The interface between social care education and social care work
Critical practice through reflective practice.
Reflective practice is the point where social care education and social care work meet and
interact. Authentic reflective practice requires sensitivity to context , experience and intuition.
Social care in Ireland is at a point in the development of its professional project where it needs
to take stock of the opportunities now available for ongoing dialogue between those engaged in
classroom and field-based learning. This paper argues that social care education should not be
regarded as a technical exercise but as a human-learning process guided by a social vision. At
the interface theories-in-use and espoused theories require accommodation through the framing of
dynamic and challenging learning environments. Professional development which advances
critical practice incorporating these two theoretical frameworks encourages a synthesis of both
reflection-in-action and reflection –on –action. Ideas and knowledge are framed and
transmitted through an integrated curriculum which validates both rigour and relevance in
social care practice. This paper sets out the core elements of a curriculum, fashioned at the
interface and distinguished by a reflexive stance underpinning reflective processes , which
advances critical social care practice.
What is Reflective Practice ?
Essentially ,reflective practice means taking our experiences as a starting point for
learning. By thinking about them in a purposeful way – using the reflective processes –
we can come to understand them differently and take action as a result.The learning that
we achieve using reflective strategies is different from the theory that provides the
knowledge underpinning our practice . It is also different from acquiring skills by
watching others and mimicking what they do , because it involves consciously thinking
about things and actively making decisions.Hence ,reflective practice bridges the gap
between pure theory and directed practice by providing a strategy that helps to develop
understanding and learning.
(Jasper ,2003:2)
“It can be argued that reflecting is something we do all the time without noticing it. For
instance in a professional context we often reflect consciously to create meaning or new
understanding when something surprises us or is unfamiliar or problematic.However we might
not explicitly label the process (Schon 1991). The process of reflection involves examining our
experiences anew and and assessing what is reflected back. This may also involve creating a new
meaning or one which makes sense in new or different circumstances. What is important of
course is that if wwe are to harness this learning we must become more aware of the process
and the new meanings we are making. Schons model recognises the gap between the espoused
theory and theory –in-use of many professionals.His aim was to create a model by which
professionals could develop their own practice theory by reflecting on their experience.By
creating knowledge through reflection he was posing an alternative to the ruling epistemology ,
which tended to privilege knowledge created through a more “objective” research process. In
simple terms Schon’s model involved the comparison of “espoused theory” (the ideas which we
consciously believe we are working from) and “theory in use” (the ideas which are embedded in
or implied by what we actually do). By unearthing the assumptions implied by our actual
practice ,we are able to compare the theory we actually enact with the the theory we may wish
to believe we are enacting.This effectively exposes the gap between between our theory and
practice and thereby provides a template for how we may need to challenge either our practice
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or theory. In this sense ,Schon’s model becomes a model for both the improvement of practice
(and theory) but also for the creation of theory directly from practice experience” (Fook and
Askeland 2006).
At it’s most basic level then reflective practice involves making the connection between
knowledge and context. However best practice in any professional area requires a qualitatively
different expertise based on intuition ,experience and judgement. This paper sets out a model
for critical social care practice which is directed towards the formation of practitioners who are
both reflective and reflexive – engaging in continuous professional enquiry and development.
The figure below “situates” the critical model alongside other reflective approaches to learning
and doing social care work.
Goodman’s Levels of
Reflection (1984)
Dreyfus Model of
Learning (1986/1988)
1st Level
Reflection to reach
given objectives –
criteria for reflection are
limited to technocratic
issues of efficiency,
effectiveness and
accountability
Novice/Advanced
BegininnerAct on the basis of
context-independent
elements and rules. Also
use situational elements
,which they have learned
to identify and interpret
on the basis of their own
experience from similar
situations.
2nd Level
Reflection on the
relationship between
principles and
practice – there is an
assessment of the
implications and
consequences of actions
and beliefs as well as the
underlying rationale for
practice
Competent
Performers-are
characterized by the
involved choice of goals
and plans as a basis for
their actions. Goals and
plans are used to structure
and store masses of both
context-dependent and
context –independent
information.
3rd Level
Reflection which
besides the above
incorporates ethical
and political concerns
– issues of justice and
emancipation enter the
deliberations over the
value of professional goals
and practice and the
practitioner makes links
between the setting of
everyday practice and
broader social structure
and forces
Proficient
performers/expertsidentify problems ,goals
and plans intuitively from
their own experientially
based perspective.
Intuitive choice is checked
by analytical evaluation
prior to action.
Experts’ behaviour is
intuitive ,holistic , and
synchronic,understood in
the way that a given
situation releases a picture
of problem ,goal,plan
,decision and action in
one instant and with no
division into phases.
Critical Practice Model –
Practitioner
Attributes(2007)
First –it entails an openminded ,reflective and
thoughtful approach to
working with people-one
in which careful attention
is given to the context in
which actions take place
and the ways in which
different contexts are apt
to give rise to different
assumptions and
perceptions.
