Researching Critical Reflection

Multidisciplinary Perspectives

Jan Fook, Val Collington, Fiona Ross, Gillian Ruch, Linden West

• Publisher: Routledge
• Year: 2015
• Print ISBN: 9781138825185
• eBook ISBN: 9781317578987
• Topic: Medicine
• Subtopic: Professional Development

Critical reflection helps professionals to learn directly from their practice experience, so that they can improve their own work in an ongoing and flexible way – something essential in today's complex and changing organisations. It allows change to be managed in a way which enables individuals to preserve a sense of what is fundamentally important to them as professionals. It is particularly important as it can also help make sense of some fundamental issues, and so also has implications for how we live our lives. However, more systematic research on critical reflection is needed to help us understand what works best for professionals in different settings.

This timely work explores how critical reflection is researched, evaluated and used as a research method itself, with the aim of improving how it is taught and practised in a rigorous and transferable way. Developing a more comprehensive and multi-disciplinary view of the current state of critical reflection and the research directions which need to be taken, the book is divided into four parts. It:

- Provides an overview of different perspectives on critical reflection and stimulates dialogue between them

- Establishes some common platforms from which to develop further research directions

- Identifies the major issues in evaluating critical reflection teaching, and main methods for doing so

- Contributes to social science methodological innovations by exploring how methods based on critical reflection can be used for researching professional practice

- Contains contributions from academics who are internationally known and highly experienced in different aspects of critical reflection.

Researching Critical Reflection is an important reference for all students, practitioners, and researchers – including in the areas of education, management, health and social work – who engage with critical reflection to develop their practice.

1

THE PROMISE AND PROBLEM OF CRITICAL REFLECTION

Jan Fook, Val Collington, Fiona Ross, Gillian Ruch and Linden West

A few years back we all came together as educators and researchers in health, social care, education and management, through a mutual interest in critical reflection. We were all interested in how reflection can contribute to the complex range of activities that make up professional practice at the beginning of the twenty-first century. We were all experienced in incorporating reflection into our teaching and management practice, but like many of the more difficult issues in professional practice, the more experience one has, the more new questions it raises. A number of specific questions exercised us:

• Did it really matter that there were so many different understandings of critical reflection?

• Did critical reflection need to be “pinned down” as a concept before more meaningful dialogue could be developed about it?

• Was it possible to research critical reflection systematically (and so improve it systematically), given the variety of approaches?

• Given disciplinary differences, was it meaningful to talk about, teach and research critical reflection in common ways?

• How transferable were our different experiences across professions and workplace settings?

• What directions did our research need to take if we were to establish a more coherent basis for studying critical reflection, its meanings, practices and outcomes?

The chapters in this volume have been written with these questions in mind. We have deliberately invited contributions that will give an original or controversial take on these issues. In doing so, the chapters may raise further questions, but in the spirit of critical reflection, this may be the pathway to deeper and more complex understandings, and increase the rich dialogue needed to contribute to better interdisciplinary research.

So what is the promise (and the problem) of critical reflection alluded to in the title of this chapter? Critical reflection promises much. Its increasing popularity revolves around the idea that reflective abilities will not only improve the quality and effectiveness of professional practices in nearly all fields of endeavour, but that there is also potential for greater contributions to “human flourishing” (Ghaye, 2010). The claims are many, varied and far-reaching, and potentially inspirational in scope. This seems especially so when pitched against the backdrop of many contemporary workplace climates, which are increasingly governed by risk-aversion, fear of blame and economic stringency. Specific claims about the benefits of critical reflection range on a continuum, from the relatively minor role of aiding the learning of something else (eg. Maley et al., 2010) to being transformative in nature (eg. Branch, 2010). In between, learners report a sense of empowerment, an ability to tolerate uncertainty, and a heightened sense of professionalism, all of which contribute, presumably, to better professional practice (see Chapter 8 for full coverage of these reported benefits and outcomes). Although little research has been done on specific outcomes for service users, it does appear that the personal and professional changes wrought through critical reflection are key components of what is required for good professional practice, such as reflective judgement (Polkinghorne, 2004).

