Professional Development And Reflective Practice Education Essay

master copy Development And meditative Practice Education EssayCounsellor self-aw areness has been frequently emphasised as a sm totally professional competency for all counsellors (Remley Herlihy, 2007). To victuals this constitute competency, ruminative rehearse is an important convey of supporting self-awareness in students and set out counsellors. This paper will look at some definitions of musing dedicate, and how it is farther more than just recovering about what has happened. musing come is an overture used in rede and other health professions where models of objurgation fracture a way to evaluate applied eruditeness it is a order of refining skills and expertise by scrutinizing actions while they are creation carried out, and because assessing them finished discussion, writing exercises such as journalling, similar assessments or by professional supervision. wistful drill has been developed in a grade of fields over the last few decades, most marke dly in professions where interpersonal congressships are central and a high degree of a priori judgement and decision- reservation is needed. Because of this, counselling and teaching make great use of reflective utilise methods, along with community and youth treaters, and allied health professionals.Professional practice was pi hotshotered by Donald Schn in the 1980s. Several models exist, but basically reflective practice and cultivation involves suppuration and evolution as a professional by considering at an event or incident, understanding it and learning from it. Different models may emphasise different areas of reflective learning, or let out the process to include a range of peers, communities and professional or learning colleaguesReflective practice is a continuous process and involves the scholar considering critical incidents in their life examines. As defined by Schn, reflective practice involves thoughtfully considering ones own conveys in applying cogniti on to practice while existence coached by professionals in the discipline. It has been depict as an unstructured, self-regulated process approaching enjoin understanding and learning.Reflective practice as a way of work that involves acting consciously and deliberately on the basis of critical discernment and understanding. A reflective practitioner necessarily to develop an awareness of spic-and-span ways to look at situations, consider tonic opportunities and techniques, and pay backs fresh means to challenge states an circumstances. A reflective practioners is a Iifelong bookman, as each populate will shape their practice and approach.A belief which underpins reflective practice is that counsellors should consolidate or frame our understanding. Framing is an inevit satisfactory thing on that point is no way of perceiving and making sense of reality except with a frame, for the very task of making sense of complex, information-rich situations requires an operation of s electivity and organisation, which is what border means (Schn, 1994, p29).To be reflective does not imply disregarding all assumptions and prior opinions. Instead, it is about being aware of what practioners bring with us when we stomach with others. Reflective practitioners must be able to put themselves in the position of other actors, but and they must also have the complementary capability to consider how their own frames may contribute to problematic situations (Schn, 1994, p187).Reflective practice is consequently something that takes persistent and constant clock, commitment and practice.To help counsellors, particularly as beginning counsellors, this wad be where an good supervisor is so important, inspire the counsellor to grow as a person and a professional, to think and act outside of the box and avoid falling into self-deception or pitfalls.An continuing commitment to education and also an essential basic necessity to aid this growth and development.In reflective practice it is possible to complete three different phases. Schn (1983) distinguished between verbal expression-in-action (at the same time as the practice takes place) and reflection-on-action ( afterwardwards).reflection on practice which involves stepping back from an experience and exploring (a) what happened (b) what base be learned from it and (b) what should be done near time. This approach is used widely with students in various disciplines who are encouraged to hang on a journal of learning experiences and their practice implications. Kolbs learning circle (experience _reflection _ making sense _ readiness for action) is a common tool used by supervisors to help students learn this process in systematic form.Secondly, on that point is reflection in practice which involves being aware and conscious in the here-and-now scrap i.e. during supervision/counselling as its actually happening. This is, in some respects, an advanced-level action at law of reflection on prac tice and essential for those engaged in counselling and supervision approaches that involve working primarily with immediacy (e.g. psychotherapy recognising transference, projection, pair process etc.). It is also especially valuable for people working in crisis situations where conditions change rapidly and the ability to think continually on ones feet is critical.the fight between reflection on and reflection in is, in essence, the disparity between What happened then? and What is happening now?.The practice dimension reminds us that for learning- by dint of-reflection to stupefy genuinely transformational, it needs to be applied. The role of supervisor, therefore, involves not that helping the counsellor to learn through reflection but to support application of that learning to enhance his or her counselling practice. When these dimensions are cadaverous together in continual process, the counsellor can be described as a reflective practitioner.According to Schon (1983), re flection-in-action is a rigorous professional process involving ac noesisment of and reflection on uncertainty and complexity in ones practice leading to a legitimate form of professional acute (p.69).Reflection-in-action is defined by Schn as the ability of professionals to think what they are doing while they are doing it.the only way to manage the indeterminate zones of (professional) practice is through the ability to think on your feet, and apply previous experience to new-sprung(prenominal) situations. This is essential work of the professional, and requires the capability of reflection-in-action.Schn also offers his thoughts on how this kind of professional is produced. He describes a number of key designsThe Reflective Practicum. a term for the educational setting, or environment A practicum is a setting designed for the task of learning a practice. This is where students