Second- it entails
operating from a firm
foundation of values and
assumptions .These
include a fundamental
commitment to social
justice , which leads to
forms of practice that are
both empowering and
anti-oppressive .All these
attributes and values are
the subject of continuous
review.
Third- practitioners
develop and deploy a
particular kind of
“practice model” to make
sense of their
work.Sometimes they
borrow their models from
other people and at other
times they make up their
own model for themselves
,crafted out of reflections
on and lessons from their
own experience.
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Context is central to understanding what social care is and can be. This section examines the
connection between knowledge and context .
Understanding Critical Reflection
A criticism of Schon’s model is that it does not give directions as to what hidden assumptions
should be unearthed and what needs changing. Critical theory provides such direction. Critical
theories challenge the positivistic understanding of the world and society. It results from
processes which reveal contradictions in the rationality and argumentation for social actions . A
central idea is that new insights and knowledge gained through reflection become drivers for
societal change.
It is now taken for granted that reflection “in” and “on” practice , as well as a preparedness to adopt a reflexive
stance towards their work, has a vital part to play in individual development and in organisational development . (
Butcher 2007:72)
Butchers (2007) model for critical community practice can be adapted for social care practice.
The four interlocking components of the model are presented in diagrammatic form below.
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Critical
Action
Critical
reflection
Critical
theorising
Critical
awareness
Critical awareness or consciousness-the foundation on which all facets of critical social
care practice rest comprises qualities of character and attitudes that involves social care
practitioners working to enhance their critical and creative capacities , their enquiry and
analytical skills , and their powers of reflection , both as individuals and in concert with others.
These critical capacities inform the theory that practitioners deploy , the action they take and the reflection
and learning that constitute an integral part of their practice. But most importantly ,critical awareness or
consciousness is used to continuously review ideals , assumptions and dispositions ,in order that , in a
reflexive way , they further develop their effectiveness in their chosen field of practice . ( Butcher
2007:62).
Critical social care practice assumes certain things about the nature of human beings ,
community and society. It assumes that:
 Humans are social animals
 Humans are inherently communicative
 Society and social institutions are socially constructed
 Human beings are socially formed
These assumptions harmonise with social values which find expression in ideals , principles of
action and desirable outcomes.
The ideals of social care practice comprise:
 social justice
 social inclusion
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 social self-determination
 social solidarity
Principles of action :
 empowerment
 anti-oppressive practice
 participation
Desirable outcomes of social care practice comprise:
 transformational change in societal institutions
 emancipation of individuals and groups from disadvantage , exclusion and oppression.
Critically aware practitioners are constantly adjusting and reviewing their value positions and
assumptions in the light of fresh evidence and thinking which is generated from experience and
developments in theory.
Critical theorising
…Barnet (1997) characterises critical theory as a type of social theory that not only provides an
understanding of present –day social relationships and institutions , but also makes aware of how such
relationships and institutions can be other than they are . (Butcher 2007:62)
Essentially critical theorising enables practitioners to identify how things can be different from
what they are and to gain some understanding of what needs to change in order to effect
positive change.
Critical action
Schon (1983) has drawn attention to the process of framing and impact of framemaking on
situations. Within the critical practice model framing involves “fashioning a convincing and
concrete vision and agenda for change , in a way that makes real how things could be other than
they currently are.This is best achieved through an incremental action -learning process ,
which involves addressing change issues across a broad range of policy and practice”. (Butcher
2007:69)
Critical reflection
In this model reflective thought has both an intellectual and an emotional component.
Practitioners stand back from and audit their successes and failures by systematically reviewing
in a rigorous and patient way , what has been happening.
Taylor (2006) advocates applying a reflexive approach to reflective practice by critically
examining how both service users and professionals construct their worlds through
interpretations and actions based on those interpretations. Gardner et al (2006) have identified
the following as key aspects of critical reflection:
Developing the capacity for awareness of underlying assumptions
The value of learning and/or knowledge making from experience
The capacity to see how we are reflexive
Understanding that there is no one version of “truth” or “reality”
An understanding of how dominant thinking becomes internalized and embedded in culture, particularly as
expressed in language
An awareness of the social and/or political context and its influence on practice
Understanding of the complexities of power
An expectation that awareness will lead to change , at least at a personal level , and for some at an
organizational or societal level
Advancing a curriculum for critical social care practice- methods and processes
Exploring through discussion
Exploring through writing
Exploring through research
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Paying attention to emotion
Building a climate for critical reflection
What are the outcomes of critical reflection ?
Fook and Askeland (2006) identified the following changes for practitioners.
Changes in construction of themselves- a broader and more reflexive and empowered sense of themselves as
professionals
Having a greater sense of mastery , control and self-actualization
Greater sense of new choices created
Connection between the personal and social
Paper Given at IASCE Conference –Dublin 06/03/08
Dr.Colm O’Doherty
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