot only use the cognitive skills of the students but also their affect. This will allow the students to process and reflect on how they made that specific decision or answer. They are not just focusing on the end result but how they end up in that result or scenario. Teachers need to incorporate more reflection pieces or activities in their lessons because it not only enhances the cognitive skills of the children but also addresses their social and emotional needs.
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 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).
Without agreement on what reflective practice is, it is difficult to decide on teaching‑learning strategies. Reflective practice may be a developmental learning process (Williamson 1997), may have different levels of attainment (Wellington 1996), and may be affected by a learner’s cognitive ability (James and Clarke 1994), willingness to engage in the process (Bright 1996; Haddock 1997), and orientation to change (Wellington 1996). However, there does seem to be some agreement that critical reflection consists of a process that can be taught to adults. Brookfield (1988) identified four processes central to learning how to be critically reflective: assumption analysis, contextual awareness, imaginative speculation, and reflective skepticism.
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).
Therefore, reflective practice could be attained from experience (Spalding, 1998) through thoughtful deliberation (Tickle, 1994) and ‘systematic,
Reflective practice is a form of writing that links thought and action, it involves critical analyses of one’s feeling and actions with the goal to improve quality of performance. It always takes time to adopt to the technique of critically analysing feeling and action, but then I realised how important this practice is and how it made me understand in-depth the underlying concepts of reflective practice, it gave me the opportunity to examine the basis of my knowledge and to use knowledge to solve problems Gibb’s (1988) describes reflective practice in six stages on how one can ask analysis, evaluate themselves in order to recognise and improve what he or she is doing and used these skills to make change and with these in mind I was able to
Donald Schon, an influential thinker in developing the theory and practice of reflective professional learning defines it as: “The capacity to reflect on action so
It is a practical way for individuals to explore the nature of their practice and to improve it.
A reflection log is, in essence, a personalised learning resource. This reflection log will showcase the thinking and learning skills I have developed from module (IS6136 - Professional Practice Skills), which is underpinned by a peer learning system. As part of this peer system, I was encouraged to discuss and share my thoughts, as well as to develop my reflection log in a collaborative way. The reflection log helped me to extend and further my understanding of the material presented. Section 2.0 of this log will discuss five major takeaways from this module, in light of the learning expectation set by the lecturer. Section 3.0 will conclude the reflection log.
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
Don't try to change everything immediately. And the more reflective you become, the more you will notice. Take it one day at a time. The greatest reward of becoming a reflective practitioner is that you become aware of how insightful and capable your students are. All teachers can develop habits of mind conducive to effective decision making.