Reflective Practice

Reflective Practice

Introduction:

“...we must find ways of connecting our knowledge and understanding of society, policy and people with the actions we will take as social workers.”

“If we are to practise from this knowledge and theory, we must have ways of thinking which turn thinking into practice action. Reflection is a way of doing this.”

(Payne, M., 2002, P123)

Reflective Practice is a process through which practitioners consider their work practice with a view to improve that practice in a manner that will benefit the service user. The improvements may also benefit the practitioner and the professional body as methods of working are made more effective. Through such reflection individual practitioners allow for Continual Professional Development as practitioners further their Post Qualifying training recognising the need for enhancing the knowledge and competencies attained through accredited awards.

There are many perspectives on Reflective Practice but the work of Donald Allan Schön (1930 – 1997) has greatly influenced the area of Reflective Practice. The concepts of “Reflection-in-Action” and “Reflection-on-Action” (Schön, D. (1983)) describe the process of reflection in situ and after the event or specific piece of practice consecutively.

To further explain the process of “Reflection-in-Action” read the following case study:

It is important to recognise that the two processes are not unrelated as even the process of reflection-in-action will be influenced by some retrospective thinking on a prior event. Such thinking would involve a critical evaluation of the practice carried out and an assessment as to the effectiveness of that piece of work and how such evaluation can effect the enhancing of future practice. Therefore, we find ourselves using the process of “Reflection-on-Action” (Schön, D. (1983)).

Reflection is the bringing together of various elements that inform and/or enhance our knowledge and understanding and ultimately our practice. The elements impacting upon such come from various sources. Theoretical influences from training inform us of up to date research into specific practice based on subject specific issues as well as tried and tested methods of practice. Another very important influence is the information gained from the service user. The service user’s experience of receiving a service from the practitioner will enable the practitioner to glean knowledge that they would otherwise never have access to. Being on the receiving end of a service has many connotations for the service user. Even the balance of power in that some service users have a specific need identified. The approach adopted can enhance the empowerment of the service user or diminish their self esteem. There are some needs that are more socially acceptable; therefore, accountability for such is not laid upon the service user. The stigma associated with specific needs carry implications for the service user and an understanding of their experience would add to the meeting of their needs or the needs of others in similar circumstances.

The experience of the practitioner is in itself a key component in the reflective process.

Dewey’s Spiral (veiwed at: http://content.iriss.org.uk/reflectivepractice/textonly.html) acknowledges the evolving nature of practice and that each experience enhances further practice with service users. There are many encounters in the experience of the social worker that encourage the drawing on past experiences to enable the management of situations. The following case study is an example of “Reflection-on-Action”. (Schön, D. (1983))

As part of the “Reflection-on-Action” process the social care worker discussed the issue with colleagues and supervisors, staff in the residential unit the service user lived in to ascertain a more empowering way to assist the service user in such circumstances. After this the social care worker wrote a report for the service user’s file that described the situation and discussed possible methods of intervention.

Gillian Ruch discusses “the uniqueness of each situation encountered” in order to identify the complexities of reflective practice (Ruch, G., 2002, P202). As a result of the “uniqueness of each situation” we are not able to predict the exact nature of encounters. However, through the informing nature of theory, professional and personal experience, the experience of service users and the knowledge and experience passed on by colleagues and/or supervisors we enter the situation equipped with foreknowledge of possible outcomes resulting from the critical evaluation of all such influences. The revisiting of such encounters is an example of Schön’s “Reflection-on-Action” (Schön, 1983). It is nevertheless important to recognise that these are only assumptions, however reliably proven in the past, and external forces impacting upon the situation will affect how the situation plays out. The external forces impacting upon any given situation can vary. From an incident occurring in the service users life that you have no control over thus affecting the service user’s interactions, to something within our own experience affecting our interactions and responses to encounters. In considering this as we reflect upon any event we are left with a level of ignorance in the preparation for further encounters. In recognition of this, when we consider the previous case study, following incidents of this nature would have to be approached in an empowering manner, for the service user, through encouraging him to control his possessions and listening to him.

Ruth Goatly, (1999), discussed the model of Boud, Keogh and Walker (1985) stating that “This model highlights that experiences in learning combine, behaviour, ideas and feelings and all of these aspects need to be examined in the process of reflection”.

It is from the examination of such aspects that we gain a more holistic view of the circumstances surrounding an encounter. During the encounter we are not able to be devoid of feelings built on our own experiences and furthermore we will have ideas or perceptions as to the source of the behaviour the individual is displaying. There is, of course, the issue of our behaviour and its contribution to the encounter.

Whatever perspective we adopt the ultimate outcome for the reflective practitioner is the enhancement of the service they provide. This is a skill that has to be practiced and continually evolved as the nature of social work presents diverse facets.

“The complex and uncertain nature of social work, with its ethical base, legal accountability, responsibility for complex decision-making and risk assessment... requires social workers to engage in ongoing development, personal and professional, if they are to survive, respond effectively to users and clients, and manage the uncertainty which is endemic to the profession.”

(Lishman, J. as cited in Adams, R., Dominelli, L. and Payne, M., 2002, P96)

References

Ruch, G,. (2002). From Triangle to spiral: reflective practice in social work education, practice and research. Social Work Education, Vol. No 2, p199-216

Schon, D. (1983). The Reflective Practitioner: How Professionals Think in Action, New York, Basic Books.

Goatly, Ruth. (1999). Developing Skills of Reflection. Department of Health and Social Care. Hatfield: University of Hertfordshire.

