Sustaining skills of critical reflection on practice: a pilot project

Abstract

ABSTRACT In this paper, a teaching and research team discusses the importance of teaching, and supporting, critical reflection on practice (CRoP) skills to graduate level social work students within a Canadian university context. They describe the CRoP model, which is taught in a 12-week course and then integrated into practicum integration seminars and present the results of a pilot project. Using an online survey, they asked students to reflect upon what assisted and hindered their sustainment and integration of CRoP skills into their placement settings and what they thought might assist them in further sustaining their skills post-graduation. The use of a thematic analysis approach resulted in the development of the following themes which will be discussed fully: 1) The wholistic nature of CRoP as it is used for both personal and professional development; 2) The need for an academic grounding in CRoP followed by support for the natural integration of CRoP into ongoing social work practice; 3) The benefits of small group collaboration for learning and sustaining CRoP; and 4) The need for supervisory support of CRoP.