Process Of Reflection Research Articles

Game-Based Learning to Promote Clinical Reasoning: An Innovative Educational Proposal in Pediatric Dentistry

Pediatric dentistry requires different professional knowledge and skills, including technical and analytical thinking skills, essential for deep clinical reasoning. To analyze the students’ awareness of their cognitive processes when solving clinical problems, a qualitative and inductive study with second and fifth year students in the Degree Course in Dentistry and Dental Prosthetics at the University of Verona was conducted. Adopting a phenomenological approach, it focused on participants’ lived experiences, gathering their reflections on solving clinical problems through two structured questions. The data, analyzed using content analysis, revealed that sometimes students focused on operational steps rather than reflecting on them, and underscored the necessity of innovating university teaching methods to enhance reflective moments. To respond to this need, a literature review was conducted, underscoring the value of active learning in innovating dentistry education. Accordingly, a game-based learning activity was elaborated: a dental-themed adaptation of the games where you guess an image without using certain predetermined words. Its goal is to create an interactive and engaging environment that facilitates sharing and reflection, challenging students to apply their competencies to practical scenarios. Finally, our research identified students’ educational needs to develop teaching strategies that shape their reflective process in clinical reasoning so as to be more deliberate and conscious.

Mitigating Ethnic Moral Disengagement: The Role of Inhibitory Control, Cognitive Reflection, and Growth-Oriented Personal Values from an Integrative Perspective

Despite the consequences of ethnic moral disengagement, such as ethnic bullying, racism, and prejudice, a comprehensive understanding of how to effectively counter it remains an ongoing area of research. The present study proposes an association between ethnic moral disengagement and three individual dimensions: the executive function of inhibitory control, a reflective cognitive style, and personal values that reflect growth-oriented motivations in contrast to self-defensive ones. By evaluating these dimensions respectively through a behavioral task, a cognitive measure, and a self-report instrument, the aim is to understand the role of basic behavioral capability, cognitive reflection, and growth-oriented values in reducing ethnic moral disengagement. The study, conducted on 413 participants (243 female, M = 19.60 years, SD = 1.46) using a structural equation modeling approach, found that while inhibitory control was not significantly linked to ethnic moral disengagement, reflective information processing and broader value horizons may constitute a key resource for opposing it. Overall, these results suggest that individuals who adopt such a reflective and growth-oriented mindset may elaborate differences and unfamiliar encounters as opportunities rather than as threats to be defended against by justifying themselves and externally displacing responsibility for their decisions and actions.

Reflective Abstract Processing Reduces Negative Emotions Independent of Self-Perspective.

This study tested predictions from Processing Mode Theory, Self-Distancing Theory, and the Construal Matching Hypothesis by manipulating processing mode (abstract vs. concrete), self-perspective (self-distanced vs. self-immersed), and the construal level of emotion (high-level vs. low-level) to examine their effects on negative emotional reactivity. A total of 247 emerging adults were randomly assigned to one of eight experimental conditions, where they recalled either low-level or high-level negative emotional experiences. Participants visualised these events from either a self-immersed or self-distanced perspective and then wrote essays focusing on either the abstract or concrete aspects of the events. Emotional reactivity was assessed both before and after these interventions to evaluate the effects of the manipulations. Results indicated that abstract processing significantly reduced negative emotional reactivity, regardless of self-perspective and construal level. No significant interaction effects were observed between self-perspective and processing mode, nor between processing mode and the construal level of emotion. These findings suggest that transitioning to a reflective abstract processing mode facilitates emotion regulation independently of psychological distance or the nature of the negative emotion. Implications for theories of self-reflection and directions for future research, including distinctions between adaptive and maladaptive reflection, are discussed.

대학 교양 글쓰기 수업을 위한 문법

The purpose of this study is to explore new possibilities for grammar instruction that can enhance students' competencies in university-level writing courses. It underscores the need to expand the scope of grammar education in writing instruction and discusses its principles and directions. In particular, it emphasizes the importance of teaching students to engage in the process of qualitatively refining their prior thoughts through awareness and intentionality of metalinguistic activity. This paper advocates for extending the role of grammar education beyond merely recognizing "language about language" embedded in students' previous texts. Instead, it argues for enabling students to consciously engage with and regulate the cognitive activities involved in producing such language. By doing so, grammar instruction can be reframed as a tool that fosters not only linguistic accuracy but also a reflective and intentional approach to writing. True writing proficiency, it contends, can be cultivated when students apply metalinguistic awareness and intentionality to their writing processes, thereby elevating the quality of their thinking and discovering new macrostructural frameworks for their texts. Recognizing the hierarchical relationships among linguistic forms and exploring the new meanings they generate is central to this process. Such recognition serves as the foundation for expanded authorial intentionality, enabling students to achieve qualitative openness in their writing. This reflective process represents the realization of intentionality in writing education.

