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Critical reflection, when used specifically to improve professional practice, is reflective practice that focuses on the power dimensions of assumptive thinking, and therefore on how practice might change in order to bring about change in the social situations in which professionals work.
This chapter outlines general reflective processes and thinking, and discusses some of the issues involved with critical reflection specifically.
This is chapter 26 of the Handbook for Practice Learning in Social Work and Social Care, Third Edition, edited by Joyce Lishman.
Handbook for Practice Learning in Social Work and Social Care, Third Edition
This fully updated and expanded third edition of a classic text provides a comprehensive introduction to key theory, knowledge, research and evidence relating to practice learning in social work and social care.
It outlines the theories that underpin social care practice, the main assessment models and interventions, and also offers guidance on the effective implementation of assessment across a range of professional contexts. Contributors from research, policy-making and practice backgrounds offer guidance on how to apply policy and research findings in everyday practice while ensuring that the complex needs of each individual service user are met. This third edition also features new chapters on group work, social pedagogy and personalisation.
The Handbook for Practice Learning in Social Work and Social Care is an essential resource for ensuring effective evidence-based practice which will be valued by students, educators and practitioners alike.
More information at http://www.jkp.com/handbook-for-practice-learning-in-social-work-and-social-care-third-edition.html
This download is the full chapter 26 from the Handbook for Practice Learning in Social Work and Social Care, Third Edition, published by Jessica Kingsley Publishers. JKP have kindly allowed this chapter to be reproduced in full on ScOPTbox as a resource for practice educators, but copyright is All rights reserved. No part of this publication may be reproduced in any material form (including photocopying) without the written permission of the copyright owner.
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This page was printed from ScOPTbox Practice Learning Library, a resource from the Scottish Organisation for Practice Teaching. See more resources at www.practicelearning.info. Information about ScOPT can be found at www.scopt.co.uk