Reid (1993) defined reflection as a process of reviewing an experience of practice in order to describe, analyse, evaluate and so inform learning about practice. Read (1993), adds that reflective practice is potentially both a way of learning and a mode of survival and development once formal education ceases. Page and Meerabeau, (2000) described two fundamental forms of reflection: reflection-in-action, and reflection- on- action. Understanding the differences between these forms of reflection is important. It will assist practitioners in discovering a range of techniques they can use to develop their personal and professional competences.
3.1.Evaluate own knowledge, performance and understanding against relevant standards. Once I have analysed the demands and expectations of my job role, the next step is to consider what I can already do and which areas I may further need to develop. This learning outcome looks at how I might evaluate my own performance and how I might use feedback to inform me. It is important to think abut what I can do already and which areas I need to develop further. To do this I can ask for feedback from advisers or assessors.
At this stage lots of questions should be asked. Stage 3 is abstract conceptualisation where you make sense of what has happened and where you interpret and understand the relationships between the events. Here you need to compare what you have done, reflect on it and what you already know. Finally you have active experimentation where you examine how you are going to put your experience and what you have learnt into practice. This allows your new knowledge/experience to develop yourself and others personally and professionally.
Through reflection, I can focus my thoughts on my experiences, gain greater understanding of learning practice, become more aware of the knowledge and skills that I have developed, identify my strengths and areas for development, develop an action plan for future practice. Dewey (1938) states that while we cannot learn or be taught to think, we do have to learn how to think well and especially to acquire the practice of reflection. To use knowledge critically we do not accept the situation at “face value”. This requires the ability to look beneath the surface to see what may influence the situation, resulting in
Introduction In this assignment, I will be explaining in more detail; the person centred model of counselling, used primarily during this Level 3 course. The concepts and principles of the model and who was responsible for them. I will be seeking the value of the person-centred model and pitting it alongside its counterparts. I shall discussing two other models, their key features and uses and compare and contrast with the person-centred model of counselling. In doing so, this will raise my knowledge and awareness, of the person-centred model and other models used within counselling.
For me to become critically reflective in my practice with ex-offenders and beyond, taking my learned experiences into the housing sector field, I will use the Driscoll model of reflection; What, So What, Now What. This may be a simplistic tool but it is one, which encourages and enables critical examination throughout ones career at all levels and stages. ‘to develop, through a process of thinking and looking at your own practice in a metaphorical mirror will heighten your levels of critical evaluation and self-awareness’ Barbara Bosot 2013, The Reflective journal, pub Palgrave Macmillan My aim in using a reflective model for communication is to put myself at the core of learning, developing to my full potential, by not just responding reflectively to a situation but also to how I ‘feel’ in the situation. I will hopefully gain insight to similar situations for future reference and change
I offered my client empathy, understanding and respect. Used open ended questions, actively listened and gently challenged my client when appropriate, remaining aware of boundaries. (2013, BACP) I recorded information to use in supervision, how one response led to another, the nonverbal communication used by my client and my own thoughts as the session proceeded. Supervision was able to give me space to look at my work I had supervision which allowed me to reflect on relating to my client and to gain insights from the perspective of another therapist. (Jacobs, 1998)Supervision offered me three main functions.
The most direct way to change dysfunctional emotions and behaviors is to modify inaccurate and dysfunctional thinking. To change how we feel about events, we need to change the way we think about them. In this model of group therapy, a sound therapeutic relationship that emphasizes collaboration and active participation is the foundation for effective practice. The cognitive therapist teaches group members how to identify these distorted and dysfunctional cognitions through a process of evaluation. Group members can learn to engage in more realistic thinking, especially if they consistently notice times when they tend to get caught up in catastrophic thinking.
The name of SU and areas of work will remain anonymous to maintain patient confidentiality, in accordance with the Nursing and Midwifery Council’s regulations (NMC 2008). Reflective practice is a process of which we can gain knowledge and learn from our experiences. It is an essential part of development for assisting students to identify the links between theory and practice and understand how learning can transpire from experience; this increases the ability to improve knowledge and skills (Jasper 2003). Rolfe et al. (2001) explore how and why we learn by practice if we reflect on our overall experience and what the outcome uncovered, be it good or bad.
Compare and contrast the ways in which the psychodynamic and cognitivebehavioural approaches to counselling understand and make use of the counselling relationship. In the following discourse I am going to look at ways in which two approaches to counselling, namely psychodynamic and cognitive-behavioural, work within a counsellor client relationship. I will be looking at the differences between the two approaches, looking at how the two models have been used in therapy in the past and how they contrast within the counselling relationship. The main similarities of the two approaches lies within the fact that both are used by the counsellor or therapist with the aim of treating the problems of the client, i.e stress, bereavement, addiction. However the theoretical differences are more apparent.