Perception of Professional Practices from the voice of the student body of Pedagogy

This study highlights the importance of the practicum in the training of education professionals, since it is a key moment for students to reach the specific competences of the profession in an active and reflective manner. The main aim of research in this field is to assess the pedagogy students’ perception of the blog, videoconference, and peer mentoring as effective tools for reflection and communication in monitoring and evaluating professional practices. The design/methodology about the evaluation of students’ perception was conducted using a mixed design, employing both quantitative and qualitative methods. It involved an already validated online questionnaire and individual blog entries submitted by the 131 participants. It can be highlighted among the results that the blog proved instrumental in enhancing Pedagogues’ knowledge of their professional tasks and fostering a more profound reflective process. Students favor its utilization for practice evaluation over traditional memory-based approaches, as it facilitates experience sharing, fosters camaraderie, and offers insights into diverse professional teams and career opportunities. The main conclusion about the main conclusion about the use of the blog, videoconferences and work dynamics through the Mentoring Groups is that they are favorably valued. There is unanimity regarding its use, throughout the four years analyzed; they value it very positively, for being motivating and, above all, enriching for the whole group, proposing that it be the work methodology for both third- and fourth-year students.And, the main contribution of this experience can be generalized to any of the university studies that carry out professional practices in labor scopes. The results of this research show the improvement of the theoretical-practical learning of the students, an alternative to the end-of-practicum project, compared to the traditional written memory and knowledge of other institutions where peers participate.

More-than-human centred reflection: Addressing the fiction of reflective practice in teacher education

This paper seeks to extend the debate around the contested concept of the ‘reflective practitioner.’ This concept has influenced practice-based learning across a range of disciplines, including social work, nursing and teaching and although assumptions are commonly made about its value to the developing practitioner, it has also been subject to critique. From the perspective of Scottish teacher-education, we propose moving beyond commonly accepted reflective practices to arrive at a reframing of it as a ‘more than human’ (Strom and Viesca, 2021) endeavour, in a way that decentres the practitioner from the process of reflection. We firstly consider some benefits and limitations of commonly used, human-centric models of reflection in teacher education; both in practice and in regulation. We then use two familiar classroom scenarios to demonstrate how these models of reflection can constrain the reflective process, and student-teachers’ agentic possibilities. We explore how a theoretical reframing of the problem through connectivism (Downes, 2007; Siemens, 2005), offers a fresh perspective that challenges the practitioner to reflect in multiple dimensions; on their means of connecting with others and the ‘matter’ of their practices – the material, physical and conceptual objects that are drawn into the orbit of the day-to-day work of teaching and learning. The proposed approach invites student-teachers to decentre themselves from their reality and consider a range of realities, allowing their reflections to more genuinely, critically and authentically reflect the realities of their experiences in the classroom. Although situated in the context of Scottish teacher education, this provocation offers fresh consideration of a problem that is currently of relevance to student-teachers and those involved in teacher education in both a UK-wide and international context.

RAISING AWARENESS ON CLASSROOM INTERACTION COMPETENCE THROUGH SETT

This case study aimed at raising teacher awareness of classroom interactional competence regarding pedagogical goals and interactional features in Walsh’s (2003) Self Evaluation Teacher Talk (SETT) framework. To this end, the data were obtained from an in-service EFL teacher’s video-recorded teaching in two main phases: 1) the teacher’s four hours of classes were analyzed to characterize the modes by the researchers, after which the teacher was informed about the modes and SETT framework in an interview, and 2) the teacher was self-reflected on his another four hours of teaching by characterizing the modes. The findings analyzed through content analysis revealed that the meetings were insightful in fostering teachers’ awareness of classroom interaction skills since the teacher performed a high level of accuracy in characterizing classroom modes and the deployment of related terminology. In addition, self-talk had a positive contribution to the reflection process, enabling a dialogue on troubles in classroom interaction and the teacher’s resistance with justification in dialogues signposted a need to highlight the value of dialogue besides teacher awareness.

