TUM Library

Learning Critical Reflection documents the actual learning experiences of social work students and practitioners. It explores how a more in-depth understanding of the process of learning, combined with an analysis of how to critically reflect, will help improve the learning process. The contributors are all professionals who have learnt, in a formalised way, how to critically reflect on their practice. They speak in depth, and with feeling, about their experiences, how downsides and upsides worked together to transform the way they understood themselves, their professional identity, and their practice. Existing literature about critical reflection is reviewed, identifying the details of learning, and pulling no punches in recognising the difficulty and complexity of becoming transformed through this learning process. The editors of this book also contribute their own reflections on learning how to teach critical reflection and include the findings of a research study conducted on students' learning. Edited by two experienced educators, this book showcases the process of learning, from the perspective of the learners, in order that educators and students, managers, supervisors, and frontline practitioners alike, may make the most of opportunities to critically reflect in both educational and workplace settings. It should be considered essential reading for social work students, practitioners, and educators.

Cover; Half Title; Title Page; Copyright Page; Table of Contents; List of illustrations; List of contributors; 1. Learning critical reflection; Why this book?; Issues involved in learning and teaching critical reflection; The experience of learning reflection and issues involved; Our approach to teaching/learning; Overview of an integrated model of critical reflection; Reflective practice; Reflexivity; Post-structural thinking and postmodern narrative practice; Critical perspectives; Spirituality; A process for practising critical reflection; Overview of book and chapters; References

SECTION I: Developing an appropriate learning culture and strategies to support the critical reflection process2. Critical acceptance: A pathway to critical reflection on practice; Fear of the critical reflection on practice process; The group; Critical acceptance: The art of critical reflection on practice in a group setting; Courageous communication; Staying outside the story; Honouring professionalism; Emotional safety; Vulnerability; Critical acceptance and critical reflection on practice: The personal; Conclusion; References

3. The energising experience of being nonjudgmental in the critical reflection processWider learning context: Critical reflection as part of a workbased training programme; Critical reflection sessions: The structure and process of learning critical reflection; Developing skills of critical reflection; An energising process and the importance of protected time for uncertainty; Final thoughts: The value of critical reflection and the importance of a supportive organisational environment; References

4. Finding exception: Application of narrative practice in professional critical reflection on practiceCritical reflection on practice; Contributions from narrative therapy; The therapeutic posture of narrative therapy; Externalising conversations; Absent but implicit questioning; Conclusion; References; 5. Learning how to be reflective; Learning to be reflective; Exploring how social workers learn and use critical reflection; Case study: Critical reflection with an executive leadership team; Introduction of critical reflection; Critical reflection in practice; Analysis of the case study

Understanding knowledge, power, and reflexivityEvidence over time; Personal reflection; Conclusion; References; SECTION II: The changes made from the learning process; 6. From 'imperfect perfectionism' to 'compassionate conscientiousness'; Unpacking the incident: The impetus for continued exploration; Perfectionism: Applying the literature to personal experience; Working toward a theory of practice; References; 7. Confronting the role of my identity as a mother in my social work practice; The incident; CRoP: Stage one; CRoP: Stage two; Conclusion; References

OCLC-licensed vendor bibliographic record.