Encouraging Transformational Learning and Reflective Practice with 2nd Year IT Students Using a Skills Inventory

2014 ◽  
pp. 59-64 ◽  
Author(s):  
Clive C. H. Rosen
Keyword(s):  
Reflective Practice ◽  
Transformational Learning

Learning to stay still: reflective practice in the context of supervision—integrating the personal and the professional

2020 ◽  
Vol 5 (1) ◽  
pp. 1-6
Author(s):  
Angie Cucchi
Keyword(s):  
Professional Development ◽  
Case Management ◽  
Reflective Practice ◽  
Clinical Supervision ◽  
Transformational Learning ◽  
Crucial Role ◽  
Personal Style ◽  
Personal Journey ◽  
Style Of Writing ◽  
The Relationship

Clinical supervision plays a crucial role for professional development and is mandatory for trainees and qualified psychologists and psychotherapists alike. Its function and style can vary significantly and range from case management to the depth of reflexive supervision characteristic of counselling psychology and psychotherapy. While the literature has thoroughly described the purpose and the characteristics of helpful and unhelpful supervision, the relationship between the personal and the professional elements of supervision is largely ignored. Trainees often embark on their professional journey with an unclear and, at times, fearful sense of integrating the clinical and the personal. Yet, the two cannot be separated. This article aims to reflect on a personal journey in supervision and to bridge the gap between the professional and the personal. The reader can expect a very personal style of writing as I recount some episodes of my own learning and transformation, and I use the theory to make sense of that journey. Given that it’s in the intersection between the different selves that transformational learning is created, the profession ought to encourage and foster more transparent, reflexive dialogues.

Introduction to the Column: Reflective Practice

Relay Journal ◽  
2019 ◽  
pp. 42-44
Keyword(s):  
Professional Development ◽  
Reflective Practice ◽  
Transformational Learning ◽  
Learner Autonomy ◽  
The Third ◽  
The Core ◽  
Philosophical Background ◽  
Thinking Process

Welcome to the third reflective practice column. The second column of Reflective Practice in Advising in Volume 2(1) focused on advisors’ professional development through reflective dialogues. In particular, it disseminated fruitful ideas for ongoing mentoring sessions among new advising professionals. The necessity of peer-supported advisor training has been discussed not only to acquire a set of advising skills but also a philosophical background (e.g. Kato, 2012; Mozzon-McPherson, 2003) to effectively support learner autonomy. The prominence of professional development through intentionally-structured reflection with others is also remarked as the core of changing a thinking process or an existing belief, which leads to transformational learning (Argyris & Schön, 1974; Brockbank, McGill, 2006; Kato, 2012).

Multicultural Counseling Psychology Pedagogy: A Qualitative Study of Transformational Learning

2007 ◽  
Author(s):  
Jesse N. Valdez ◽  
Camille C. Gonzalez ◽  
Amber N. Olson ◽  
Shih-Ming Shih ◽  
Jennifer M. Caspari
Keyword(s):  
Qualitative Study ◽  
Transformational Learning ◽  
Multicultural Counseling ◽  
Counseling Psychology ◽  
Psychology Pedagogy

A structured approach to reflective practice training in a clinical practicum.

2017 ◽  
Vol 11 (4) ◽  
pp. 252-259 ◽  
Author(s):  
Lee D. Cooper ◽  
Andrea Trubanova Wieckowski
Keyword(s):  
Reflective Practice ◽  
Clinical Practicum ◽  
Structured Approach

Accounts of consent: Orienting to self-other relations regarding motivations to participate in cancer bio-banking

2015 ◽  
Vol 11 (1) ◽  
pp. 69-84 ◽  
Author(s):  
Hannah Shipman ◽  
Srikant Sarangi ◽  
Angus J. Clarke
Keyword(s):  
Reflective Practice ◽  
Extreme Case ◽  
The Self ◽  
Case Formulation ◽  
Contrast Structure ◽  
Self And Other ◽  
Clinical Encounters ◽  
Rhetorical Discourse ◽  
Motivation To Participate ◽  
Significant Factors

The motivations of those who give consent to bio-banking research have received a great deal of attention in recent years. Previous work draws upon the notion of altruism, though the self and/or family have been proposed as significant factors. Drawing on 11 interviews with staff responsible for seeking consent to cancer bio-banking and 13 observations of staff asking people to consent in routine clinical encounters, we investigate how potential participants are oriented to, and constructed as oriented to, self and other related concerns (Author 2007). We adopt a rhetorical discourse analytic approach to the data and our perspective can be labelled as ‘ethics-in-interaction’. Using analytic concepts such as repetition, extreme case formulation, typical case formulation and contrast structure, our observations are three-fold. Firstly, we demonstrate that orientation to ‘general others’ in altruistic accounts and to ‘self’ in minimising burden are foregrounded in constructions of motivation to participate in cancer bio-banking across the data corpus. Secondly, we identify complex relational accounts which involve the self as being more prominent in the consent encounter data where the staff have a nursing background whereas ‘general others’ feature more when the staff have a scientific background. Finally, we suggest implications based on the disparities between how participants are oriented in interviews and consent encounters which may have relevance for developing staff’s reflective practice.

REFLECTIVE PRACTICE: STRATEGY, STRUCTURES AND SIGNIFICANCE

2013 ◽  
Vol 13 (1) ◽  
pp. 48-51 ◽  
Author(s):  
Ewan Kelly
Keyword(s):  
Reflective Practice
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