Short on time—big on impact: MeetingHacks as a digital intervention to enhance virtual meeting collaboration

Abstract This contribution to the journal ‘Gruppe. Interaktion. Organisation. (GIO)’ presents a novel video learning format for optimizing virtual meetings as well as initial evaluation data on its usefulness and application in an organizational context: the MeetingHacks. Effective collaboration in virtual meetings requires a novel approach to fusing communication and technology. To enhance virtual meetings through accessible digital interventions, we developed MeetingHacks, a series of short videos based on findings of contemporary meeting science. These MeetingHacks address general aspects as well as professional, methodological, social, and proactive aspects of meeting behavior, aligning with the four facets of team skills of the Kassler competence grid. The introductory video, Meetings General, triggers reflective processes to enhance the impact of the subsequent MeetingHacks. Meetings Professional focuses on professional skills, particularly the interplay of problems and solutions and knowledge transfer, drawing on results from interaction analysis and shared mental models. Meetings Structured addresses methodological behavior, emphasizing structured meeting designs. Meetings Social covers prosocial behavior, focusing on making social and informal interaction in virtual meetings more tangible. Meetings Proactive highlights responsibility and proactivity in meetings, informed by interaction analysis and reflection research. The MeetingHacks were implemented over five weeks in a corporate setting and evaluated for their usefulness, applicability, and fit within daily routines. The results demonstrated the benefits and limits of MeetingHacks in an organizational context. Based on this evaluation, this article critically discusses the merits and further development of the MeetingHacks and their effectiveness as a digital intervention.

Unveiling the Immaterial: The Premier Building Restoration Project At The Hope Waddell Institution

The Premier Building Restoration Project at the Hope Waddell Institution sought to explore architecture as a dynamic process that transcends mere physical reconstruction, engaging deeply with the immaterial aspects that shape and define built environments. This project was set against the backdrop of the Venice Charter to address pressing environmental, spiritual and cultural concerns, yet it equally emphasizes the importance of 'weightless' elements—narratives, memories, and cultural significances—that often remain hidden beneath the surface. Hope Waddell Institution, a historical educational complex with deep roots in Calabar, Nigeria’s socio-cultural fabric, serves as a case study for investigating the interplay between tangible and intangible heritage. The restoration project of the Premier Building is not merely about preserving the Scottish prefabricated wooden structure but about uncovering and reintegrating the institution’s rich traditional materiality,cultural heritage, stories, and historical figures that have shaped its legacy. By utilizing an inter/multi/transdisciplinary methodology, the project incorporates archival research, community narratives, and traditional use restorative analysis to reveal the hidden layers of the Premier building’s past. This includes understanding the socio-political contexts of its establishment, the evolving educational paradigms, and the community’s ongoing relationship with the space. The project challenges traditional restoration methods, proposing a more holistic view that considers the immaterial as equally crucial to the institution’s heritage. The Premier Building Restoration Project thus serves as a model for contemporary architectural practice, emphasizing the need to approach the built environment as a repository of hidden memories and stories. This approach not only enriches our understanding of architectural heritage but also fosters a more inclusive and reflective process of architectural (re)making, where the unseen and unheard narratives are brought to the forefront, expanding the discipline beyond its conventional boundaries.

Ubuntu philosophy, values, and principles: An opportunity to do social work differently

Summary Rising immigration and increasing cultural diversity globally highlight the need to decolonize social work and challenge the hegemony of Western-centric cultural and epistemological foundations. This article explores how Ubuntu philosophy can serve as a global decolonizing framework in social work education and practice. Using a reflective conceptual analysis process, we explored Ubuntu as an alternative paradigm for social work educators, researchers, practitioners, and students. Ubuntu's core values—relationality, collective responsibility, communal accountability, social justice, recognition, and reciprocity—offer a unique framework that sets it apart from other philosophies. Findings We propose embracing Ubuntu’s core principles to enrich social work knowledge, theories, and practice, decolonizing and addressing gaps left by Western approaches. We argue that integrating the core values of Ubuntu philosophy can significantly enhance social work practices. Applications This article contributes to ongoing discussions on decolonization and the importance of epistemological diversity in redefining social work and exploring new ways of practice.

