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

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

Cutting Ties with Pro-Ana: A Narrative Inquiry Concerning the Experiences of Pro-Ana Disengagement from Six Former Site Users.

Websites advocating the benefits of eating disorders (“Pro-Ana”) tend to reinforce and maintain restrictive eating and purging behaviors. Yet remarkably, no study has explored individual accounts of disengagement from these sites and the associated meanings. Using narrative inquiry, this study sought to address this gap. From the interviews of six women, two overarching storylines emerged. The first closely tied disengagement to recovery with varying positions of personal agency claimed: this ranged from enforced and unwelcomed breaks that ignited change, to a personal choice that became viable through the development of alternative social and personal identities. A strong counternarrative to “disengagement as recovery” also emerged. Here, disengagement from Pro-Ana was storied alongside a need to retain an ED lifestyle. With “recovery” being just one reason for withdrawal from Pro-Ana sites, clinicians must remain curious about the meanings individuals ascribe to this act, without assuming it represents a step toward recovery.Peer reviewedFinal Accepted Versio

Tritium/deuterium gas cell

A tritium/deuterium gas cell has been designed as a neutron target to generate a high-energy neutron source, 15 less than or equal to E/sub n/ less than or equal to 30 MeV, when bombarded with deuterons up to 12 MeV. The secondary neutrons emitted at 0/sup 0/ from the reactions /sup 2/H(d,n)/sup 3/He and /sup 3/H(d,n)/sup 4/He are used to study neutron scattering differential cross sections from materials of interest. The resolution needed for these measurements required a monoenergetic neutron beam with an energy spread ..delta..E approx. 100 keV. This is not possible to achieve at the same source strength with a standard tritium/deuterium loaded solid target, because of the large differential energy spread of the incident deuterons through the target (about 160 keV compared to 30 keV in the gas cell filled to 1 atm.). The present gas cell, 3 cm long and with a 7 ..mu..m Mo window, produces 9.3 x 10/sup 7/ or 2.4 x 10/sup 7/ neutrons when filled with one atmosphere of deuterium or tritium respectively, for 1.0 ..mu..A deuteron current

Learning on the Front Line : Can Personal Development During Problem-Based Learning Facilitate Professional Development in Trainee Clinical Psychologists?

Problem-based learning (PBL) is a form of self-directed learning that has been employed for over 30 years within a variety of disciplines and professional training programmes. This paper focuses on the acquisition of skills and knowledge gained through experiential learning components of the academic programme, namely Problem-Based Learning, of a Clinical Psychology training programme. This paper explores the learning experiences of a PBL group on this programme, reflecting on the impact of an experience early on in their group formation (presenting a personal in-vivo version of their PBL experience and subsequent negative evaluation). These narratives were written after their 3rd PBL exercise (the latter two were formally evaluated). This paper then goes on to consider how they then managed PBL including factors that may have helped or hindered their ability to learn and work together effectively. We conclude with what we may learn for the benefit of other learning contextsPeer reviewe