Introduction to Psychological Counselling Essay

What is Required in reflective Writing?Why Reflect?It is not sufficient simply to go through an go in bless to learn.Without reflecting upon this experience it may quickly be forgotten, or its accomplishment cap ability lost. It is from the feelings and thoughts emerging from this observation that generalisations or concepts can be generated. And it is generalisations that allow crude locations to be tackled effectively. (Gibbs 1988) meditative penning provides an opportunity for you to gain further insights from your produce through deeper reflection on yourexperiences, and through further considerateness of other(a)perspectives from people and supposition. Through reflection we can we can deepen the culture from organise.The Nature and Content of Reflection So what do we mean by reflection? One tentative definition of reflection is offered by lunation (1999) a rule of mental processing with a purpose and/or anticipated outcome that is applied to relatively complex or unorganized ideas for which there is not an obvious solution. (Moon 199923) Moon continues by outlining any(prenominal) of the purposes for reflectionWe reflect in order to Consider the process of our avouch education a process of metacognition Critically review something our own behaviour, that of others or the product of behaviour (e.g. an essay, book, painting etc.) Build surmise from observations we draw theory from generalisations sometimes in practical situations, sometimes in thoughts or a mixture of the two Engage in personal or ego development Make decisions or resolve uncertainty Empower or free ourselves as individuals (and then it is close to self-development) or to empower/emancipate ourselves within the context of our loving groups. (Ibid pp23)In this instance, whilst your reflective writing mustiness relate to your experience, the exact focus and emphasis is for you to determine.Deepening Reflection troika Models of reflection When assessing your r eflective writing you will be expected more(prenominal) than a superficial review of your experience, they will be seeking march of deeper reflection. This means moving beyond thedescriptive, and subjecting your experience to greater scrutiny.In education by Doing, Gibbs (1988) outlines the stages for a Structured Debriefing, which be based on Kolbs (1984) Experiential Learning rhythm method of birth control and which encourage deeper reflectioncontinue ..Deepening Reflection Three Models of reflectionDescriptionWhat is the stimulant for reflection? ( incident, event, theoretical idea ) What are you discharge to reflect on?FeelingsWhat were your reactions and feelings? military rankWhat was good and bad about the experience? Make valuejudgements. psychoanalysisWhat sense can you make of the situation? Bring in ideas from distant the experience to help you. What was really going on?Conclusions (general)What can be reason, in a general sense, from these experiences and the ana lyses you have undertaken?Conclusions (specific)What can be concluded about your own specific, unique, personal situation or ways of running(a)?Personal Action plansWhat are you going to do diametrically in this type of situation next time? What spirits are you going to take on the basis of what you have learnt?On being Reflective Starting pointWe need to ac familiarity our role as theory buildersHave a clear method for make sense of our experienceDevelop a range of theoretical perspectivesParticipate in culture opportunities to practice, theoriseand evaluate their take in.The Method Kolbs (1984) Experimental LearningCycleExperiencing feelingObservation & ReflectionWatching & thinkingTesting & Applying plan and doingAnalysing & ConceptualisingTheory buildingOn being Reflective Reflection is the ability to think about the things we have experiencedin a taxonomic way Evaluate those experiences and learn from them Reflective practice is where you as the youth, social or health w ork practiti whizzr take a step binding in order to review and analyse how well the work is progressing and how effective you are working. It has two components1. Reflection -in- action you are reviewing as you are working with a group of young people.2. Reflection-on-action you review afterwards the event. A commitment to ongoing reflection is necessary if you want to ameliorate and learn as practitioners.Integrating Theory and Practice Key storeyReflection involves asking a series ofquestions about your work and the waysin which you are approaching it.Key questions What were you aiming to achieve? What body of knowledge informed yourwork? What skills did you use to work? For example group work skills, my role asa Student, my learning style Interpersonal skills sense of hearing andresponding. The use of open and closequestions. The skills of providing culture The skills of making suggestions or require (prescriptive intervention) Challenge and confronting skills Being a catal yst Exploring feelings Providing supportModels of reflectionHatton and smith ( 1995) identified four levels in the development of t apieceer reflection from article of belief practice. In your reflective writing your tutorwill be feeling for evidence of reflecting at the higher levels.Descriptive writing This is a interpretation of events or literature reports. thither is no discussion beyond description. The writing is considered not to show evidence of reflectionDescriptive reflective There is basically description of events, but shows some evidence of deeper consideration in relatively descriptive language. There is no real evidence of the judgment of alternative viewpoints in use.Dialogic reflection This writing suggests there is a stepping back from the events and actions which leads to different level of deal. There is a sense of mulling about, discourse with self and an exploration of the role of self in events and actions. There is consideration of the qualities of jud gements and possible alternatives for explaining and hypothesising. The reflection is analytical or integrative, linking factors and perspectives.Critical reflection This form of reflection, in addition, shows evidence that the learner is aware that actions and events may be fixed within and explicable by multiple perspectives, but are dictated in and influenced by multiple and socio political contextsBloom (1964) identified different levels of thinking processes, which he presented in a hierarchy these can similarly be used as a framework for more positive reflection. They move from knowing, evidenced through recalling information, through to evaluating, evidenced through making systematic judgements of value. In your reflective writing your tutor will be looking for evidence of these higher level processes. memberIncreasingProcessKnowledgeRecognition and recall of information describingeventsComprehensionInterprets, translates or summarises given up information demonstrating understanding of events. useUses information in a situation different from originallearning context AnalysisSeparates wholes into bug outs until relationships are clear breaks down experiencesSynthesisCombines elements to form new entity from the originalone draws on experience and other evidence tosuggest new insights military rankInvolves acts of decision making, or judging based oncriteria or precept makes judgements aboutDifficultyPossible sources of evidence for reflectiveOther things I knowPersonal aspirationsExperiential learningtheoryMe as a learnerSELFOrganisational reviewCOURSE WORKWork-based issuesWork-basedlearning person-to-personREFLECTIONYOUR LEARNINGPLACEApplication of othermodules / learningto these ideasApplication to othermodules / learningGuidelines for completing the Reflective daybook/ DairyStudies have shown that rreflection upon ones learning is key to a full learning experience. For this reason, you will be required to keep reflective journals as part o f your professional development. There are two different Reflective Journal templates. Learning Reflection to be completed after attendance of each one day of workshopTechnology Reflection to be competed after using the technology in your work practises. Participants are required to unify at least two new skills into their work practises after each one day of workshop attendance.How long will it take? As a rough guide, each journal entry should take round 20-30 minutes. Feel free to add comments but the minimum requirements are include in the template.What should I write? What you learn today .Confidentiality All information completed in journals is confidential.Learning Journal Reflect for a some minutes on today lesson and write your sample reflection on Reflective Journal Template. Dont forget writing your learning journal each week after lesson.Next Week 7 SessionIntroduction to Counselling SkillsReferences Gibbs, G. Rust, C. Jenkins, A. Jaques, D. 1994, Developing Student sTransferable Skills. Oxford Centre for faculty Development. Kolb, D. 1984, Experiential Learning Experience as the Source of Learning and Development, assimilator Hall, New Jersey Moon, J, 1999, Learning Journals A Handbook for Academics, Students and Professional Development. Kogan page Wright, Jeannie and Bolton, Gillie (2012) Reflective Writing in Counselling and Psychotherapy (London SAGE)