ICDL Standard Syllabus Contents of the ICDL Standard Modules
ICDL SoCal Inst Reflective Practice - M. Delahooke
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Transcript of ICDL SoCal Inst Reflective Practice - M. Delahooke
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Reflective Practice in
DIR
November 20, 2009
Southern CA Regional Institute
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The work we do
Challenging, rewarding
We often bear the brunt of parents concerns about
their kids
Engenders feelings of competency and sometimesinsecurity
The major stress reducing tool in DIR Clinicians
tool bag is reflective practice
It allows us to travel the clinical DIR road as we growand learn along the way
It also gives us a window into the parent and childs
subjective experience using our own experience
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Reflective Practice
Better experienced than taught
Reflective practice is not a part of many
professional training programs
Survey of audience: Many of us have not had
training/education in reflective practice in
college or graduate school.
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Reflective Practice
Can be defined as an individual or small groupintegrative experience that supports the practitionerto:
Reflect on the experiences, thoughts and feelingsinvolved in working with children and families
Explore ways to apply relevant theories/ knowledgebases to clinical situations and to clinically problemsolve (promote learning)
Experience an appreciation for the importance ofrelationships which are at the core of working withchildren and their families
Adapted from the CIF&ECMH workgroup, 2009
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Reflective Tutoring
Is one of the primary contexts for DIR learning and
professional development across disciplines
Helps us learn more about ourselves, apply the
model with awareness, gauge our effectiveness withfamilies, and problem solve what is working (and not
working) in our cases
Supports the discussion of goals and measure
progress towards achieving them
Brings content and process together in clinical
thinking
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Reflective Supervision
Reflective supervision exists to provide a respectful,
understanding and thoughtful atmosphere where
exchanges of information, thoughts, and feelingsabout the things that arise around ones work can
occur.
This supervisory relationship sets a major tone that
reverberates throughout the system
The practitioners experience in supervision affects
the interactions she has with the patient and family
adapted from Parlakian, 2001
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This is a parallel process
Do unto others as you would have others do
unto others
Dont just do something, stand there!
Jeree Pawl
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Three Building BlocksReflective
Supervision
ReflectionTaking time to wonder what the
experience really means
CollaborationSharing responsibility and
control of power
RegularitySufficient time allowed with a
reliable schedule
Zero to Three: National Center for Infants,
toddlers, and Families, Fenichel
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FAQs
I can work with a child and see improvement inbalance, fine motor, etc without talking about myfeelings.
I can use speech strategies and get the child to talk.
Why do I have to reflect? Feelings just get in the wayof my work.
I dont really like to think about feelings (of sadnessor anxiety) I just work through it.
And I certainly wouldnt want to talk about itespecially to a supervisor at work! Why do I have topay a DIR mentor anyway? I can talk to my friends if Iwant to.
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DIR and Reflective Practice
In DIR, we ask all disciplines to jump in to
reflective ways of thinking regardless of training and
background. This is asking a lot! In mental health, reflection is part of the culture of
the discipline
Education, medicine, PT, OT : Where does reflection
fit in the cultures of our disciplines?
DIR is a COMPLEX model to learn, and support is
gained by reflective supervision as we all will feel
over our heads from time to time!
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Guidelines for Reflective Group
Process.. Feder, 2009 Guidelines for Reflective Process*
1.The purpose of the group is to allow the presenter to engage in problem
solving.
2. The group's job is to allow the presenter to do this.
3. The presenter gives a brief vignette, perhaps with video, and states the
problem or problems she wants to work on.
4. The group uses reflective comments to help the presenter think about the
problem.
5. The group must avoid giving direct advice and opinions to allow the
presenter to problem solve.
6. Group members will naturally think about similar situations and may share
those with the presenter.
7. The group leader will often follow the affect or emotional themes as a way to
guide the process, e.g., wondering about the presenter's feelings related to the
problem and thinking about the child's or parent's feelings too.
8. The group leader manages time and concludes the moment by checking in
with the presenter to see if there has been any shift in the presenter's thinking
that might help in solving the problem presented.
*Adapted from Guidance from Anne McLevieSpooner 100709 (any omissions or
misstatements are mine and mine alone J. Feder)
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All Kinds ofGroup ProcessType of group purpose rules leadership process
Social parties, luncheons,etc. pleasure Culture & etiquette host Experience sharing anddeepening of relaitonships
Athletic competition Pleasure, Rules, etiquette Captains, umpires sublimation of natural
aggression
Athletic training Fitness, readiness Training requirements,
etiquette
Trainers, captains , hope
Clubs Pleasure - facilitated Str ucture -etiquette Host, leader Interest-driven, semi-
structured
Classes learning Str ucture, etiquette Teachers, administrators Didactic relativelypassive
12 Step Management of addiction Structure and etiquette Leaders - colunteer Evocative, repetition,
substition of group for
addiction
Therapy Internal emotional change Str ucture, etiquette Therapist(s), leaders Various, support, insight
oriented
(universality, etc.)
Group interview Demonstrate competence Assertiveness, etc. Employers Competition for jobs,
alliance and intrigue in anhour
Reflective Processing Problem solving Str ucture and etiquette Leaders Allow presenter to reflect,
all benefit and deepen
understanding
ICDL Presentation groups Demonstrate competence,
including process of
problem solving
Structure and etiquette faculty Faculty and members
facilitate presenterin
showing work and problem
solving within frame. Not
a competition.
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What it is
What it is:
Stepping back from the intense experience
of hands-on work to wonder about it.
Focusing on experiences, thoughts and
feelings directly connected to the work.
Time to analyze ones work, problem solve,
scaffold, acquire new knowledge or seethings in a different light.
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What it is not
Therapy
Socializing
Performance evaluation
One way relationship
Questions, discussion??
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A Reflective Facilitator
Has the ability to consider and address
issues of culture, including the impact of
racism, class, immigration-related issues,
socioeconomic issues, etc. on families,practitioners and the practitioner-reflective
practice facilitator relationship.
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2
Expands practitioners understanding of how to
create a feeling of reciprocity and comfort/friendliness
with a family by allowing for normal everyday social
interactions without losing a sense of purpose and
safety about role and reason for involvement with the
family (e.g., the ability to consider the costs and
benefits of accepting offered tea and cookies on a
home visit, ability to understand parents worry that
their childrens developmentally inappropriateneeds/behaviors will reflect badly upon them, etc.).
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4
Works with the practitioner to understand that
personal characteristics, clinical context,
culture, style and professional role may
unconsciously influence the interactiveprocess with families.
Helps the practitioner learn to observe and
reflect on individual behavior and the
interactive exchange with others, reflect on
these processes and attribute relational
meaning.
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Reflective Practice Demonstration