Reflection In Occupational Therapy Practice

grammatical construction In occupational Therapy chargeI take on al slipway struggled with face, initially I didnt sop up the point of going over and over events that had happened, I was confident that the action I had taken at the time was serious for the moment, and if I felt that it wasnt I would acknowledge that and improve b effecting time, obviously this process is going on in my head, (according to Schon this is watching in action), and improves with ensure over time, I after part understand how reflecting lavatory back up with thought and behavioural processes, and also provides evidence so others can see the come to the forecomes of my actions. It seems to me that condemnation is utilizationd to teach people skills that they may not have, some people atomic number 18 good with people and some are not, I do not think that is something that can be taught. You either have it or you dont.Initially I was quite apprehensive with my choice of location community mental health having worked, with adults with mental health problems, in the past, I was basing my past fix on what I would last at the transcription and my past experiences had not al shipway been positive, so I was maybe a little anxious to start with. What I found was totally contrasting to my preconceptions, I had never experienced class work before, and was interested with the repair this would have on the service users and also what the occupational Therapy (OT) role was. The therapists were thither to facilitate, and fight down the group processes, initially I queried that the OTs were to a greater extent counsellors than OTs, and galore(postnominal) had elect to gain a counselling qualification to aid their role. Then again If eachthing is nearly occupation and has meaning to some iodin, because to en adequate an individual(a) with disordered self-importance-importance esteem, or mild depression to engage with their fellow peers could be part of the OT role, e specially if it enables them to participate in work, leisure and self care. My fine calamity is taken from one experience in a fictive group, half way with my placement. brooding commit is not a new concept Boud, Keogh and Walker (1985) stated 20 years ago that it features the individual and their experiences, leading to a new conceptual perspective or understanding. They included the element of widenment, as well as involvement of the self, to see reflective traffic patternReflection is a forum of repartee of the disciple to experience (Boud et al. 1985)Johns and Freshwater (1998) also described the value of reflective work issue as a means of acquirement. T here is no doubt that contemplation is a complex concept that has defied consensus on definition although some commonalities exist. It involves the self and is triggered by questioning of actions, values and beliefs. An understanding of the purpose of reflective practice and its components can be gained by pic k uping some of the definitions provided in literature. A few useful definitions include the followingReflection is a process of reviewing an experience of practice in order to describe, analyse, evaluate and so in descriptor learn around practice (Reid, 1993) musing practice is something more than thoughtful practice. It is that form of practice that seeks to problematise m either concomitants of lord performance so that they can wrench potential schooling situations and so the practitioners can continue to learn, grow and develop in and through practice (Jarvis, 1992).To maximise learning through tiny thoughtfulness we need to locate ourselves within the experience and explore operable theory, knowledge and experience to understand the experience in different ways. hence Boyd Fales (1983) claim that critical reflectionis the core difference amidst whether a person repeats the same experience several times becoming extremely proficient at ones behaviour, or learns fro m experience in such a way that he or she is cognitively or affectively changed.Critical reflection is viewed as transformational learning which according to Baumgartner (2001) can happen either in stages or from a sudden or critical incident and shorten the way people see themselves and their world. consort to Kolb (1984) reflecting is an essential element of learning. He developed the wheel around of experiential learning which has formed the basis of many models for reflective practice in the past two decades. Kolb draws charge to the concomitant that, when we want to learn from something that has already happened to us, we need to recall our expressions of the event and thence reflect on those observations in some way. Once we have these ideas in our heads, Kolb suggests that we frame some action as a result and that this viable course of action is seen as our learning. This leave alone then inform any action that we take as a result of the experience. Kolb (1984) advo cated that experiential learning was a cyclical process, emphasising that there was no end to learning precisely just another(prenominal) cycle. The crux of experiential learning is that the learner in not a passive recipient of facts of life, but actively explores and tests their environment.Schon (1983) suggests that we can engage in reflection in one of two ways either by reflecting on action, after the experience, or by reflecting in action, during the experience. When reflecting-on-action, the first step in the process is the description of the incident. Much care has been given to the value of recording events and experiences in written form, particularly through the use of reflective diaries and journals (Zubbrizarreta 1999 and Tryssenaar 1995). The exercise of diary writing promotes both the qualities needed for reflection, i.e. Open-mindedness and motivation and also the skills i.e. self- alive(predicate)ness description and observation critical analysis and problem-solv ing and implication and evaluation (Richardson Maltby, 1995).www.practicebasedlearning.orgPre-requisites for effective reflective