learn by doing, with the help of coaching. The practicum is reflective in two senses it is intended to help students become proficient in a kind of reflection-in-action and, when it works well, it involves a chat of coach and student that takes the form of reciprocal reflection-in-action. Tacit knowledge his comes from the work of Michael Polanyi3. He describes for example the remarkable way we are able to hen-peck out a familiar face in a crowd. This does not require mentation about, or a systematic analysis of features. We cannot show how this is done, and so the knowledge is unspoken or tacit.Knowing-in-action derives from the idea of tacit knowledge. It refers to the kinds of knowledge revealed in the way we carry out tasks and approach problems. The knowing is in the action. It is revealed by the skilful execution of the performance we are characteristically inefficient to make it verbally explicit. This tacit knowledge is derived from research, and also from the practitioners own reflections and experience.Reflection-in-action reflection that occurs whilst a problem is being addressed, in what Schon calls the action-present. It is a response to a surprise where the expected outcome is outside of our knowing-in-action. The reflective process is at least to some degree conscious, but may not be verbalised. Reflection-in-action is about challenging our assumptions (because knowing-in-action forms the basis of assumption). It is about thinking again, in a new way, about a problem we have encountered.Reflection-on-action reflection after the event. Consciously undertaken, and often documented.Willing suspension of disbelief describes the process of entry into an experience, without judgment, in order to learn from it. Schn uses the term in relation to the idea of learning by doing. One cannot will oneself to believe until one understands. But understanding often will only arise from experience. So it is necessary first to allow the experience to happen.Operative attention hearing and absorbing information, in a state of readiness to apply and ex perimentation with the new information. An everyday example would be when we listen to directions on how to find an obscure address. This participation is important in the learning process a learner needs to be already engaged in activity for further information to have meaning. This in turn is partly derived from Wittgensteins5 tilt that the meaning of an operation can only be learned through its performance. Hence mechanical or imperfect performance of an activity prepares the learner for new information (feedback) on that activity, in order to develop understanding.The prevail of reflection Schn speaks of a vertical dimension of analysis that can happen in the dialogue between learner and teacher. To move up a rung on the ladder involves reflecting on an activity. To move vote out a rung is to move from reflection to experimentation. This ladder has more than two rungs it is also possible to reflect on the process of reflection. The importance of this concept is in its poten tial for helping out with stuck situations in learning. Being able to move to another level may assist coach and learner to achieve together what Schn refers to as convergence of meaning.Professional reflective practice is an intricate and challenging activity. It takes time, commitment and support, ongoing professional development and supervision to mature. It should leads to new action and a confirmation of existing actions.Reflective practice needs to be more than just thoughtful practice, it needs to be a continual process of turning practice into educational opportunities.Also very useful in expressing an approach to reflective practice is Kolbs existential learning theory. Kolb (1984), a leader in the contemporary experiential education movement, defined experiential learning as the process whereby knowledge is created through the transformation of experience (p. 38). His model of experiential learning was base on the works of developmental theorists John Dewey, Kurt Lewin, a nd Jean Piaget. Ideally there is a learning cycle or spiral where the learner passed through a four stage learning cycle first a cycle of experiencing, then of reflecting, thirdly thinking, and finally acting. Immediate or cover experiences lead to observations and reflections. These reflections are then assimilated (absorbed and translated) into abstract concepts with implications for action, which the person can actively test and experiment with, which in turn enable the creation of new experiences.As learners continue to have new cover experiences, by reflecting and thinking about them, we can plan, test hypotheses, and have a substantiative blow on new experiences.Kolbs learning circle (experience, reflection, making sense, then planning for action) is a practical tool to help students learn (Wright, 202) . (a) concrete experience, (b) reflective observation, (c) abstract conceptualization, and (d) active experimentation.The process of experiential education and learning beg ins with the concrete experience itself (e.g., participating as a member in a small assembly) and continues with intentional and guided reflection on or query of that experience. Abstract conceptualization represents both the integration of learning experiences and the generation of new ideas. This might include identifying and understanding the monopolizing behaviour on the part of a group member and brainstorming ways to address it in the next group session. Through active experimentation, these new ideas can be time-tested and explored.the process of reflection is one of the necessary stages of learning (Kolb 1984 Bennett-Levy 2006) and therefore discontinue of clinical wisdom is reflection on practice. Supervision provides the reflective space in which to consider the difficulties and particulars of counselling, within a supportive relationship. Supervision provides the hazard to develop skills andunderstanding, and provides an avenue for comparing different approaches to m anaging and conceptualising client problems.Supervision can provided the reflective space to help the supervisee learn about their own thoughts and feelings, and the set of self on clients.As a beginning counsellor, there a variety of excellent refection strategies to assist in personal and professional growth and development, to help improve counselling skills, and to prevent burn out and being overwhelmed by worries and concerns of clients.Appropriate and effective supervision (as well as group and peer supervision), journalling, feedback from clients and supervisors, measures of client progress, and continued education.Padesky (1996 273-4) wrote The art and skill of therapy are shell developed in a therapist who consistently analyses and learns from both positive and negative client feedback and outcome.