Critical Reflection On Student Development

Reflection is described as a way of reviewing experiences from practice so that it can be described and analysed and used to change future practice (Bulman and Schutz, 2004).

Effective reflection helps the practitioner to see the situation from an outsider's perspective, so that they can develop a better way to respond to a similar scenario in the future. Reflection is meant to achieve a change in practice, rather than simply repeating the same mistakes (Schon, 1983). Many different models exist for structuring the reflective process. Regardless of the framework used, the reflection models are meant to accomplish three things. They are supposed to promote reflecting on events, self-evaluation and analysis, and a plan to change actions in the future. This Reflective essay will utilize Driscoll's 'The What?' model as its structure (Driscoll, 1994). This model has three components"

Working in the field of human services is a unique, yet rewarding career. Human services workers engage with diverse populations and carry different titles to include counselors, case managers, milieu therapists, social workers, etc. Regardless of what title a human service worker may hold, communication between a client and professional is vital. The purpose of this paper is to introduce a client from a particular background and address his presenting issues. It will review how I would interview my client to include specific communication techniques, ways I would establish a working relationship, discuss possible boundary issues, and recommendations or referrals to certain groups for this client.

Reflection is an important tool for all health care practitioners. It can improve our skills and help us understand the choices we make while in practice. Williams (2001) states that “Reflective learning involves assessment and re-assessment of assumptions and critical reflection occurs whenever

For the purpose of this assignment I will consider how I have already started to develop as a ‘Critical Practitioner’. By this statement I would put forward how I am being ‘open minded’, use a ‘reflective approach’ that takes account of ‘different perspectives, experiences and assumptions’ (Glaister cited in the reader pg 8). I will discuss how my practice has developed and has been influenced by K315 course materials such as Barnett’s three domains of critical practice, action, reflexivity and analysis (Barnett

Reflective practice is an essential means of developing basic skills and knowledge into expert skills and knowledge.

The first two chapters of this book set the background for student development and how theory has evolved over the years. As time passed and college student demographics changed, new ideas and views were developed to understand the ever changing student body. Theorists realized that the college experience was different between demographic groups. Being able to develop student affairs practices and activities that can reach the different student groups is probably the biggest challenge a student affairs professional will tackle. It is said that student development is most achieved by involvement by the students. This means that these activities must be designed to accommodate students from all walks of life.

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.

In this essay, I am going to give a structured reflective account on the development of a therapeutic relationship with a client on one of my clinical placements as part of my training as a student nurse. I will be using a reflective model which explores the processes involved in developing and maintaining such relationships bearing in mind theoretical knowledge and how it applies to this clinical experience. Jasper (2003) describes reflective practice as one of the ways that professionals learn from experience in order to understand and develop their practice. As a trainee health care professional, I have learnt the importance of reflection in

With that reason, steps are being taken to heighten my knowledge. I will utilize the theory of critical incident reflection, first introduced by John Flanagan in 1946 that speaks to “reflect – on – action (i.e. past experience)”, “reflect – in – action (i.e. as an incident happens)” and “reflect- for- action (i.e. actions you may wish to take in future experiences)” in order to point out my strengths and weaknesses. Likewise the use of other meta-cognitive and analytical tools provided in this course, is sure to provide further assist with explaining my growth or lack thereof as a developed professional. The aim is to develop through a perpetual process of acquiring new cognizance and skills that relates to my profession, job responsibilities,

I will structure this essay using Gibbs Model of Reflection (Gibbs 1988). Reflective learning helps practitioners analyse their experiences and how they think and feel about them before

The term “reflection” directly refers to one’s own ability for serious thought or consideration regarding events, which have occurred in the past. Professional bodies and organisations utilise reflective practice within continuous professional development as an effective tool to evoke critical thoughts regarding their own actions. This analysis of one’s own

Reflective practice engages practitioners in a continuous cycle of self-observation and self-evaluation in order to understand their own actions and the reactions they prompt in themselves and in learners (Brookfield, 1995; Thiel, 1999). Reflective practice is considered as an evolving concept which views learning as “an active process of reviewing an experience of practice in order to describe, analyse, evaluate and so inform learning about practice.” (Reid, B 1993 cited in Garfat, T. 2005).

The client was in distress when arriving at the social workers session. The first step with the client was to build rapport and create a safe environment to share information. The social worker used psychodynamic theory and the practice of exploration, description, and ventilation (Walsh, 2013, p. 68) to help the

The communication started on a very simple and informal pattern after I asked the client if we could have a one to one conversation in the meeting room and we sat on to adjunct chairs. However, the client rapidly introduced me to her depression and anxiety state of mind with my second question: “Can you please tell me more about what brought you here”. The client's depression and anxiety were brought into context when we address her stressor as her grandfather's illness, her role as a caregiver to him and the disengagement of a member of the family. The client anxiety was represented with constant hand movements and voice tones when she told me about her grandfather's condition and her frustration with a family member. The blunted and sad look with tearing eyes was clear during