ASS 076 6 Knowledge for social work critically

ASS 076 – 6: Knowledge for social work: critically reflective & research-informed practice Reflective practice: models of reflection October 2019

Reflection & knowledge • Knowledge of the self is part of the knowledge base we bring to bear on practice – and that knowledge can be developed and further honed by skills of reflection • Reflection is also a tool in the evaluation & application of theory…and its use in practice • Reflection currently much emphasised as important in social work – but Yip (2006)notes its potential for harm to the practitioner and Ferguson (2018) that there may be barriers to its taking place, thus it is not an uncontested concept (both articles provided on BREO)

Origins of reflective practice: Dewey differentiated what is simply in our minds and in the minds of “silly folk and dullards” - from “reflective thought”: “Active, persistent and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it, and the further conclusions to which it tends” (Dewey 1910, How we think, pp. 2 & 6) & for Dewey reflection occurred in response to a problem or difficulty

Origins of reflective practice: Schon Put reflection in the professional context ‘Professionals claim to contribute to social well-being, put their clients’ needs ahead of their own, and hold themselves accountable to standards of competence and morality. But both popular and scholarly critics accuse the professions of serving themselves at the expense of their clients, ignoring their obligations to public service, and failing to police themselves effectively. ’ Schon, D. (1991) Reflective Practice: How professionals think in action. Aldershot: Aldgate, pp. 11 - 12

Schon went on to argue that in seeking prestige and professional status occupations tended to favour Technical Rationality as the basis for professional practice, i. e: ‘instrumental problem solving made rigorous by the application of scientific theory and technique’ (Schon, 1991, p. 21) - & includes social work as a profession aspiring to achieving validation in this way

However Schon goes on to say that ‘In the varied topography of professional practice, there is a high, hard ground where practitioners can make effective use of research-based theory and technique …

…and there is a swampy lowland where situations are confusing “messes” incapable of technical solutions…in the swamp are the problems of greatest human concern. ’ (Schon, 1991, p. 42)

In response to the limitations of technical rationality, Schon suggests ‘Let us search, instead, for an epistemology of practice implicit in the artistic, intuitive processes which some practitioners do bring to situations of uncertainty, instability, uniqueness, and value conflict’ (Schon, 1991, p. 49) - and goes on to explore the value of reflective practice in various professional contexts.

Schon’s work has since been criticised as being • Insufficiently theoretical & political • Oversimplified in practice • Flawed in its lack of consideration of forethought (Thompson & Pascal, 2012, on BREO) - but reflective practice has nonetheless continued to be developed and reflective models devised

Reflective practice for social work • is part of thinking more widely about what can and should be known in and for social work – its epistemology – and how that knowledge can most helpfully be construed (as explored in week 1) • takes account of and offers responses to the nature of social work activity – i. e. often in situations of uncertainty & complexity • can serve to counter the risk of “professional dangerousness” (see Wallis, ch. 6 in Knott & Scragg, 2016) • like andragogy lays emphasis on active engagement and learning from experience

Reflection in practice • Must involve critical thinking if it is to support ethical practice (Knott & Scragg, 2016) • Involves the use of the self - but this is a ‘malleable concept’ and to be effective must take account of institutional factors (Adamowich et al, 2013, on BREO) • May be variously applied across time – i. e. looking forward, backwards or at the present…

Reflection on • Starting with detailed recall • Asking further questions to elicit a action richer description ‘past tense’ Reflection in action ‘present tense’ • Considering the frame of reference being used to make sense of a situation • Recognising feelings evoked as part of the ‘evidence base’ • Involves thinking and doing together • Requires self-awareness aiding reflexivity Suggested by Thompson (2009, in Reflection before action - Understanding SW, Palgrave Macmillan) ‘future tense’ as an extra stage & an important part of planning intervention

The reflective practice cycle – echoes of double-loop learning? Specific and unique practice encounter Active , collaborative exploration Holistic reflection Hypothesising Schon (1984 p. 21) adapted & cited in Wilson et al (2011)

Critical reflection Technical reflection • What did I do? How could I do better? Practical reflection • Embraces diverse sources of knowledge e. g. practice wisdom, while recognising he the complex nature of knowledge itself Critical reflection • Challenges prevailing norms Process reflection • Addresses own feelings and the impact of these Adapted from Wilson et al, 2011

Critical reflection • Closely akin to critical thinking i. e. ‘recognising our assumptions underlying our beliefs…it means we try to judge the rationality of [our] justifications. We can do this by comparing them to a range of varying interpretations and perspectives’(Brookfield, 1987, pp. 13 – 14, cited in Brown, K. & Rutter, L. (2008). Critical Thinking for Social Work (2008) Exeter Learning Matters, 2 nd edn) • May pave the way for a critical practice which looks below surface presentation to structural factors including oppression, difference and power relations

Models of reflection tend to present a 4 -stage model comprising variants of • • Description Evaluation Analysis Future action (again, cf adult learning…) (Timmins, 2015)

Some early models Boud et al (1980 s & 90 s) • Return to the experience • Attend to feelings • Association • Integration • Validation • Appropriation Brookfield’s four lenses (1980 s) • The autobiographical lens • The student lens • The colleague’s lens • The theoretical lens (See Timmins, 2015)

Task Consider the examples of models of reflection you will be given Choose the one you find most useful: • Describe it • Critically evaluate it • Identify how, when and why you might apply it in practice