Self-Reflective Report and Mock Interview
Reflective Writing
Loads of definitions: of Reflective Practice
(Dewey, 1933; Mead, 1934; Mezirow, 1981; Kemmis,1985; Schön, 1987; Reid, 1993; Burnard, 1995; Johns, 2013; Ghaye, 2011, etc.)
Deliberate, conscious and purposeful
“Reflection is the alternative to ignoring or escaping a problem, or displacing it” (Bager-Charleson, 2010, p.14)
Make implicit knowledge, explicit
Donald Schön (1987) – key thinker
Experiences (Jasper, 2013)
Reflective
Process
Action
Experience
New
Perspective
New Experience
Reflexivity
Questioning ‘taken for granted’ views
Critically looking at your beliefs/values/expectations/ assumptions (Bolton, 2005; Thompson & Thompson, 2008)
The intersection of personal and professional – you take them with you
Social, cultural, gendered, political (Taylor, 2014)
If you are reflexive you are more likely to be empathic
HOW Process
You’ve already engaged in reflection
Take it forward by using tools
Frameworks
Remember they are not to be followed in a rigid fashion
Reflection is personal, variable and creative – adapt, combine
Examples: Goodman’s (1984); John’s (1994); Jasper (2013)
HOW Process
A reflective journal
Used across disciplines
“vehicle for reflection” (Moon, 2006, p.1)
A “repository” (Ghaye & Lillyman, 2006, p.38) to deconstruct and evaluate experiences
Scrutinise experiences and learn for future application (Ghaye, 2011)
Think of it like Dumbledore’s Pensieve (Gerstl-Pepin & Patrizio, 2009)
HOW Process
Talk to yourself – if it’s the first sign of ‘madness’ I’m well gone!
A reflective conversation (Bold & Hutton, 2007; Ghaye & Ghaye, 1998)
Do critical incident analysis (Ghaye & Lillyman, 2006; Lillyman & Evans, 1996)
HOW Process
Do a SWOB analysis:
Strengths
What are you good at?
What about yourself are you happy with?
What have you achieved so far?
Weaknesses
What would you like to change about yourself?
What disappointments have you had that affect how you feel about your future?
Opportunities
How can you use strengths? Who can help?
Barriers
What obstacles do you put in your own way?
How can you overcome these?
Writing up the Reflection
Reflective accounts are examples of ‘writing-to-learn’ (Allen, Bowers & Diekelmann, 1989)
“The best part’s writing it because it’s where you actually learn” (‘Judy’, 2011-2012 student interviewed)
Accounts should have:
Analytical content not just description, e.g. drama vs. documentary (Thompson & Thompson, 2008)
A critical edge
Conceptual thinking
What assessors are looking for (see your handout p.15):
Demonstrable evidence that reflective practice has taken place
Evidence that learning has occurred and been integrated into practice
Knowledge base
Analysis of the influence of values
Relevant material only
Independent thinker
Resources
Bager-Charleson, S. (2010). Reflective practice in counselling and psychotherapy. Exeter: Learning Matters Ltd.
Bolton, G. (2005). Reflective practice: Writing and professional development (2nd ed.). London: Sage.
Gerstl-Pepin, C., & Patrizio, K. (2009). Learning from Dumbledore’s Pensieve: Metaphor as an aid in teaching reflexivity in qualitative research. Qualitative Research, 9, 299-308. Doi: 10.1177/146894109105029
Ghaye, T. (2011). Teaching and learning through reflective practice: A practical guide for positive action (2nd Ed.). Oxon: Routledge.
Ghaye, T., & Lillyman, S. (2006). Learning journals and critical incidents: Reflective practice for health care professionals (2nd Ed.). London: Quay Books.
Resources
Bager-Charleson, S. (2010). Reflective practice in counselling and psychotherapy. Exeter: Learning Matters Ltd.
Bolton, G. (2005). Reflective practice: Writing and professional development (2nd ed.). London: Sage.
Gerstl-Pepin, C., & Patrizio, K. (2009). Learning from Dumbledore’s Pensieve: Metaphor as an aid in teaching reflexivity in qualitative research. Qualitative Research, 9, 299-308. Doi: 10.1177/146894109105029
Ghaye, T. (2011). Teaching and learning through reflective practice: A practical guide for positive action (2nd Ed.). Oxon: Routledge.
Ghaye, T., & Lillyman, S. (2006). Learning journals and critical incidents: Reflective practice for health care professionals (2nd Ed.). London: Quay Books.
Resources
Jasper, M. (2013). Beginning reflective practice: Foundations in nursing and health care. Cheltenham: Nelson Thornes.
Moon, J. A. (2006). Learning journals: A handbook for reflective practice and professional development (2nd Edition). Oxon: Routledge.
Samuels, M., & Betts, J. (2007). Crossing the threshold from description to deconstruction and reconstruction: Using self-assessment to deepen reflection. Reflective Practice, 8, 269-283.
Resources
Taylor, J. (2014). Walking my talk: Applying the REFLECT model to personal-professional intersections while re-signing in academia. Reflective Practice: International and Multidisciplinary Perspectives, 15, 240-251.
Thompson, S., & Thompson, N. (2008). The critically reflective practitioner. Basingstoke: Palgrave Macmillan.