Supporting professional development for early career pre-tenure nursing faculty using Narrative Reflective Process

Background: Early career, pre-tenure nursing faculty face significant challenges as they navigate the demands of academia, particularly during their first year. While there is growing research about pre-tenure faculty needs, specific insights into early career nursing faculty, especially in Canada, is limited. It is also not known how professional development strategies such as Schwind’s Narrative Reflective Process (NRP) could facilitate integration into academia and support professional growth. The purpose of this article is to explore the application of NRP as a professional development tool for nursing faculty during their first year of a tenure-track position.Methods: At a large urban school of nursing in Canada, four pre-tenure nursing faculty members in their first year of appointment engaged in a series of collaborative, professional development exercises guided by a senior faculty member using NRP. A composite reflection was analyzed using qualitative content analysis.Results: Six themes emerged from the faculty members’ experiences using NRP: needing time to reflect, learning process, creative process, sharing experiences and finding our unique path, experiencing emotions, and looking forward.Discussion: This article highlights the experiences of NRP on early career nursing faculty. Findings reveal the need for dedicated reflection time to foster emotional engagement. Creative activities deepened insights into faculty identities, while sharing experiences fostered community and collaboration. Faculty expressed enthusiasm for applying NRP in future educational and research contexts, recognizing its value for ongoing professional development. Conclusion: NRP is a promising tool to promote professional development in early career tenure-track nursing faculty in academia.

Optimizing Whatsapp Features in Improving English Speaking Proficiency: A Classroom Action Research

The problem underlying this study is the low level of English proficiency among students, while the importance of technology in education is increasingly recognized. To overcome this, the study implements a Classroom Action Research (CAR) approach by using WhatsApp features such as voice messages and video calls as media to encourage students to practice speaking. The purpose of this action is to provide opportunities for students to develop their speaking proficiency. This research was conducted through three cycles of action involving the planning, implementation, observation, and reflection stages. Data were collected through pre-tests, observations during cycles one, two, and three, and interviews with students. Data analysis focused on measuring the increase in speaking fluency, reduction in pronunciation errors, decrease in the frequency of pauses, and increase in students' confidence levels, as part of the reflection process in each cycle. The results of the action cycles showed a significant increase in students' speaking fluency. In the first cycle, many students reached 81-90 words per minute, while in the second cycle, the speaking rate increased to 91-100 words per minute. Some students even reached 100-110 words per minute in the third cycle. The frequency of pronunciation errors decreased consistently, and no students showed an increase in the number of errors after the actions in each cycle. The decrease in the frequency of pauses during speaking also indicated an increase in students' fluency and confidence. Overall, the reflections from these CAR cycles indicate that the use of the WhatsApp features is contributes in increasing speaking fluency, reducing pronunciation errors, decreasing the frequency of pauses, and increasing students' confidence in speaking English. However, further action cycles are needed to continue to support students who are still at a low level of fluency and help more students achieve the expected standard.

Co-creating a person-centered creative engagement intervention for Parkinson's care.

Recent research in the field of "Arts and Health" has demonstrated the beneficial impact of arts-based interventions on health and well-being across diverse populations. Recognizing their potential, especially in cases where conventional healthcare cannot address the multifaceted impact of conditions such as in Parkinson's disease (PD), our study advocates for an integrative approach in medical practice and neuroscience. We recommend incorporating learning environments from the design phase through long-term care. The arts offer a unique opportunity to create such environments. In this study, we specifically focus on individuals with PD, co-designing an intervention as a creative engagement learning environment and a PD-specific creative arts therapy. In this study, the narratives of those affected contribute as scientific knowledge, shaping care and increasing the intervention's relevance to participants' lives. We used a participatory design-based research approach. Fourteen individuals with PD, along with three creative therapists and three researchers, collaborated through iterative design cycles to co-develop a creative arts therapy intervention. Qualitative data were collected through interviews, group reflections, and ethnographic observations. Data were analyzed using reflexive thematic analysis. The co-creation process resulted in a 10-week creative engagement intervention delivered in a "creative playground" setting. Participants chose from multiple media and autonomously decided their creative activities. Guidance from the creative therapists was provided as needed to support individual engagement and guide reflection and learning processes. Narratives offered insights into the relevance of autonomy in care, the role of the arts, and the individuality of disease experience, resulting in seven key features of our intervention framework, which include (i) intervention structure (e.g., duration of the intervention and sessions), (ii) freedom in selection of creative media, (iii) environment as a creative playground, (iv) skills of creative therapists, (v) PD-specific considerations, (vi) financial considerations and logistics, and we list (vii) responsibilities of the Design Team. This study establishes an initial framework for a PD-specific creative arts therapy intervention designed as a creative engagement learning environment. Future research will focus on rigorously evaluating its effectiveness and exploring its scalability in diverse settings.

