When is a toothbrush not just a toothbrush?

Joanna Adler looks into the fast-changing world of technology, connectivity and digital resilience. She writes this post in a personal capacity and tells us about a bluetooth enabled toothbrush for children, which raised a lot of questions about security vulnerabilities, protecting our privacy and data. Joanna is Professor of Forensic Psychology and Director of Forensic Psychological Services at Middlesex University. Her research is interested in violence, hate and safety and in young people’s experiences

Facilitating reflection: a review and synthesis of the factors enabling effective facilitation of reflective practice

© 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an open access article distributed under the terms of the Creative Commons Attribution License (CC BY), https://creativecommons.org/licenses/by/4.0/Reflective practice is an inherently personal and relational process, occurring privately within people, and publicly, between people. Consequently, given it positively impacts on professional practice, it has become a personal and professional requirement for professional bodies accrediting practitioners. This literature synthesis aims to consolidate understanding around the factors facilitating reflection by generating insights from a variety of publications across professional contexts. The analytical process involved initial coding and focussed coding wherein article text was fragmented, sorted, and integrated to develop a thematic structure. Analysis resulted in two higher order themes: Factors facilitating reflection; and Facilitator tasks. Results highlighted the value of supportive environments to facilitate open enquiry alongside focussed formal dialogues between peers, more experienced colleagues, and formal facilitators to enrich knowledge, perspectives, insights, and relationships. Further, to begin the reflective process, practitioners and novice learners benefit from support in deconstructing the concept of reflection. Ideally, this would be facilitated by an experienced reflective facilitator who values an open enquiry towards complexity, difference, and emotive responses. This requires safe, supportive, and blame-free environments where facilitators encourage dialogue while modelling qualities such as congruence, acceptance, and empathy.Peer reviewe

On being open-minded, wholehearted, and responsible: a review and synthesis exploring factors enabling practitioner development in reflective practice

Publisher Copyright: © 2021 Informa UK Limited, trading as Taylor & Francis Group.Although reflective practice is valued in learning and professional development, there are a wide range of contrasting definitions making it difficult to firstly understand what reflection is and subsequently how to apply this concept in specific working contexts. This study aims to bridge this gap in the literature by enquiring into and seeking an understanding of the factors that enable the process of reflection by synthesising insights from a variety of publications across professional contexts. The analytical process involved initial coding and focussed coding, supplemented by constant comparison and memo writing. Article text was fragmented, sorted, and integrated to develop a thematic structure that was used to organise and integrate the subsequent narrative. Analysis resulted in 3 higher order themes: triggers for reflection, conducive contextual and attitudinal factors, and epistemology. The resulting article represents the product of an enquiry seeking to understanding the factors that enable the process of reflection.Peer reviewe