Critical thinking and reflective practice in counselling

Irving, J. A.; Williams, D. Innes

doi:10.1080/03069889508258064

Cited by 18 publications

(6 citation statements)

References 5 publications

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“…Despite this acknowledged importance of personal development in assisting students to become professional practitioners (Schön, 1983;Irving & Williams, 1995), there has been limited research available to guide educators in making this aspect of teaching effective (Bennett-Levy, 2006). Furthermore, students' perspectives are missing from counselling education research (Bennetts, 2003).…”

Section: Introduction and Literature Reviewmentioning

confidence: 92%

Self-case study as a catalyst for personal development in cognitive therapy training

Fraser

Wilson

2010

Cogn Behav Therap

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Personal development is a vital requirement of counsellor development, and educators need to consider how best to promote and support students' personal development throughout training. 'Self-case study' can provide both learning and personal development opportunities for counselling students. This qualitative narrative study explores seven students' perspectives about their experiences of completing a self-case study as a learning requirement for a compulsory introductory course in cognitive therapy at undergraduate level. Unstructured individual interviews were used for data collection. Data analysis involved identifying themes and analysing the narrative structure of stories. The findings emphasized the view that self-case study provides useful learning opportunities in the areas of theory, practice and personal development. Most participants described transformational life changes resulting from completing a self-case study. This paper presents selected findings. The ethical issues and limitations of this study are discussed. Self-case study is recommended as a potentially effective education strategy.

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Section: Introduction and Literature Reviewmentioning

confidence: 92%

Self-case study as a catalyst for personal development in cognitive therapy training

Fraser

Wilson

2010

Cogn Behav Therap

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“…We are not alone in arguing that implicit assumptions and values, in virtually any domain, be treated in this manner (e.g., Bateson 1994;Brookfield 1987;Irving and Williams 1995;Slife and Williams 1995;Osguthorpe and Osguthorpe 2007;Osmo 2001). If conceptual design sense enables possibilities for action, then it must be treated with special care.…”

Section: Managing Conceptual Design Sense Is Part Of Better Practicementioning

confidence: 98%

Between eclecticism and orthodoxy in instructional design

Yanchar

Gabbitas

2010

Education Tech Research Dev

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This paper presents the concept of critical flexibility as an alternative to eclecticism in instructional design. Eclecticism is often viewed as a persuasive alternative to theoretical orthodoxy (i.e., rigid use of a single perspective or process) due to the openness and flexibility it purports to offer. In contrast, the authors argue that eclecticism ignores or discourages critical reflection regarding background understanding (e.g., implicit assumptions and values) and perpetuates the lack of openness and flexibility commonly associated with orthodoxy. Critical flexibility, as an alternative to eclecticism, emphasizes an awareness of background understanding, but construes it as capable of being explicated, critically examined, adjusted in specific contexts, and refined or developed over time to facilitate increasingly flexible and effective design practices. The authors clarify the nature of critical flexibility as a general way of being involved in the design process, suggest how it helps overcome the traditional theory-practice split, and discuss several of its implications for scholarship and training.Keywords Eclecticism Á Theory Á Practice Á Assumptions Á Critical thinking Solving instructional problems often requires contextual flexibility and an openness to diverse sources of insight. Practicing designers must be versatile, it is commonly noted, readily adapting to the demands of complex design situations by borrowing from a variety of conceptual resources such as instructional theories, design principles, process models, and larger philosophical frameworks (e.

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“…Irving and Williams (1995) suggest conducting a longitudinal meta-analysis of clinical success and failure, for example, by looking at commonalities in supervisees' approaches to their less successful clients over time. Supervisors can facilitate this process by inquiring about what characteristics these problematic clients have in 14 THE CLINICAL SUPERVISOR common, how supervisees decided on their therapeutic approach, and which interventions supervisees tended to use or avoid.…”

Section: Asking Discriminating Questionsmentioning

confidence: 99%

The Relationship Between Critical Thinking and Interpersonal Skills

Dsw

2004

The Clinical Supervisor

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Research suggests that clinicians who think critically use more effective interpersonal skills. This paper offers clinical supervisors specific guidelines on how to utilize this connection to strengthen supervisees' skills in both areas with an emphasis on how helping supervisees develop greater skill in critical thinking can improve their interpersonal skills of empathy and addressing therapeutic alliance ruptures. Some specific strategies discussed include: modeling, facilitating a supervisory environment that supports exploring different points of view, asking questions that require critical thinking skills, and facilitating supervisees' skills in conceptualizing client communications in thematic terms.

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Critical thinking and reflective practice in counselling

Cited by 18 publications

References 5 publications

Self-case study as a catalyst for personal development in cognitive therapy training

Self-case study as a catalyst for personal development in cognitive therapy training

Between eclecticism and orthodoxy in instructional design

The Relationship Between Critical Thinking and Interpersonal Skills

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