71340
Description
Mind Map by selinaward, updated more than 1 year ago
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Created by selinaward
almost 11 years ago
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Reflection and critical thinking
- Reflective practice can
be understood as
identifying a particular
aspect of practice (or an
experience) on which to
focus attention,
thoughts, emotions and
behaviour
- One of the main aims of
exploring knowledge,
skills and values is to
utlimalty improve
services.
- A reflective approach to
a practitioners own views
and day to day approach
can make an important
contribution to work with
children, young people
and families
- Rixon and Leverett's chapter identifies that
documentation and dialogue can be used to
reflect on practice
- There are different forms of documentation
that can help practitioners, children and
parents to reflect on important issues and
events.
- Documentation could include, posters, wall
displays, video and audio recordings.
- Documentation can have multiple purposes,
such as tools for communication, diaglogue and
reflection
- A good example of documentation
was seen in the form of "storey
book Dads" which gave adults an
opportunity to communicate with
their kids whilist in prision. This type
of documentation also gave the
whole family time to reflect on what
has happened
- A social worker can help children in foster care with "life
storey books" that are designed to help children
maintain a sense of self as they make transistions and
to develop a sense of shared understanding with new
families
- A good example of documentation
was seen in the form of "storey
book Dads" which gave adults an
opportunity to communicate with
their kids whilist in prision. This type
of documentation also gave the
whole family time to reflect on what
has happened
- Documentation can have multiple purposes,
such as tools for communication, diaglogue and
reflection
- Documentation could include, posters, wall
displays, video and audio recordings.
- There are different forms of documentation
that can help practitioners, children and
parents to reflect on important issues and
events.
- Rixon and Leverett's chapter identifies that
documentation and dialogue can be used to
reflect on practice
- A reflective approach to
a practitioners own views
and day to day approach
can make an important
contribution to work with
children, young people
and families
- One variation of the reflective
cycle is - reviewing the event
(what happened) analysing and
evaluating it (why did it happen)
and then how can strategies and
ideas be changed and applied for
future situations (what next)
- In Davies Chapter "Counselling
Children, values and practices" there is
a Case study of a child named Zoe who
was encouraged to explore and discuss
her experience of a family break-up
using the metaphor of “Doctor Who and
Martha” This is a good example of how
she worked with Zoe to review what had
happened in the family break-up, why
did it happen, and how can she deal
with these changes to make herself
happier.
- In Davies Chapter "Counselling
Children, values and practices" there is
a Case study of a child named Zoe who
was encouraged to explore and discuss
her experience of a family break-up
using the metaphor of “Doctor Who and
Martha” This is a good example of how
she worked with Zoe to review what had
happened in the family break-up, why
did it happen, and how can she deal
with these changes to make herself
happier.
- Critical thinking by practitioners means pausing
to reflect or review on the values and principles
which guide practice.
- Critial thinking means they can
question whether what they are
doing is working and they can
consider alternative ways of seeing,
understanding or approaching their
practice
- Thinking critically about practice involves reflecting
socially, culturally and discursively on practice
relationships, values and knowledges
- Thinking critically about practice involves reflecting
socially, culturally and discursively on practice
relationships, values and knowledges
- Critial thinking means they can
question whether what they are
doing is working and they can
consider alternative ways of seeing,
understanding or approaching their
practice
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