Relational reflective process as an act of compassionate pedagogy in therapeutic recreation

Abstract

ABSTRACTThe therapeutic relationship is central to healing, creating meaning, and the well-being of individuals encountered in practice. Using narrative methodologies as a way to hear, further reflect on, and represent the team’s experiences within therapeutic relationships, we introduce relational reflective process and the use of relational theory and compassionate pedagogy to deepen understanding and critical reflection on multiple connections in practice (i.e., with self, participants, families, others in the interprofessional team). Through compassionate pedagogy, we broaden what it means to reflect in practice emphasizing aspects of self-reflection, relational reflection, and theoretical reflection to highlight recreation therapists’ voices in highly medicalized settings. Within the relational reflective process, recreation therapists are guided by their own individual voices and also strengthen the power of collective voice in the therapeutic recreation team. We conclude the paper with recommendations for incorporating relational reflective processes into therapeutic recreation practice.