000			06033cam a2200553Mi 4500
001			9781351033305
003			FlBoTFG
005			20220509193047.0
006			m o d
007			cr |n|||||||||
008			190819t20192020nyu ob 001 0 eng d
040			_aOCoLC-P _beng _cOCoLC-P
020			_a9781351033299 _q(electronic bk.)
020			_a1351033298 _q(electronic bk.)
020			_a9781351033305 _q(electronic bk.)
020			_a1351033301 _q(electronic bk.)
020			_a9781351033275 _q(electronic bk. : Mobipocket)
020			_a1351033271 _q(electronic bk. : Mobipocket)
020			_a9781351033282 _q(electronic bk. : EPUB)
020			_a135103328X _q(electronic bk. : EPUB)
020			_z9781138491304
020			_z1138491306
020			_z9781138491298
020			_z1138491292
035			_a(OCoLC)1112367580
035			_a(OCoLC-P)1112367580
050		4	_aHV40
072		7	_aSOC _x025000 _2bisacsh
072		7	_aV _2bicssc
082	0	4	_a361.3072 _223
245	0	0	_aLearning critical reflection _h[electronic resource] : _bexperiences of the transformative learning process / _cedited by Laura Béres, Jan Fook.
250			_a1 Edition.
264		1	_aNew York, NY : _bRoutledge, _c[2019]
264		4	_c©2020
300			_a1 online resource
520			_aLearning 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.
505	0		_aCover; 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
505	8		_aSECTION 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
505	8		_a3. 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
505	8		_a4. 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
505	8		_aUnderstanding 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
588			_aOCLC-licensed vendor bibliographic record.
650		0	_aSocial service.
650		0	_aSocial workers _xTraining of.
650		7	_aSOCIAL SCIENCE / Social Work _2bisacsh
700	1		_aBéres, Laura, _eeditor.
700	1		_aFook, Jan, _eeditor.
856	4	0	_3Taylor & Francis _uhttps://www.taylorfrancis.com/books/9781351033305
856	4	2	_3OCLC metadata license agreement _uhttp://www.oclc.org/content/dam/oclc/forms/terms/vbrl-201703.pdf
999			_c129078 _d129078