ICDL SoCal Inst Reflective Practice - M. Delahooke

8/7/2019 ICDL SoCal Inst Reflective Practice - M. Delahooke

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Reflective Practice in

DIR

November 20, 2009

Southern CA Regional Institute


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The work we do

Challenging, rewarding

We often bear the brunt of parents concerns about

their kids

Engenders feelings of competency and sometimesinsecurity

The major stress reducing tool in DIR Clinicians

tool bag is reflective practice

It allows us to travel the clinical DIR road as we growand learn along the way

It also gives us a window into the parent and childs

subjective experience using our own experience


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Reflective Practice

Better experienced than taught

Reflective practice is not a part of many

professional training programs

Survey of audience: Many of us have not had

training/education in reflective practice in

college or graduate school.


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Reflective Practice

Can be defined as an individual or small groupintegrative experience that supports the practitionerto:

Reflect on the experiences, thoughts and feelingsinvolved in working with children and families

Explore ways to apply relevant theories/ knowledgebases to clinical situations and to clinically problemsolve (promote learning)

Experience an appreciation for the importance ofrelationships which are at the core of working withchildren and their families

Adapted from the CIF&ECMH workgroup, 2009


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Reflective Tutoring

Is one of the primary contexts for DIR learning and

professional development across disciplines

Helps us learn more about ourselves, apply the

model with awareness, gauge our effectiveness withfamilies, and problem solve what is working (and not

working) in our cases

Supports the discussion of goals and measure

progress towards achieving them

Brings content and process together in clinical

thinking


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Reflective Supervision

Reflective supervision exists to provide a respectful,

understanding and thoughtful atmosphere where

exchanges of information, thoughts, and feelingsabout the things that arise around ones work can

occur.

This supervisory relationship sets a major tone that

reverberates throughout the system

The practitioners experience in supervision affects

the interactions she has with the patient and family

adapted from Parlakian, 2001


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This is a parallel process

Do unto others as you would have others do

unto others

Dont just do something, stand there!

Jeree Pawl


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Three Building BlocksReflective

Supervision

ReflectionTaking time to wonder what the

experience really means

CollaborationSharing responsibility and

control of power

RegularitySufficient time allowed with a

reliable schedule

Zero to Three: National Center for Infants,

toddlers, and Families, Fenichel


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FAQs

I can work with a child and see improvement inbalance, fine motor, etc without talking about myfeelings.

I can use speech strategies and get the child to talk.

Why do I have to reflect? Feelings just get in the wayof my work.

I dont really like to think about feelings (of sadnessor anxiety) I just work through it.

And I certainly wouldnt want to talk about itespecially to a supervisor at work! Why do I have topay a DIR mentor anyway? I can talk to my friends if Iwant to.


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DIR and Reflective Practice

In DIR, we ask all disciplines to jump in to

reflective ways of thinking regardless of training and

background. This is asking a lot! In mental health, reflection is part of the culture of

the discipline

Education, medicine, PT, OT : Where does reflection

fit in the cultures of our disciplines?

DIR is a COMPLEX model to learn, and support is

gained by reflective supervision as we all will feel

over our heads from time to time!


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Guidelines for Reflective Group

Process.. Feder, 2009 Guidelines for Reflective Process*

1.The purpose of the group is to allow the presenter to engage in problem

solving.

2. The group's job is to allow the presenter to do this.

3. The presenter gives a brief vignette, perhaps with video, and states the

problem or problems she wants to work on.

4. The group uses reflective comments to help the presenter think about the

problem.

5. The group must avoid giving direct advice and opinions to allow the

presenter to problem solve.

6. Group members will naturally think about similar situations and may share

those with the presenter.

7. The group leader will often follow the affect or emotional themes as a way to

guide the process, e.g., wondering about the presenter's feelings related to the

problem and thinking about the child's or parent's feelings too.

8. The group leader manages time and concludes the moment by checking in

with the presenter to see if there has been any shift in the presenter's thinking

that might help in solving the problem presented.

*Adapted from Guidance from Anne McLevieSpooner 100709 (any omissions or

misstatements are mine and mine alone J. Feder)


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All Kinds ofGroup ProcessType of group purpose rules leadership process

Social parties, luncheons,etc. pleasure Culture & etiquette host Experience sharing anddeepening of relaitonships

Athletic competition Pleasure, Rules, etiquette Captains, umpires sublimation of natural

aggression

Athletic training Fitness, readiness Training requirements,

etiquette

Trainers, captains , hope

Clubs Pleasure - facilitated Str ucture -etiquette Host, leader Interest-driven, semi-

structured

Classes learning Str ucture, etiquette Teachers, administrators Didactic relativelypassive

12 Step Management of addiction Structure and etiquette Leaders - colunteer Evocative, repetition,

substition of group for

addiction

Therapy Internal emotional change Str ucture, etiquette Therapist(s), leaders Various, support, insight

oriented

(universality, etc.)

Group interview Demonstrate competence Assertiveness, etc. Employers Competition for jobs,

alliance and intrigue in anhour

Reflective Processing Problem solving Str ucture and etiquette Leaders Allow presenter to reflect,

all benefit and deepen

understanding

ICDL Presentation groups Demonstrate competence,

including process of

problem solving

Structure and etiquette faculty Faculty and members

facilitate presenterin

showing work and problem

solving within frame. Not

a competition.


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What it is

What it is:

Stepping back from the intense experience

of hands-on work to wonder about it.

Focusing on experiences, thoughts and

feelings directly connected to the work.

Time to analyze ones work, problem solve,

scaffold, acquire new knowledge or seethings in a different light.


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What it is not

Therapy

Socializing

Performance evaluation

One way relationship

Questions, discussion??


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A Reflective Facilitator

Has the ability to consider and address

issues of culture, including the impact of

racism, class, immigration-related issues,

socioeconomic issues, etc. on families,practitioners and the practitioner-reflective

practice facilitator relationship.


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2

Expands practitioners understanding of how to

create a feeling of reciprocity and comfort/friendliness

with a family by allowing for normal everyday social

interactions without losing a sense of purpose and

safety about role and reason for involvement with the

family (e.g., the ability to consider the costs and

benefits of accepting offered tea and cookies on a

home visit, ability to understand parents worry that

their childrens developmentally inappropriateneeds/behaviors will reflect badly upon them, etc.).


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4

Works with the practitioner to understand that

personal characteristics, clinical context,

culture, style and professional role may

unconsciously influence the interactiveprocess with families.

Helps the practitioner learn to observe and

reflect on individual behavior and the

interactive exchange with others, reflect on

these processes and attribute relational

meaning.


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Reflective Practice Demonstration

Documents

ICDL SoCal Inst Reflective Practice - M. Delahooke