Developing and Facilitating a Workplace Communication Workshop for Engineering Student Interns: Implications for Practice

In this paper, Engeström’s third-generation activity theory (AT; 2001) is adopted as an analytic tool to analyze a workplace communication workshop for engineering students and an experienced educator’s cognition and practices. Curricular elements of the workshop and the educator’s pedagogical approach are analyzed together with the motivation for a specific learning experience design and the rationale for adopting such practices. AT served as an invaluable analytic lens for our reflection on the workshop’s design, its activities, and the educator’s cognition and practices. This reflection provides a worked sample for AT-based reflective practice and strategies for developing workplace communication workshops. It is concluded that by using AT as an analytic tool for reflection, educators can effectively reflect upon and analyze their course design and teaching practices, thereby externalizing their knowledge, skills, and attitudes. Educators can develop their expertise through such a reflective process and create more engaging and effective courses. We also recommend that AT be adopted as an analytic tool in reflective practice modules in communication teacher education and training programs to enable prospective and novice teachers to engage in reflective practice and purposefully develop their teaching expertise throughout their careers.

Enhancing formative assessment in statistics through classroom action research

ABSTRACT Formative assessment is a time-tested educational endeavor that aids in rectifying misconceptions and narrowing gaps in student understanding. However, the pandemic-imposed restrictions significantly changed and disrupted formative assessment. As with other math areas, performing quality formative assessment in statistics became a challenge for instructors and students. Correspondingly, this classroom action research (CAR) was conducted, which describes our experiences and reflections in utilizing the attributes of a learning management system (LMS) to enhance the delivery of formative assessment in a higher education statistics class. This study addressed the following objectives: (1) use CAR approach to reflect and determine how LMS can support formative assessment in higher education statistics, and (2) develop and implement an LMS-supported formative assessment and evaluate its utilization. Qualitative data from a statistics class and the insights of action researchers were collected to investigate. Findings suggest that the innovative use of LMS in giving formative assessments improved student practices and understanding of statistics. The results of this undertaking can assist statistics instructors in creating improved formative assessment activities and fostering effective assessment practices. Finally, the reflective process we followed through CAR may inspire and guide other educators in pursuing this approach to enhance their practices.

How the usage of the OK4R Reading Platform relates to learning efficacy, attitude, and cognitive development

Studies indicate that integrating digital tools into reading instruction significantly enhances student learning. The OK4R (Overview, Key Idea, Read, Recall, Reflect, Review) method goes beyond teaching reading techniques by fostering a cyclic process of reading and critical reflection. Through OK4R, learners develop both reading strategies and metacognitive skills for self-assessment. Although OK4R is an earlier reading strategy, its theoretical foundation has a significant impact on enhancing students’ learning abilities. This study moves beyond the traditional paper-based and lecture-driven OK4R teaching model by constructing the OK4R Reading Platform, aiming to explore the new significance and value of OK4R instruction under digital assistance. This study introduces the OK4R Reading Platform aimed at improving vocational students’ learning efficacy, attitude, and cognitive development. Using a quasi-experimental approach, 90 vocational high school students in Taipei participated, with an experimental group using the Platform and a control group receiving traditional paper-based instruction. After six weeks, including pretest, digital or traditional reading sessions, and post-test, students using the Platform showed significant gains in learning efficacy, attitude, and cognitive development. These findings highlight the potential of digital tools in enhancing vocational education’s language instruction. The research questions for this study are as follows: The impact of the OK4R Reading Platform on vocational students’ learning efficacy of popular science texts. The role of the OK4R Reading Platform in enhancing vocational students’ learning attitude, and cognitive development. A comparative analysis of the effectiveness in improving students’ learning efficacy, attitude, and cognitive development between digital-assisted teaching with the OK4R Reading Platform and traditional-print reading teaching. Students’ reactions and suggestions regarding the teaching assistance provided by the OK4R Reading Platform. Through the aforementioned questions, the research team conducted an investigation to understand “how the usage of the OK4R Reading Platform relates to learning efficacy, attitude, and cognitive development in vocational high school students.”

