“Critical Reflection – reflecting on learning to be reflective” Social Work Journal Club Chat 10/10/13 8pm BST

2 10 2013

This is the article chosen for this week’s chat. It’s “Critical Reflection – reflecting on learning to be reflective” by Helen Hickson and was published in “Reflective Practice” Vol 12 No 6 Dec 2011.  My thoughts are shorter than usual, partly because I hope more people will go to source and read the article itself – it does a far better job of explaining than me summarising – but also because I’ve been extraordinarily busy this week!  It is quite different from a lot of research papers in that it is written from a very personal perspective. As Hickson  opens

This paper is a personal reflection of my experience as a social worker engaged in postgraduate study in critical reflection

While being about reflection, it is also a reflection and hope it will open the door for us to discuss how and why we reflect and how we develop reflective skills in practice and in study.  Hickson starts by exploring what ‘reflection’ actually is which is a good question. Mostly, she notes in the introduction, it is a concept without a firm definition and can mean different things to different people. It would be hard to find someone who doesn’t claim to be a ‘reflective practitioner’ but that can look very different. She says

With the diversity of definitions and frameworks for reflection and reflective practice, one thing on which writers agree is that there are common themes and no singular ‘right way’ to go about reflective practice. There is also agreement about the value in reflective practice; however, writers from various disciplines see reflective practice in different ways and use a range of terms to describe methods and techniques. These different ways of understanding reflective practice and the context in which it is experienced result in a high degree of complexity in understanding reflection conceptually, theoretically and in practice.

So whatever ‘reflection’ looks like, it’s a good thing – and that moves far beyond the social work and social care framework – in most roles, paid or unpaid, a period of reflection can be useful – so what is it about social work and reflective practice that is different? Or is there anything?

Dickson then introduces the ‘critical’ part of reflection and perhaps that’s where more structure comes in.  In social work there are theoretical frameworks built around reflection – but, she asks, is ‘critical reflection’ a social work theory? It is more than ‘thinking about things’ or ‘thinking about how you would do things differently’. It is a  pillar of professional competence but does that make it a theoretical framework or a method of practice – perhaps a little of both.

Dickson goes on to consider ‘reflection in action’ and ‘reflection on action’ where the former is contemporaneous while the latter takes place after the experience. It would be interesting to consider how we apply these two in a work setting and if we are able to.  Moving to look at ‘critical reflection’ specifically she says

Mezirow (1990) contemplated reflective practice and identified that there was more to reflection than simply thinking about experiences, suggesting that critical reflection involves a critique on the assumptions on which our beliefs and values have developed

And now we can see how we move from a basic reflection to a deeper, perhaps more fundamental processing of our own assumptions and attitudes and work on trying to figure out where they are and where we are in the work we do with people. Critical reflection involves seeing our actions, attitudes, assumptions and beliefs through a prism of theories, knowledge and power. Within a context rather than in isolation and perhaps that’s the difference between reflection and critical reflection.

Dickson breaks down the process of her reflecting on her own practice. I’d recommend going to the piece directly as it’s not something that can easily be summarised. Perhaps when we do discuss the article we can look at how useful it is to read about someone else learning to reflect and whether that’s a useful learning tool.  She refers to her reflective diary – I know I’ve seen students do this. As  a practice educator, I gave my student periods of time to ‘reflect’ but I’m not sure that it was the best way of achieving the outcomes.  Like Dickson, I found that I didn’t really ‘get’ reflection until after I qualified – and for quite a few years after I qualified. Some skills were useful but they are skills which provide a platform.

Reflection doesn’t relate solely to social work of course, so I hope others from other disciplines (and none) will join in too to discuss the paper, reflection, critical reflection and the learning of it together.

Some questions to consider

What is reflection

How is reflection useful to you

Is critical reflection a theoretical framework or a practice tool?

How have your attitudes to critical reflection changed through practice/study?

Is there anything unique about social work and critical reflection?

Reflection in action/reflection on action – how do you do this?

How has critical reflection changed your attitude to your job?

Can reflection skills be taught?

How do you break down the reflection process?


On Reflection – a Social Work Journal Club Chat for 3/10/13 8pm BST #swjcchat

24 09 2013

For the next Social Work Journal Club chat, I’ve chosen this article “Critical Reflection : Reflecting on Learning to be Reflective” by Helen Hickson and published in 2011 in “Reflective Practice : International and Multidisciplinary  Perspectives”. I’ll write up a summary and some questions next week some time but in the meantime, this is the abstract where Hickson writes:

In this paper, I explore reflective practice literature and the elements of critical reflection, and I reflect on my experiences of learning and using a critical reflection approach to better understand a significant incident. This reflective paper is written from my personal perspective as a social worker using Fook and Gardner’s model of critical reflection to provide a framework to reflect, explore and learn from my own experiences. The Fook and Gardner approach to critical reflection encourages deconstruction and analysis of a personal or professional experience to understand the different assumptions, relationships and influences embedded within it and how it affects our practice. As new understandings emerge, the individual is able to reconstruct this incident and develop new techniques to deal with a similar incident in the future.

I hope it will be an opportunity to discuss how we use reflection in practice (and while studying) and what it means to practice improvement generally.