practice include honesty and openness. Gillings (2000) states that a commitment to self-enquiry and a readiness to change practice are master(prenominal) if the individual is to bother the most out of the process. Many authors identify self-awareness as essential to the reflective process. This implies that the individual needs to be well inform of their own character, including beliefs and values. Many models of reflective practice also include self awareness and questioning of beliefs, values and attitudes. The conk stage of many models of reflection relates to a bequeathingness to change practice, where new conceptual perspectives are reached in order to inform practice. If the learner is not willing to change practice they will not gain the potential benefits from the process in terms of practice developing, advances will not be made and profe ssional practice will not evolve.As an OT professional I am required to use clinical understandinging skills which enable me to make responsible therapeutic decisions these decisions are based on professional judgements which are guided by individual morals and ethical values. (Sabonis-Chafee Hussey 1998) My understanding of morals will be open upon my background, social environment, values and possibly religious beliefs, whilst ethics isthe study and school of thought of human contact(Purtilo, cited in Sabonis-Chafee Hussey 1998)Every professional organisation has a code of ethical conduct and core values, these provide a rule of thumb for making decisions and choices that can be regarded as proper (Creek 2003), and to assist professionals in practising the values and principles that promote and take hold high standards in OT. The main principles draw in the code of ethics include the ability to demonstrate fretting for the well being of the client, cause no harm, respect the rights of all involved, maintain a high level of competency, to comply with laws and set policies, to be unbiased and accurate and refrain from false claims.An understanding of ethics gives me positive general guidance rather than defining limits to certain behaviours. Ethics influence every aspect of occupational therapy. Beginning in OT education when issues of plagiarism, library resources, and confidentiality begin, and then in the clinical environment from supervision, practice issues and client issues. (Duncan 2006)In the last 20 years, reflection has gradually become more popular in care and healing professions. In many quarters, the reflective practitioner is seen as a crucial sign of the ideal practitioner. Not everyone agrees though, that truly professional or expert practitioners are or should be reflective practitioners. According to Dreyfus, real professionalism is characterised by the absence of reflection. Only novices and beginners need to think to the highest degree what they are doing. Expert practitioners, in contrast, just do what needs to be done they do it without intellection about it Practitioners, novices or experts, reflect when they consider what to do in somehow unusual situations, when they try to figure out how to handle a new and unexpected problem, when they have to choose between two nearly identical options.Kinsella (2001), in advocating reflective practice for occupational therapists, emphasised the need for both reflection and action on that reflection (praxis). From this perspective, in order to learn from the reflective experience it is necessary to interpolate the formula way of responding. Argyris and Schn (1974) termed this double-loop learning. The act of paying attention to what would usually be routine may become part of a yen process, with the stimulus being noticed again and again until further consult reflection is required. Schn (1983) noted that reflection-in-action was precipitated by a surprise, so mething not expected, interrupting the normal flow of experience. However, there are almost certainly ways in which a reflection is triggered other than this. An educational event may do this or a series of conversations with a colleague or an observation of a colleagues practice (reflection-on-action).Critical IncidentCreative GroupK was attending a weekly creative group at the unit, it was 2 weeks before Christmas and we were making paper chains. K had a very hold attention span and could be quite disruptive, during quiet periods in the group she would whistle, sigh, hum, tap fingers or pencils on the table which we would edit foc using quite on her creative project. The previous week K had referred to the OT as Blondie which I thought was inappropriate and mentioned this to the OT, she said she had been aware but had chosen to ignore the incident and see what would happen this week.I had chosen to use pair of scissors with a crinkly edge and because of this, from then on K re ferred to me as Smart-Arse or as The pupil, I didnt feel she was trying to be nasty, I felt she thought she was making a joke. I informed her that my promise was Julia in case she had forgotten and carried on with what I was doing. H the OT commented on her using the word smart a lot and wondered why that was. K replied that she was surrounded by smart people and hoped that some of it may irritate off on her. We asked if she felt uncomfortable in the group and why she felt she wasnt smart and she replied that was what she had been told all her life. K was definitely street smart, but possibly had mild learning difficulties. She then changed the subject and we spoke about her Xmas decorations, after that she called me Julia and the OT by her name.Why did I choose to respond to K? Because I felt she was disrespecting group boundariesTo get her to stopTo be aware of respecting others in the groupThere may have been another reason for her hostilityWhat happened then?She stoppedShe chose to share face-to-face experiences with the group about her life and her feelings.How was the situation handled? I feel the situation was handled well, I did not get angry, I brought her attention to my name, and with the OT we made inquiry into