Play, reflect, cultivate social and emotional learning: a pathway to pre-service teacher SEL through playful pedagogies

Playful pedagogies, rooted in experiential learning, integrate play, humor, spontaneity, and levity to create engaging educational experiences. Playful pedagogies have been shown to support adults' emotional resilience and sense of belonging while reducing stress and anxiety. Despite these benefits, their use in education preparation programs (EPPs) remains underexplored. Given the increasing focus on teacher social and emotional learning (SEL), playful pedagogies hold significant potential for equipping future educators with the skills needed to foster both their own and their students' SEL growth. This paper advocates for a shift in teacher education from predominantly lecture-based instruction to a model that incorporates joy, humor, and experiential learning. We propose integrating playful pedagogies with a reflective learning cycle to enhance SEL competencies among pre-service teachers. Specifically, we introduce a conceptual model that combines a four-level pyramid of playful learning with an iterative reflection process. By integrating playful pedagogy into EPPs, we aim to foster resilience, creativity, and collaboration among future teachers, empowering them to create inclusive learning environments that nurture their students' holistic development.

Exploring the experiences of children's palliative care for forced migrant families in the United Kingdom: an interpretative phenomenological study.

This study focused on understanding the experiences of forced migrant families and the health care professionals who care for them within palliative care. Palliative care for children requires an active, holistic approach to care, with a focus upon improving quality of life. Forced migrant families encounter a range of additional challenges including the loss of family, belongings, and all sources of familiarity and support. The difficulties of navigating complex bureaucratic systems can confound access and communication difficulties. Interpretative Phenomenological Analysis methodology was used in this study to privilege participant perspectives and apply an active in-depth cyclical process of reflection and reflexivity. Advisory group members provided expertise in childhood illness, palliative care and forced migration, throughout the study. The Silences Framework offered novel theoretical and philosophical concepts, which helped to situate and prioritise the "silences" within the marginalised discourses of forced migration and palliative care. Seven family members and seven health care professional participants were interviewed from hospital, hospice and community palliative care settings in the UK. Four overarching themes were identified related to experiences of loss and grief, communication, faith and coping strategies and alienation and discrimination. Compassionate, empathetic, family-centred care which valued family belief systems and coping strategies, optimised care. Learning with and from families was described by all participants, which enhanced understanding and fostered mutual respect. However, barriers included poor access to services and resources, protocol-led care, limited time with families, communication barriers and staff burnout. The findings suggest the need for a specific educational pathway for palliative care professionals to include spiritual care provision, cultural humility, and moral reasoning. Interdisciplinary education including the use of lived-experience expert insights is also advocated. Sufficient time to build relationships, the importance of interpreter support and the need for better access to hospice care for forced migrant families is also recommended.

Perubahan Pengambilan Keputusan Secara Mendalam Mengubah Prinsip Manajemen di Satuan Pendidikan

This study examines how deep decision-making changes can transform the fundamental principles of management within educational institutions. The issue arises from the increasingly complex challenges faced by educational leaders, necessitating a shift in the way decisions are made. The research aims to explore the impact of in-depth decision-making processes on management principles in educational settings. Using a qualitative approach, this study involved interviews and observations with school leaders and administrative staff to gather insights into the evolving decision-making dynamics. The results indicate that adopting a more reflective and comprehensive decision-making process leads to significant shifts in management strategies, fostering more adaptive, inclusive, and participatory leadership practices. The study concludes that by altering decision-making mechanisms, educational institutions can enhance their organizational efficiency and responsiveness to change, ultimately improving the quality of education.

Implications of the Dunning‐Kruger Effect for Counselors in Counseling Practice: A Systematic Review

The Dunning-Kruger Effect phenomenon has long been in the spotlight in the field of cognitive psychology, describing a paradox in which individuals with low competence tend to overestimate their abilities. This article examines the implications of this phenomenon for counselors in counseling practice through a systematic review approach. By collecting and analyzing literature from various empirical and theoretical sources, this review aims to reveal how this cognitive bias affects the process of reflection, decision-making, and the effectiveness of counseling interventions. The results of the review indicate that the Dunning-Kruger Effect not only impacts the counselor's self-perception, but also affects the therapeutic relationship with the client through self-evaluation distortion and overconfidence. The practical implications of these findings emphasize the importance of metacognitive training, clinical supervision, and critical reflection in improving the quality of counseling services. This article concludes with recommendations for further research and the development of professional training modules to reduce the impact of cognitive bias in counseling practice.