The document discusses the significance of reflection in personal and professional development, highlighting how it broadens perspectives and enhances methodology. It describes various models of reflective practice, including Gibbs' and Driscoll's models, which facilitate learning from experience through structured reflection. Additionally, it emphasizes the importance of collaborative reflection to gain diverse insights and improve problem-solving in complex situations.

1. Reflection
■ Important element of personal and professional development
■ Broadens practitioner’s views
■ Improves practitioner’s methodology
■ Releases some of the emotional burden

2. ■ “Reflection” as a process seems to be somewhere around the notion of
learning and thinking. According to Moon (2004, p.82) reflection is a
form of mental processing – like a form of thinking- that we may use to
fulfil a purpose or to achieve some anticipated outcome or we may
simply “be reflective” and then an outcome can be unexpected.
Reflection is applied to relatively complicated, ill-structured ideas for
which there is not an obvious solution and is largely based on the further
processing of knowledge and understanding that we already possess.

3. Reflective practice
■ “Reflective practice” came into use particularly as a result of the work of
Donald Schön (1983, 1987). Reflective practice emphasizes the use of
reflection in professional or other complex activities as a means of coping
with situations that are ill-structured and/ or unpredictable (Lyons,
1999). It can be divided into two separate functions: reflection in action
and reflection on action.

4. Reflection in action
“Reflecting on what you are doing while you are doing it”
■ Thinking on what you are doing
■ Receiving immediate feedback
■ Calling on previous experiences
■ Drawing upon theories in use
■ Changing actions if it is needed
“thinking on our feet”  With the reflection in action the practitioner
builds new understandings which inform actions as the system is unfolding.

5. 4 Fs
(Greenaway, 1992)
■ Facts: an objective description of
what has happened
■ Feelings: a description of the
feelings connected to the facts
■ Findings: what do we learn having
looked at the facts and feeling?
■ Futures: what can we do better or
differently next time?
This is a model which can aid
learning from experience.

6. Peer group case
reflection
(Kopp &Vonesch, 2003)
■ One person presents a problem/case and
one moderator keeps time, ensuring focus
■ The case is presented, together with one
specific question
■ The group asks clarifying questions to
better understand the case
■ Ideas are exchanged within the group.The
presenter of the case listens and is not
involved in the discussion
■ Double- check: did we miss anything?
■ The presenter of the case describes what
s/he found useful, what s/he would like to
implement and how s/he would like to
approach the situation
This is a tool that can help to identify
solutions to professional questions or
dilemmas
It is characterized by a sequence of defined
stages
A group of young people could use it
without staff assistance

7. Gibb’s model
(1988)
A circle of action is being
introduced around Experience,
Feelings, Evaluation, Analysis,
Conclusion and Action Plan

8. Atkin’s and
Murphy’s model
(1994)
A circle of action is being
introduced around Experience,
Feelings, Evaluation, Analysis,
Conclusion and Action Plan

9. Driscoll’s model
(2000)
Driscoll’s model is based only on
three questions: What – So What –
What Now

10. This model is used to identify
beliefs or thoughts occurring in a
particular situation, and to identify
the consequences of holding those
beliefs.
ABC model
(Ellis, 1962)

11. FinalThoughts
Reflection is regarded wrongly as a one-man’s show; a set of eyes and a set
of ears decode a message and analyze an action from a specific angle only.
Taking time to analyze what happened is beneficial for the individual;
involving others in this process, though, sets other perspectives to the
analysis by combining angles and understandings of our surroundings.

12. Bibliography
 Atkins, S. and Murphy, K. (1994) Reflective Practice in Nursing Standard 8(39) 49-56
 Churchill, R., Moore, T. H., Caldwell, D., Davies, P., Jones, H., Furukawa, T. A., Lewis, G., &
Hunot, V. (2010). Cognitive behavioural therapies versus other psychological therapies for
depression. The Cochrane database of systematic reviews, (9), CD008698.
https://doi.org/10.1002/14651858.CD008698
 Driscoll, J. (2000) Practicing Clinical Supervision, Edinburgh: Baldiere Tindall
 Foreman, E. I., & Pollard, C. (2016). Cognitive Behavioural Therapy (CBT): Your Toolkit to
Modify Mood, Overcome Obstructions and Improve Your Life. Icon Books.
 Gibbs, G. (1988) Learning by doing: a guide to teaching and learning methods, London: Further
Education Unit
 Lyons, J. (1999) Reflective Education for Professional Practice: discovering knowledge from
experience, Nurse Education Today, 19, 29-34
 Moon, J. (2004) A handbook of reflective and experiential learning. Theory and Practice, New