her reasons for her behaviour, she did not get angry.Any legal or professional issues? I had to maintain a professional manner throughout the situation, I may have been The Student but there was an expectation, I may not have been in uniform but in that capacity I was a professional, so needed to be aware of attitudes, boundaries, and behaviour.Johns model for structured reflection (1994) is more of a list of key questions to guide an analysis of a incident or general experience. Johns recognizes the benefits of sharing reflections which is an essential part of building a community of practice and the importance of the situatedness of an incident as highlighted by the attention given to influencing factors and learning as involving con sidering actions to support othersDescription Drawing out of the key issues within an experience through a description of thoughts and feelings and contextual background of the experienceReflection Examination of ones motivations and the resulting actions, the consequences of actions for all stakeholders (including their possible frantic reactions).Influencing factors Determining internal and external factors that influenced decisions and actions.Determine knowledge that did or should have influenced decisions and actions. election strategies Evaluation of ones actions and consideration of other possible choices and their respective consequences. Learning Situating the experience and feelings within past experience and future practice and in providing support to others and considering the impact the experience will have on reflection-in-action.By using Johns reflective model as a guide, I have been able to reflect on the incident and this has enabled me to evaluate the actions that I took during the incident, questioning whether my response was appropriate. It has also allowed me to think of other ways I could have dealt with the situation and the possible outcomes. The reflective strategy has helped me to learn from this experience and has given me an acumen into how I might improve my own future practice. It has also shown me that, by continuing the reflective process by following reflective frameworks such as Johns in future incidents, I may improve the ways of dealing with situations, and acknowledging that I am actually learning something from every experience that I have.ConclusionReflective practice has been identified as one of the key ways practitioners can learn from personal experience. In education it is recognised as an essential tool for students to enable them to make the connect between theory and practice. It enables practitioners to develop knowledge and skills necessary for professional practitioners. Reflective practice can be summarised as experience-reflection-action (ERA) and seen as a cycle and having the following componentsThings (experiences) that happen to a personThe reflective process that enables the person to learn from those experiencesThe action that results from the new perspectives that are taken.Reflective practice uses personal experience as a starting point for learning, by mentation about these experiences in a purposeful way the individual can understand them differently and take action as a result. The learning acquired using reflective practice differs from the theory which underpins practice, it is also different from the skills acquired from interacting with others because it involves thinking about things and actively making decisions, therefore reflective practice link up the gap between pure theory and directed practice by providing a strategy that helps to develop understanding and learning.The importance of reflection has been reinforce to me in writing up this critical incident, be cause I hadnt realised how authoritative maintaining boundaries were, and the showing of mutual respect. keep professional education is also sure as having an important role in facilitating change in practice. It is argued here that reflection on practice is the means to ensure continuing growth of both individuals and the profession in order to meet the challenge of change. Reflection may also be prompted by a challenge from another occupational therapist, a multidisciplinary team member or a student. Reflective diaries and written assignments are also useful ways of prompting exercise of theory to practice. In addition to applying theory to practice, literature searching, critiquing and reviewing, essential to graduate student education, also stimulate reflection.ReferencesAlsop, A. (2000/2004) Continuing Professional Development for therapists. U.K. Blackwell Science usable on-line at http//0www.netlibrary.com.serlib0.essex.ac.uk/Reader/Baumgartner LM (2001) An update on tr ansformational learning. forward-looking Directions for Adult and Continuing Education. No8915-22. Jossey-Bass, San Francisco.Boud D, Keogh R Walker D (1985) Reflection twist experience into learning. Kogan Page, London.Boyd E Fales A (1983) reflective learning the key to learning from experience. Journal of Humanistic Psychology, 23 (2) 99-117Clutterbuck, D. (1998) Learning Alliances Tapping into Talent. Institute of Personnel and Development, London.Creek, J. (2003) occupational Therapy defined as a Complex Intervention London College of Occupational Therapists. Available from http//www.cot.co.uk/public/publications/skills/ot_definition/intro.php(Accessed 13 Jan 2010)Dimond, B.C. (2004) Legal Aspects of Occupational Therapy (2nd ed.) Oxford. Blackwell ScienceDuncan, E. (2006) Foundations for Practice in Occupational Therapy (4th ed) Edinburgh Churchill Livingstone.Jasper, M. (2003) Beginning Reflective Practice Foundations in breast feeding and Health Care. Cheltenham. Nelson Thornes LtdJohns C (2000) Becoming a reflective practitioner. Blackwell Science, Oxford.Kolb DA (1984) experiential learning Experience as the source of learning and development. Prentice Hall, sweet Jersey.Mattingly, C and Fleming M (1994) Clinical Reasoning Forms of Therapeutic Practice Philadelphia. F.A. 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