Reflective Practice In Health And Social Care

There is an extensive knowledge that humans are born to reflect and to further contemplate about reflecting as they convey a great sense of perception (Taylor, 2005). The task of this paper is not so much to try and find the bona fide implications of the word “reflection”, but rather analyse and critically assess the proactive process of reflective practice. It will look upon three models of reflective practice and their suitability in regards to the housing field.
The act of reflection cannot be encompassed in a distinct, comprehensive definition as its lineage extends to more than one interpretation. Therefore, reflective practice could be attained from experience (Spalding, 1998) through thoughtful deliberation (Tickle, 1994) and ‘systematic,

Aiming to better understand both the service users and the housing providers, practitioners have resorted to reflective practice (Jenkins et al., 2014). By analysing the service provided by the staff and reviewing it, new data was created, demonstrating the importance of restructuring the existing policies and underpinning a new approach.
Reflective practice, although seen as a tedious process, it presents the most beneficial development implemented in an individual. One of the prerequisite steps in accomplishing qualitative reflective practice is to allow the process to lead into a plan of action. It requires time and self-assessment for the material to be critically evaluated, yet the result of labour will ensure that the delivery service has undergone a wide spectrum of approaches in order to reach its epitome of competence.
Reflection exists as an exploratory tool in research that aids learners to study a phenomenon and fulfill its potential. Boud and Walker (1998) have argued that contextual reflective practice is easily enclosed by practitioners in taken-for-granted presumptions and that the context in which reflective practice develops is ‘the single most important influence on

This paper has been drawing on research in an attempt to establish the meaning and application of reflective practice. The paper has explored the developmental skills that could potentially be applied in the housing field and has succeeded to differentiate three distinctive models of reflective practice (Gibbs’ Reflective Cycle, ‘So what?’ model and Boud, Keogh and Walker’s model) and multiple beneficial skills for the housing department such as data analysis, policy re-structuring and better communication with service