Self Reflection
Self-reflection in Reflective Practice: A Note of Caution
Kam-shing Yip: British Journal of Social Work (2006) 36,777-788, doi:10.1093/bjsw/bch323, Advance Access publication October 31, 2005: My reflection on this article (attached).
Ruch identified four types of reflective learning:
1. technical rationality and level of knowledge
2. practical personal assumptions and beliefs
3. process focus on conscious and unconscious (psychodynamic) development of reflective self
4. Critical challenges existing social, political and cultural conditions.
As a social worker I need to be aware of what has happened and what beliefs and morals influence my choices and reflection if it is appropriate. We are told as Social workers we must avoid becoming emotionally involved and apply interventions according to related models rather than personal feelings, that is difficult, something I struggle with – after all I came into SW to help people, it’s hard not to become attached, but I always have in the back of my mind that I must be professional. I know that I need to be aware of my own emotional context of interactions with the people I work with. The deeper the reflection, then the deeper is my involvement is in the process of self reflection. It is a self involvement process - feelings, emotions are interlinked in response and we must have the ability to evaluate. We need to engage our personal attributes (such as feelings morals etc) and how these respond to external factors such as an agency, a service user (or customer as we now refer to people) or a situation in the real world. Reflection serves to clarify meaning of experience in relation to our practice and sense of self. Reflection can identify things within my control challenging my own beliefs, eg. against external factors I cannot control (for example service users negative feelings of place towards deep-seated issues regarding negative place attachment. A supportive team manager and organisation
Kam-shing Yip: British Journal of Social Work (2006) 36,777-788, doi:10.1093/bjsw/bch323, Advance Access publication October 31, 2005: My reflection on this article (attached).
Ruch identified four types of reflective learning:
1. technical rationality and level of knowledge
2. practical personal assumptions and beliefs
3. process focus on conscious and unconscious (psychodynamic) development of reflective self
4. Critical challenges existing social, political and cultural conditions.
As a social worker I need to be aware of what has happened and what beliefs and morals influence my choices and reflection if it is appropriate. We are told as Social workers we must avoid becoming emotionally involved and apply interventions according to related models rather than personal feelings, that is difficult, something I struggle with – after all I came into SW to help people, it’s hard not to become attached, but I always have in the back of my mind that I must be professional. I know that I need to be aware of my own emotional context of interactions with the people I work with. The deeper the reflection, then the deeper is my involvement is in the process of self reflection. It is a self involvement process - feelings, emotions are interlinked in response and we must have the ability to evaluate. We need to engage our personal attributes (such as feelings morals etc) and how these respond to external factors such as an agency, a service user (or customer as we now refer to people) or a situation in the real world. Reflection serves to clarify meaning of experience in relation to our practice and sense of self. Reflection can identify things within my control challenging my own beliefs, eg. against external factors I cannot control (for example service users negative feelings of place towards deep-seated issues regarding negative place attachment. A supportive team manager and organisation