Thompson, N., & Pascal, J. (2012). Developing critically reflective practice. Reflective Practice: International and Multidisciplinary Perspectives, 13, 311-325. Doi: 10.1080/14623943.2012.657795
Creating an Alliance to Foster Change
Think about how you frame the concept of empathy – what is this to you?
Now give yourself a percentage for your empathy capabilities (e.g. context of working with offenders)
0% - an absence of empathy
100% - extremely high levels of empathy
What we have to think about
Responsivity
The ‘therapeutic relationship’ can account for 25% of the variance in treatment effectiveness (Marshall et al., 2003)
You direct the alliance, your skills assist offenders to make changes (Bonta & Andrews, 2007; Polascheck, 2011)
Think about ‘treatment readiness’
Poor engagement can lead to drop-out, drop-out increases risk of reoffending
Be reflective – critically assess your own assumptions
Many people hold assumptions and there are some common ones held by people who work in these settings (e.g. Calder, 1999)
Developing
Get them talking, using:
Open questions
Be a reflective listener when they respond:
Affirm the strengths of the person, that you understand them
Summarise – reinforce key information the person has told you
It’s all about empathy
You can use decisional balance techniques – look at good and not so good aspects of the behaviour
Explore their goals to help you elicit self-motivational statements
Empathy Reflection
reflecting on the topic of empathy
What you understand regarding this concept and how this may have developed through this experience and reading
An example:
Your personal skills – what you do well, what you could develop?
Resources
For facilitation skills:
Bee, F., & Bee, R. (1998). Facilitation skills. Norfolk: the Cromwell Press. [Library – 658.3124BEE]
For professional boundaries:
Cooper, F. (2012). Social work and social care: A practical guide to understanding maintaining and managing your professional boundaries. London: Jessica Kingsley. [Available through MyiLibrary]
For empathy:
Baron-Cohen, S., & Wheelwright, S. (2004). The empathy quotient: An investigation of adults with Asperger syndrome or high functioning autism and normal sex differences. Journal of Autism and Developmental Disorders, 34, 163-175.
Reflection on working with Diversity
Psychopathy
Think about working with offenders who have psychopathy traits/symptoms
What assumptions are made about these people?
How do you think this may influence treatment?
How could you be responsive to their needs?
Female Offenders
Think about working with female offenders
What assumptions are made about these people?
How do you think this may influence treatment?
How could you be responsive to their needs?
Learning Difficulties
Think about working with people who have learning difficulties/disabilities
What assumptions are made about these people?
How do you think this may influence working with them?
How could you be responsive to their needs?
Prisoners with Physical Disabilities
Prisoners with Physical Disabilities
Critical reflection on your assumptions about physical disability
Challenging these notions
Thinking about the consequences of assumptions
Thinking about the context of prison for the disabled individual
Any tips for working with these offenders?
Resources for Diversity
For a good all-round look at diversity in offender work and beyond, try:
Farrow, K., Kelly, G., & Wilkinson, B. (2007). Offenders in focus: Risk, responsivity and diversity. Bristol: The Policy Press. [Available as eBook or 364.48FAR]
Hudson, B. (2007). Diversity, crime and criminal justice. In M. Maguire, R. Morgan & R. Reiner (Eds.), The Oxford handbook of criminology (pp.158-175). Oxford: Oxford University Press.
For cultural factors in offender treatment, try:
Thakker, J. (2013). The role of cultural factors in treatment. In L. A. Craig, L. Dixon, & T. A. Gannon (Eds.), What works in offender rehabilitation: An evidence-based approach to assessment and treatment (pp.389-407). Chichester: Wiley. [Book not currently in the library, but this has been requested]
For information about working with offenders with psychopathy, try:
Atkinson, R., & Tew, J. (2012). Working with psychopathic offenders: Lessons from the Chromis Program. International Journal of Forensic Mental Health, 11, 299-311. Doi: 10.1080/14999013.2012.746758
Hemphill, J. F., & Hart, S. D. (2002). Motivating the unmotivated: Psychopathy, treatment, and change. In M. McMurran (Ed.), Motivating offenders to change: A guide to enhancing engagement in therapy (pp. 193-220).Chichester: Wiley.
Tew, J., Harkins, L., & Dixon, L. (2013). What works in reducing violent re-offending in psychopathic offenders. In L. A. Craig, L. Dixon, & T. A. Gannon (Eds.), What works in offender rehabilitation: An evidence-based approach to assessment and treatment (pp.129-141). Chichester: Wiley. [Book not currently in the library, but this has been requested]
Motivational Interviewing Groups
4 Phase Model
Engaging the Group
Exploring Perspectives
Broadening Perspectives
Moving into Action
Engage the Group
Setting the group environment
Decontaminating the referral process
Developing working relationships and norms within the group
Developing group guidlines
Exploring Perspectives
Explore participants’ perspective on their lives and issues
Explore lifestyles
Explore ambivalence
Explore values
Broadening Perspectives
Envision a more satisfying future
Considering options for change
Explore and enhance confidence by considering past successes, personal strengths and support
Heuristic models (Ready-Willing-Able, Stages of change, chronic illness adapt)
Feedback
Looking Forward/Envision
Importance/Confidence
Strengths/Support
Moving into Action
Define planning and implementing changes that participants believe will improve their life
Importance/Confidence
Hypothetical
Change planning
Strengthening commitment to change
Getting started
Dealing w/challenges and setbacks