Guidelines for Engaging in

Anti-Discriminatory Reflective Practice

excerpted from ‘Developing the Relationship Between Reflective Practice and Social Work Values,’ by Graham Ixer

The following guidelines have been developed over time through empirical research (Ixer, 2000a), experience of practice and much personal reflection. They are not meant to act as formulae for anti-oppressive reflective practice, but a framework for debating, critically examining one’s own practice and learning. Moreover, they are intended to challenge one’s own thinking and acceptance of social work practice and achieve greater confidence in challenging others’ practice. They will aid the practitioner to reflection their practice. By doing this one will gain greater freedom from the constraints of rigid systems of knowledge acquisition and therefore liberate students from the narrowness of performance led learning to more self-ownership and control of their own life long learning. Such sentiments can be best stated by the following words of wisdom:

The youths whom I called out in 1920 from those citadels of slavery their schools and colleges – and whom I advised that it was better to remain unlettered and break stones for the sake of liberty that go for literary education in the chains of slaves will probably be able now to trace my advice to its source. (Ghandhi, 1982, p.199)

It is the intention here that unless we understand reflection and its contribution towards practice knowledge in a moral context, then we will never understand professional education, as it will only serve the practice and rehearsal of enslavement. As Ghandhi implies above, insight through reflection is ‘the unshackling of educational enslavement’. Helping to develop students’ ability to argue, criticise and analyse speedily, synthesise vast amounts of complex information (much of which is morally based), and to formulate moral judgements towards anti-oppressive action, all characterise the holistic process of reflection and moreover, the specific nature of what is reflection. The following are twelve key principal statements that are guidelines relevant to the practice teacher in social work, the mentor in nursing, the fieldwork tutor in occupational therapy and any other professional where reflecting in practice is essential. It will help to guide them to more successful reflection.

Definitions and shared understanding

1. There is no one theory of reflective practice therefore, the student must discuss with their practice teacher their espoused model, or if not a model, an understanding to ensure there is shared cognisance of reflection so they can work together from the same equal understanding.

2. Research has suggested that reflection has four interrelating characteristics – cognitive, affective, moral and creative (Ixer 2000a). Reflection is not a purely intellectual activity; it also includes feelings (Boud 1986, p.28), values (Brockbank and McGill, 1998, p.58) and potential to innovative beyond social constraints (Tremell, 1993). These should be used and acknowledged when reflecting.

3. Reflection is a process skill, which allows one to look internally at the way the individual learns and reflects on their own reflection (meta-cognition) – thus developing greater insight on their own practice and thoughts about their practice. Reflection should not be just seen as a means to an end but also an end in itself.

Practice teacher responsibilities

4. Issues of race, gender, sexual orientation and other social constructs will always be prevalent and should be maintained on the practice teacher’s agenda throughout their sessions with the student whether or not both parties have cultural affinity with each other.

5. Reflecting on one’s own values is likely to be difficult and even painful and self-discovery can bring many surprises. Encouragement to discuss values is only part of the process therefore, non-judgemental support is crucial. This action should be part of a way of life for the practice teacher, in so doing will ensure greater integration of reflective practice with values.

6. The practice teacher must continually reflect on their practice, reflect on their reflection, monitor their reflection and analyse the outcome of their reflection so new learning can be identified and shared with others. Moreover, reflective practice can lead to changes in future practice as new techniques, skills and understanding are internally absorbed. They will need a mentor to help them with this.

7. The essence of integrating values with reflection is to encourage open and critical dialogue; this will help to construct authentic realities for the student rather than artificial ones for the benefit of the practice teacher. The practice teacher should always engage in open dialogue with their student a part of developing themselves as well as the student.

Creating a trusting climate for learning

8. The success of the student will rely on the degree of openness between them as the learner and their practice teacher as mentor, supporter, assessor or tutor. A way of measuring this can be determined by the degree of personal disclosure by both parties on values.

9. The student will only reflection their values and take responsibility for personal development if they feel safe, supported and the risk is worthwhile. Alternatively the student will only learn to give the practice teacher what they want to hear and achieve ‘expedient learning.’ The practice teacher should be clear about how they will facilitate this. Techniques to encourage and evaluate reflection

10. Engaging in reflection should be seen as a process in itself as well as developing competence in practice. Allowing the student to indulge in reflection and learn from the experience, away from performing to set criteria and assessment, frees up the student to explore and experiment without the pressure of assessment. Students should be encouraged to do this.

11. There are many ways to encourage and aid reflection. Using narrative as a method can be helpful. It can be useful to encourage the student to tell their story about their values in the context of its history rather than current practice. Use the third person if this is more helpful. This may help to identify the extent of development required in the student.

12. The process of developing values through reflection is not about the practice teacher disclosing their own values and requiring the student to model themselves on this, but rather, to allow the student to explore and identify for themselves their own values. Through this process the student is more likely to discuss their own values alongside social work values and commit themselves to areas of development and change. There has to be a true commitment to change fro the student is authentic change is to be.

13. Reflection can be best measured by evaluating the degree to which the student can clearly articulate their own reflection on reflection and describe the process as well as outcomes emerging. This is likely to include cognitive, moral, affective and creative content. Ask the student to evaluate their own reflection. By doing this learning will be demanding but more importantly, rewarding and fun, then perhaps the dialogue about reflection and values will more successfully become integrated. Professional educators must no longer consider the area of reflection as a knowledge domain that stands in isolation to the values of social work, nursing, or other professions. They must go side by side, separate but dependent upon each other. Teaching and developing values in students must equally be seen as essential to learning how to reflect in practice.

In conclusion

Reflection is a problematic area of knowledge construction. What we know and understand is contested with no reliable substantial research supporting particular hypotheses. Until such time that we are able to learn more about its nature, characteristics and meaning, the author takes a pragmatic approach and urges practice teachers to clarify for themselves, a working understanding that is clearly communicated to their student. A set of guidelines is developed here to help the practice teacher think about how they might go about formulating this understanding.