Abstract
Critical reflection is an important skill required by those who work in children's services. This paper explores the notion of reflective practice discussing (1) whether it can be taught; (2) what makes it critical; and (3) how it can be implemented. It concludes with the description of a model of critical reflection that is being used to teach children's services practitioners to use critical reflection as part of their everyday practice. The process consists of four stages. First, within the deconstruct stage, practitioners listen to one another to understand the various perspectives that exist. During the second stage, confronting, practitioners build on the perspectives of the group and confront the subject of conversation, highlighting some of the inherent ideas that are accepted and rarely questioned about an issue. The third stage, theorise, involves practitioners considering the source of their ideas. Finally, during the think otherwise stage, practitioners synthesise their perspectives and consider a position, solution or idea, while encouraging changes in practice.
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