Going further, very deep critical reflection, involving as it does in some perspectives an ability to learn from experience (Dewey, 1933), can actually take us to the heart of what it is to be human. Not only might this enable a more ethical and compassionate engagement with the world and its moral dilemmas in the Socratic tradition (Nussbaum, 1997), but it might also occasion a more troubled existence, given that the contexts in which we live and work might not support such engagement. Critical reflection then can be experienced as both fundamentally helpful and fundamentally problematic, in part depending on the contexts in which it takes place. In this latter problematic dimension, it can raise seemingly incontrovertible dilemmas for professionals. These dilemmas might make it more disturbing and emotionally troubling to practise effectively. For instance, in-depth reflection might raise conflicts between a professional’s own developing sense of what is important in their work (such as giving more time to clients, patients or service users) and the tick box, speedy outcomes, economic efficiency mentality that can colonize particular workplaces (see Chapter 10 by Linden West for further exploration of these ideas). Such experiences indicate how important it is that critical reflection be used and incorporated in ways which help support the integrity of individual professionals (Fook and Gardner, 2007), at the same time as working towards organizational and management objectives (see Chapters 5 and 15 in this volume). It may be that individuals who come to important personal realizations through critical reflection also need to assess whether they can live and work in ways which help sustain these directions within their current contexts. Another problem, of course, is whether and how we can practise and study critical reflection in ways which allow us to address these bigger sorts of questions.

This leads us to consider the other major problem area for critical reflection, which is when we try to be more definitive about what types of approaches to reflection and strategies for working with it actually contribute to the claimed benefits, and how and why they do so. How does critical reflection actually help (or hinder); what does it help (or hinder); and what do we know about what actually works? Empirical research on the outcomes of critical reflection focuses on diverse arenas (ranging from a relatively narrow focus on the development of scales for measuring changes in reflective ability, displayed by studying a particular module, to outcomes evidenced in workplace practices), relies on different understandings and theoretical frameworks, and uses widely divergent methodologies (Chapter 8 reviews current research in more detail on all these aspects). In addition, since the practice and research of critical reflection spans different professions and disciplines, methodological approaches and focus of interest can be vastly dissimilar. Does this mean that research on critical reflection should be confined within particular disciplines and methodologies, or can we establish a more coherent basis for research, which includes various approaches across differing disciplines and professions?

Given the importance of critical reflection, especially in the current workplace climate, it seems especially vital that efforts to use and understand it, in both education and work settings, are transparent and transferable. Further effort is needed to realize its full potential. Part of the problem is that efforts to research critical reflection seem piecemeal and relatively unrelated (sometimes even within one discipline), meaning that it is hard to be clear about exactly what we do know about critical reflection, how it is practised and what it can deliver. Is it possible to conduct more systematic research on the basis of what has been done to date? How do we advance critical reflection as a practice in educational and work settings? What is the state of the art with regard to research in critical reflection? What are the particular issues which need to be addressed, and what should be on the research agenda to take it forward? In this book, we aim to provide a clearer platform from which to approach these questions.

The contributions in the book are based on papers given at a seminar series funded by the UK Economic and Social Research Council (ESRC), entitled “Critical Reflection in the Professions: The Research Way Forward”. The series was designed not only to promote dialogue between different interest groups who work with critical reflection, but also to begin to establish a basis for further research in the field, and to examine possible interdisciplinary issues. For these reasons, contributors were chosen that were not just internationally recognized in their fields, but also reflected different theoretical perspectives, research expertise, and disciplines. We deliberately decided not to try to arrive at a common understanding of critical reflection, in this book or the series, in order that the rich diversity of views could be represented, and so that readers could engage with this diversity for themselves. In this sense the book is not written for novice professionals who are keen to be informed about the basics of thinking about critical reflection: it is intended more for an audience – practitioners, educators, researchers, managers – that seeks to engage with the questions and problems raised through its own experience of working with critical reflection and tries to do better with it.

The chapters vary in style and presentation. Where relevant, authors have included more personal reflections as a lead into their discussion. In other cases, it has been more appropriate to present a more traditional academic piece, where the emphasis has been on making an intellectual argument about specific points. We felt it was important to preserve various styles and approaches, to emphasize an inclusive approach to the study of critical reflection.

The book is organized in the following way. The four parts are designed to cover what we believed to be four important aspects of researching critical reflection: the underpinning theoretical frameworks; the questions and issues involved in establishing an evidence base for the claims of critical reflection; different research methodologies which are relevant in researching critical reflection; and lastly, some directions for a way forward in researching critical reflection.

Part I attempts to outline some of the major differing theoretical approaches to critical reflection. In this section we hope to expose and make more transparent different perspectives on reflection, in order to make definitions clearer and also to provide a platform for more robust debate about similarities and differences. Given that there are many more than four different perspectives or theories in use, the contributions in this part were chosen to reflect a wide variety of more contemporary developments in the theoretical underpinnings of reflection. In this sense these chapters do not necessarily seek to cover established understandings of critical reflection, but rather to highlight some of the newer theoretical developments, and how they might develop each other, particularly by juxtaposing their viewpoints.