Boud, D., Keogh, R. and Walker, D. (1985). The Reflective Process in Context. London: Kogan Page.

Lishman, J. Personal and Professional Development & Payne, M. Social Work Theories and Reflective Practice in Adams, R., Dominelli, L. and Payne, M. (2002). Social Work. Themes, Issues and Critical Debates. Hampshire: Palgrave in association with The Open University. Second Edition

Building Blocks and Balloons

An Insight into Building Blocks and Balloons

Introduction

From my own educational experiences in school and further education I realised that I do not always recall information in the way others appear to.  My ability to remember concepts was challenged when using traditional methods of reading the same thing over again.  I found that I had to put a lot of work into writing out what I was supposed to take in several times before it took root in my memory and made sense in my understanding.  This was the origins of the building blocks model.  It had come from a desire to put concepts in a pictorial form, like using mind maps. I had been using mind maps but I found that I was not creating the order in my thinking that I was aiming for. My mind works in a way that when something is being spoken about many connected concepts come to mind.  Many relevant situations also come to mind that had links to what is being discussed.

I searched for a model that represented the way my mind was needing and the requirement for foundational thinking block that then enables other concepts to be used to fulfil that basic block.

I realise that I work better in picture form. I can recall pictures, colours and images much easier than remembering items that I have read. This is why the blocks and balloons have colour and, where appropriate, corresponding colours.

The model is a very versatile model and can be used in many areas of study or activity. You can be used to plan an essay as you identify what the focus of the assessment is to be and how you are going to apply the principles that you have been asked to write about. It could be that you have been asked to write about historical figures within world war two and you would choose one individual and the aspects of their life you are going to focus on. These become the building blocks for your writing. The balloons are how these aspects of the individual’s life played out and your reflections on those events.

Within the care industry I have used it to encourage carers to reflect on how their practice has guiding principles such as legislation, national care standards, codes of practice and care planning systems that are the foundation of any practice with any individual. Practice done with that individual must be grounded on these building blocks however; the individual practice will have guiding theories and concepts which are the awareness raising balloons. 

The model can be used to have a broader overview of the key service you are to provide for the individual but then you can look closer to specific situations that the individual may be struggling with to see how you can apply the fundamental building blocks as well as the specific theories and concepts and methods of intervention to that situation.
From the model you will see that there are two basic shapes. There are the building blocks which are the fundamentals of any subject or topic or activity. Whatever subject matter you are covering whether it is Maths, English Psychology or Sociology that are fundamental principles that you must adhere to within a given perspective. These fundamental principles become your building blocks. 

For instance, if you are doing the subject of maths and you are looking at the subject of volume or area. The building blocks can be the subject title of volume, area, mass etc.

The corresponding balloon would be the formulae that covers your specific subject (ie half the base times the height) I would have the building block and a corresponding balloon in the same colour so that pictorially you can identify which balloon matches which block. You could even have another corresponding balloon with an example of using the formula.

It is important not to complicate it too much though for then your image gets confusing. 

This can also be a useful model for people who may be assessed as being dyslexic as way to break down complicated principles or concepts into fundamental building blocks and use the balloons as the application of the principles to practice or situations they may have to understand within the subject matter. 

 Educators or trainers could use it to introduce subjects or principles before delivering the training/ lesson. When going into the details of the subject you could refer to the model as a way of consolidating the information. When you are finished the training, you can summarise what learning has taken place and explore this learning can be applied in real time contexts. Throughout my own learning I have found it to be a valuable process where I apply the concept to a situation I have had.  When teaching or training over the last 13 years I have found that reflecting on the student’s/participant’s own experiences to be a vital part of ensuring a deeper, and applicable understanding has been gained.  Couple this with the Building Blocks and Balloons and you find a greater level of understanding of core concepts and even intricate processes if used in the correct manner.

Even within the area of sport such, as swimming, the model could be used.  The building block of any stroke would be the coaching requirements and Fina regulations. Your coach would instruct you on the principles of the stroke and then there is guiding legislation within Fina regulations that must be adhered to.  You can use the model to highlight areas you want to develop within your stroke and what your goals or targets are for specific sessions.

Another use for the model could be as a signposting system for policies and procedures within any organisation. The basic values of the organisation to be identified within the building blocks and the names of the policy and procedure with the corresponding colour to be identified in the balloons. These then could be hyperlinked to documents that have the more detailed version of the policies and procedures. You could also further models with practice examples linked with flowcharts.

I have recently used to the model to demonstrate the key principles of the Health and Safety at Work Act 1974 and the Data Protection Act 1998 for student on the HNC Social Services and Candidates doing the SVQ - Level 3 Social Services (Children and Young People) at SCQF level 7. The level of information will be determined by the information required so you would need to be careful not to over load the picture. These models are quite weighty but there are key pieces of knowledge the individual student must have to meet the standards.

Another important document that can be understood more easily by the employment of Building Blocks and Balloons is the Data Protection Act  2018

If you were to use the model you would reference the link (http://www.macmillancentreforlearning.co.uk/social-care/64-building-blocks-and-balloons.html) within the body of your writing and in your Reference page you would write:

Malcolm Macmillan, Macmillan Centre for Learning, 2017, Building Blocks and Balloons, Available online at: http://www.macmillancentreforlearning.co.uk/social-care/64-building-blocks-and-balloons.html, [Last accessed 02/05/2017]

I do hope that you find this to be a useful tool. I would be interested in finding out the different ways people are using this so if you are happy to let me know you can contact me at This email address is being protected from spambots. You need JavaScript enabled to view it.

Regards,

Malcolm