Reflecting Critically on Teaching to Encourage Critical Reflection

This paper uses critical race theory to analyze several case studies focused on the experiences of two restorative justice coordinators (RJCs), both Black women and how they understood and responded to perceived racial injustices in urban schools with white leadership. These schools were attempting to address unequal disciplinary practices toward students of color through restorative justice and the RJCs adapted their approaches to addressing racialized dynamics while also developing school-wide networks to foster broader critical reflection on race. They navigated the risks of challenging white privilege and systemic racism both of which at times limited their attempts at influencing change.

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Emotional intelligence as a part of critical reflection in social work practice and research

Qualitative Social Work ◽

10.1177/14733250211024734 ◽

2021 ◽

pp. 147332502110247

Author(s):

Mari D Herland

Keyword(s):

Emotional Intelligence ◽

Social Work ◽

Social Workers ◽

Critical Reflection ◽

Work Practice ◽

Social Work Practice ◽

Emotional Reactions ◽

Social Work Research ◽

Emotional Aspects

Social workers often experience higher levels of burnout compared with other healthcare professionals. The capacity to manage one’s own emotional reactions efficiently, frequently in complex care settings, is central to the role of social workers. This article highlights the complexity of emotions in social work research and practice by exploring the perspective of emotional intelligence. The article is both theoretical and empirical, based on reflections from a qualitative longitudinal study interviewing fathers with behavioural and criminal backgrounds, all in their 40 s. The analysis contains an exploration of the researcher position that illuminates the reflective, emotional aspects that took place within this interview process. Three overall themes emerged – first: Recognising emotional complexity; second: Reflecting on emotional themes; and third: Exploring my own prejudices and preconceptions. The findings apply to both theoretical and practical social work, addressing the need to understand emotions as a central part of critical reflection and reflexivity. The argument is that emotions have the potential to expand awareness of one’s own preconceptions, related to normative societal views. This form of analytical awareness entails identifying and paying attention to one’s own, sometimes embodied, emotional triggers.

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Digitalization of Critical Reflection with ATLAS.ti Software in Social Work Supervision

Social Sciences ◽

10.3390/socsci10030095 ◽

2021 ◽

Vol 10 (3) ◽

pp. 95

Author(s):

Komalsingh Rambaree ◽

Nessica Nässén

Keyword(s):

Social Work ◽

Reflective Practice ◽

Critical Reflection ◽

Work Practice ◽

Social Work Practice ◽

Digital Tools ◽

Fundamental Part ◽

Technological Tool ◽

Supporting Tool ◽

Social Work Supervision

In this technology-driven era, the digitalization of social work practice is becoming almost mandatory in many countries, especially in Europe. Within this context, it is important to look at the possibilities and challenges for the digitalization of critical reflection, which is a fundamental part of social work practice. Using a conceptual and theoretical framework based on reflective practice, critical reflection, and experiential learning, this article aims to outline and discuss the use of ATLAS.ti software as a supporting tool in digitalizing critical reflection in social work supervision (SWS). For illustrative purposes, a case example of child welfare from Sweden is used. This article considers both the benefits and challenges of using ATLAS.ti as a technological tool for the digitalization of critical reflection in SWS. It concludes that social workers’ autonomy and wellbeing need to be at the center in deciding about the use of digital tools such as ATLAS.ti in SWS.

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