This first part begins appropriately with Stephen Brookfield’s chapter on “So what exactly is critical about critical reflection?” This is aptly titled, since the question of common definitions and understandings was one of the driving motivations behind the book. Stephen, of course, is regarded as perhaps the most significant contributor to our understanding of critical reflection on an international scale. He has written extensively on this topic and his work is widely used across disciplines. It seemed fitting that he open the book with an exposition of current understandings about critical reflection and his own approach. Gillian Ruch’s chapter on relational perspectives represents what might be referred to as a “relational turn” in social work, with the rediscovery and reconfiguration of the central place of the relationship in social work practice. In her chapter she explores how these psychodynamically informed, relationship-based approaches might incorporate notions of power, and so contribute to a perspective on reflection that is both relational and critical. Gillian is becoming well known for her work on the relational perspective in social work, so it seemed fitting to place these two first chapters together, to represent more established, as well as newer, developments. Chapter 4, by Cheryl Hunt, takes us in yet another direction, which is new and potentially exciting in its contributions to understanding critical reflection. Cheryl, who is widely recognized for her pioneering work in the area of spirituality, writes about issues of meaning-making, which are fundamental to reflection which is critical. Chapter 5, by Russ Vince and Anne Pässilä, discusses the main issues in critical reflection from a management and organizational perspective. They include particularly the roles of emotion and power, and the problematics posed for dealing with both in organizational contexts. Russ and Anne have worked extensively, using critical reflection in organizations in the UK and Finland, and are able to give us the benefit of this direct experience.

Part II, entitled “The evidence base?” examines both the issues and difficulties in establishing an evidence base for the outcomes of critical reflection, but also reviews what we currently know from existing research. Nick Gould’s chapter entitled “What can we do if we don’t count?” effectively raises questions of the appropriate methodologies to be used in researching something as complex as critical reflection. He talks us through some of the issues which need to be considered if we are to arrive at better ways of researching. Nick has long worked on a number of levels with reflection in organizations, but also in his own research. He is well known for his extensive work in qualitative methods and professional practice in the UK and overseas, and so brings considerable expertise to bear in his chapter. In Chapter 7, Bairbre Redmond introduces the issues involved in teaching and assessing critical reflection in a higher educational setting. How do we establish an evidence base of the critical reflection achieved by students? This will always be a thorny issue, especially given the many differences in understandings of critical reflection and the many possible interpretations of behavioural outcomes which are expected. Bairbre is well- placed to overview these issues, given her current role as Deputy Registrar for Teaching and Learning; a post she has held for some years. In the last chapter of Part II, Chapter 8, Jan Fook, Maria Psoinos and Daniele Sartori review evaluative studies of critical reflection, in order to lay down what we know to date about the claimed benefits and outcomes of critical reflection. Jan is well known internationally for her work, particularly in providing practical training in critical reflection for professionals over the last couple of decades. Her concerns regarding how the outcomes she has witnessed for her workshop participants are “evidenced” for other audiences, were one of the driving reasons for running the ESRC seminar series and for publishing this current volume.

Part III is designed to develop further research prowess in relation to critical reflection. Chapter 9, by Stan Witkin, challenges us with regard to the bigger issue of how we research professional practice appropriately. Stan is renowned for his long-standing work on practice research, and is particularly adept at making us revisit how we understand research, as well as its implications for studying difficult and complex phenomena. Linden West, in Chapter 10, presents auto/biographicalmethods and how they might be used to good effect in researching the experience of critical reflection. Linden’s fascinating and extensive experience in using auto/biographical narrative methods in researching professional struggles provides a thought-provoking backdrop to some of the more practical issues he covers. Judi Marshall, in Chapter 11, writes about action research, with which she has had long-standing experience, particularly the reflective aspects of this method. Although this methodology is well-established, Judi presents an up-to-date perspective and develops how and what this might contribute, in practical terms, to the study of critical reflection.

Part IV attempts to pull some of the discussion together, to point to further directions in which research on critical reflection needs to develop. We tackle this from the perspectives of management and management education and health. In Chapter 12, Bente Elkjaer and Niels Nickelsen focus on research dire...

Table of contents

• Cover Page
• Half Title page
• Title Page
• Copyright Page
• Contents
• Contributors
• 1 The promise and problem of critical reflection
• Part I Overview of perspectives
• Part II The evidence base?
• Part III Research issues and related methodologies
• Part IV The way forward
• Index