AuthorsPoole, Simon E.
AffiliationUniversity of Chester
MetadataShow full item record
AbstractIndividuals Connecting to a Collective Spirit, illustrates individually focused writing practices to create new meanings, understandings, or relationships with something, including themselves.
CitationPoole, S. E. (2016). Kindly Apparitions: Reflections upon Reflections. Lapidus Journal Special Edition Individuals Connecting to a Collective Spirit Part 3.
The following license files are associated with this item:
Showing items related by title, author, creator and subject.
Reflecting upon reflection: Beyond reflective cycles for study at doctoral levelTalbot, Jon; University of Chester (2009-11)The poster presents a case study on the way students on the newly accredited Professional Doctorate (DProf) programme at the University of Chester are engaged in a deeper, more critical approach to reflective learning. The programme, which draws upon over a decade of experience with the use of reflective models, examines the issue of progression in respect of reflective learning and contains a critique of existing models, where ‘reflection’ is regarded as rational and hence unproblematic.
Reflections from behind the screen: avoiding therapeutic rupture when utilising reflecting teamsParker, Nicola; O'Reilly, Michelle; University of Chester; University of Leicester (Sage, 2013-03-06)Since Tom Andersen developed the use of reflecting teams to facilitate the progress and process of family therapy, little empirical evidence has emerged regarding their effectiveness or use in therapeutic practice. Reflecting teams are typically embraced by family therapists as a positive mechanism for enhancing practice and thus it is important that research explores how they are utilized. In this article, we draw upon videotaped data of naturally occurring family therapy from the United Kingdom. Using conversation analysis, we identified three performative actions related to interrupting the therapeutic conversation to consult with a reflecting team. We found that therapists had difficulty exiting therapy, that on some occasions exit was hindered, and that there were disturbances in feeding back the reflections of the team. By examining the use of teams in real practice, we were able to make a number of recommendations for practicing family therapists to facilitate the use of this valuable resource.
Beyond introspective reflective learning: Externalised reflection on a UK university’s Doctor of Professional Studies programmeTalbot, Jon; University of Chester (University of Middlesex, 2012)The paper discusses the nature of reflective learning at doctoral level and argues that insufficient attention is paid to levelness in formal reflective learning for academic credit. It also discusses the problems associated with self reflection as introspection and argues that at doctoral level reflective learning should be external to the individual and directed at facilitating emergent practice change.