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The Art of Self Reflection

This document discusses reflection and reflective capacity, which involves critically analyzing experiences to develop a deeper understanding of oneself and situations. Reflection is important for health professionals as it allows them to learn from experiences, develop their identity and skills, and increase self-awareness. The document outlines the reflective process and different levels of reflection. It also provides suggestions for developing reflective skills, such as asking thoughtful questions, keeping a portfolio, and engaging in mentoring and small group interactions.

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Nove Trapsi
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119 views17 pages

The Art of Self Reflection

This document discusses reflection and reflective capacity, which involves critically analyzing experiences to develop a deeper understanding of oneself and situations. Reflection is important for health professionals as it allows them to learn from experiences, develop their identity and skills, and increase self-awareness. The document outlines the reflective process and different levels of reflection. It also provides suggestions for developing reflective skills, such as asking thoughtful questions, keeping a portfolio, and engaging in mentoring and small group interactions.

Uploaded by

Nove Trapsi
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Beth Ellen Davis MD MPH

Developmental Behavioral Pediatrics


 What is reflection and
reflective capacity?

 Why is it important to
health professionals?

 How does one build


reflective skills?
http://www.pbs.org/wgbh/nova/body/mirror-neurons.html
 Review, interpretation, and understanding of
experiences to guide present and future behavior.

 Reflection occurs before, during, and after


situations with the purpose of developing greater
understanding of both self and the situation so
that future encounters with the situation are
informed from previous encounters.

 Purposeful critical analysis of knowledge and


experience, to achieve deeper meaning, thus
moves to insight— not just stopping to think.

 Reflective capacity: the ability to reflect


 3 common elements of the
reflective process

 A trigger: an awareness (either


positive or negative)

 Critical analysis: to extract deeper


meaning from an experience

 Development of a new perspective

Atkins and Murphy: meta-analysis, 1993


 BLUF: Ask good questions

 Not to recall/recite, but to synthesize and


evaluate

 Not just about the content (What?) of the


experience, but also the process (How?) and the
premises (Why?) of the experience.

 To practice and develop critical thinking


 To learn from one’s experiences
 To learn for others’ experiences
 To develop professional identity,
understanding one’s beliefs, attitudes and
values in the context of one’s professional
culture
 To link new to existing knowledge and skills,
extending beyond what is known
 To develop insight and increase self-
awareness, self-monitoring, and self-
regulation
 Levels of reflection
 Describes learning

Increasing capacity
 Analyzes learning
 Verifies learning
 Gains new
understanding
 Indicates future
behavior

 Self reflection
development does not
discriminate by age,
discipline, setting.
 Non reflectors

 Reflectors (attention to feeling, association,


integration)

 Criticalreflectors (changed perspective,


relationship seeking, behavior change)

Boud, 1985; Mezirow 1991


WWW.MCHNAVIGATOR.ORG
115
1 MIN-5 MIN “YOU TUBE Videos”
FROM
“Capture Your Flag”
https://www.youtube.com/playlist?list=PL3A
0BD3C1F91CB004
Watch any three videos,
Pick you favorite # video
SELF

OTHERS

COMMUNITY
SELF REFLECTION

REFLECTIVE NARRATIVE SMALL GROUP INTERACTIONS

INCREASED REFLECTIVE CAPACITY

CULTURAL COMPETENCE INSIGHT

PROFESSIONAL COMPETENCE
EMPATHY EFFECTIVE USE OF FEEDBACK
 Portfolio, blogs, professional journaling
 Research implies that educational portfolios provide a
structured forum and stimulus for reflective thinking
and narrative. Enhanced by supportive trainer, clear
objectives, and sufficient time
 Mentoring relationship
 Someone who guides a learner through self-reflection
and make their own reflective activities explicit
 Small group interactions; reflective blogging
 Authenticity
 Interference with self-reflection
 Fatigue
 Sense of “busy work”
Mann, et al, 2009
 Time constraints
 Interview: What additional questions were asked
by others that I did not consider? Did I bring a
bias into this conversation? Was I misunderstood?
What would I do differently next time?
 Community experience: What was new? How is
this relevant to my discipline? Did this activity
challenge my pre-existing knowledge, skills, or
attitudes?
 Lecture: Name one thing that you heard for the
first time in this lecture. This information will
be most relevant in what settings? What is
something you would like more information
about?
 Supervisor creates a safe and welcoming
space for staff members to reflect on and
learn from their own work with a trusted
mentor at their side.
 Reflective supervision builds reflective
capacity in its staff.
 Three core principles: regularity,
collaboration, and reflection.
 Perhaps,“Things are not always what they
seem to be”?

 Perhaps,this situation is especially


“feeling/emotionally laden” ?

 Perhaps,I am not looking for the “strengths


based skills” in this situation ?
Reflection
“looking back to move forward”

Allows one to
 reframe a problem
 Question assumptions
 Process ambiguity
 Look at situations from multiple
perspectives
 Seek knowledge gaps that need filled

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