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dc.contributor.authorMacfarlane, Kym
dc.contributor.authorCasley, Marilyn
dc.contributor.authorCartmel, Jennifer
dc.contributor.authorSmith, Kerry
dc.date.accessioned2017-05-03T15:42:06Z
dc.date.available2017-05-03T15:42:06Z
dc.date.issued2014
dc.identifier.issn20531621
dc.identifier.doi10.1332/205316214X13944641803030
dc.identifier.urihttp://hdl.handle.net/10072/64866
dc.description.abstractCritical reflection is an important skill required by those who work in children's services. This paper explores the notion of reflective practice discussing (1) whether it can be taught; (2) what makes it critical; and (3) how it can be implemented. It concludes with the description of a model of critical reflection that is being used to teach children's services practitioners to use critical reflection as part of their everyday practice. The process consists of four stages. First, within the deconstruct stage, practitioners listen to one another to understand the various perspectives that exist. During the second stage, confronting, practitioners build on the perspectives of the group and confront the subject of conversation, highlighting some of the inherent ideas that are accepted and rarely questioned about an issue. The third stage, theorise, involves practitioners considering the source of their ideas. Finally, during the think otherwise stage, practitioners synthesise their perspectives and consider a position, solution or idea, while encouraging changes in practice.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.languageEnglish
dc.language.isoeng
dc.publisherPolicy Press
dc.publisher.placeUnited Kingdom
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom47
dc.relation.ispartofpageto59
dc.relation.ispartofissue1
dc.relation.ispartofjournalJournal of Playwork Practice
dc.relation.ispartofvolume1
dc.rights.retentionY
dc.subject.fieldofresearchEducation Policy
dc.subject.fieldofresearchSocial Work
dc.subject.fieldofresearchcode160506
dc.subject.fieldofresearchcode1607
dc.titleUnderstanding the 'how': a model of practice for critical reflection for children's services practitioners
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyGriffith Health, School of Human Services and Social Work
gro.hasfulltextNo Full Text
gro.griffith.authorMacfarlane, Kym M.
gro.griffith.authorCartmel, Jennifer L.
gro.griffith.authorSmith, Kerry M.
gro.griffith.authorCasley, Marilyn D.


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