Introduction
The reflective log will critically discuss and reflect on the process of producing an academic poster as part of a group. To do this, it will focus on the main challenges and positive experiences of working collaboratively with others. Whilst discussing the impact it has had in raising my awareness of the importance of partnerships and collaboration within multi-agency working. Finally, it will reflect on how gaining a better understanding of multi-agency working and the role I take within a group impacts on my future professional practice.
Session One
When selecting our groups I was approached by another student who wanted to join us. One of my weaknesses is that I struggle to say no; I found the situation uncomfortable as I was aware of the feelings of the rest of the group. I could see the benefits of having an additional member as according to Preston-Shoot (2007) smaller groups are more likely to split into one to one interactions rather than developing as a group. I also felt that since I do not work closely with this student, it would give me a better experience of multi-agency working as they are usually unfamiliar to each other. However, my group did not want her to join as they both had a previous negative
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We finally managed to get together, but were limited by time and only had an hour and a half to discuss the design of the poster. During the meeting I felt we were not productive and were unable to make clear decisions. Later reflection, I realised that having a set agenda would have been more productive and members of the group could have researched and brought ideas to the meeting which would have helped with the time constraint. Cottrell (2008) states in order to have effective meeting a set agenda is
I formed this group because Alyssa and I were both struggling and I know Porter is great at math so I reached out to him to help us and study together. The group has been helpful because a lot of my questions can be answered by my friends. The dynamic is great because none of us are afraid to sound dumb with questions, so we are all very open and open to helping. We haven’t strictly followed the guidelines in the hand out being that we feel that the way the study group naturally works is great for us and our own learning styles.
All members of the groups were on different levels of acceptance with who they are as a person and the process expectations. Although members on different levels and stages of steps, they all had the same commitment goal. They all accept who they are because prior to members speaking the have to state their names and admit their problems. For any member of the group to be able to handle the changes in their group, they must some knowledge about their group leading
In this booklet we want to challenge you to think about reflective practice and how you might use reflective practice in your workplace to improve the way you practice, your working relationships and ultimately achieve better outcomes for you and the young children you work with. We all reflect but in different ways and about different things. Often the reflection provides the “story of the day” that we may muse overby ourselves or tell a sympathetic ear, but ultimately the “story of the day” we want others
Daniel & Rosenstein (2008) define collaboration in health care as “health care professionals assuming complementary roles and cooperatively working together, sharing responsibility for problem-solving and making decisions to formulate and carry out plans for patient care.” Finkleman (2006, cited in Ndoro, 2014) states there are many advantages of working in multidisciplinary teams, such as professionals having a greater understanding of one another’s job roles. This permits greater communication between each other. Working within a multidisciplinary team enables collaborative working and improves patient care. Although collaborative person-centred care is vital, it needs improvement.
Group Reflection Elements of Yalom’s therapeutic factors were apparent over the course of the semester while experiencing and conducting our breakout groups. Yalom refers to 11 therapeutic factors in the practice of successful group therapy with them being: installation of hope, universality, imparting information, altruism, corrective recapitulation of primary family, development of socializing techniques, imitative behavior, interpersonal learning, group cohesiveness, catharsis, existential factors. Below, will be a reflection of my experience in the group over the course of the semester. Group Cohesiveness Of the 11 factors, group cohesiveness or the warmth of the group in which everyone felt that they belonged was readily apparent at the
Portfolio Part B: Reflection on the overall learning within the module Prior to starting this course the MA Social Work course and the PPSWP module I felt very confident in the aspects of communicating effectively and working with a diverse range of people, and after the reading the professional capabilities framework I believe that I hold the same personal values which is expected of a social worker. The PCF6 talks about the importance of critical reflection and reflective practice explaining that it helps improve accountability, professional development and helps to you understand your own tacit knowledge and gain new knowledge, which improves outcomes and experiences for social workers. (Capabilities within the PCF, 2016) For this reflection
This essay aims to examine different models of reflection, such as Gibbs, Kolb, and Atkins & Murphy, it will then compare them in respect of their application to practice. It will then explore the ‘Gibbs’ model of reflection as a vehicle with which to discuss interpersonal skills and communication within team practice, this will also include multi-disciplinary teams in general. During this essay the author will identify the key roles and responsibilities and the main barriers that affect partnership working, this will help identify the significance of communication and interpersonal skills while working with children and young people in different settings. There are multiple similarities and differences between the three models of reflection,
At our first few meetings, team building was key. In an effort to overcome the initial shyness, we took the time to understand and get to know our fellow team members; in doing so, establishing a welcoming and encouraging environment for everyone to share their ideas whist too ensuring everyone felt appreciated. Getting the team to gel was essential for the team to get results. We met at regular intervals, usually weekly, to discuss and reassess our progress. However, finding the time to meet proved quite difficult, between everyone’s busy schedules and with the plenty of other assignments we all had going on simultaneously.
I think that the structure of working in small groups increased my engagement in the whole process. I felt that the structure of the two components was clear and the style of facilitation helped creating a safe space for developing psychologists. When participating in a reflective group that gives feedback to your work as a psychologist you also experience the influence of the advice on you. It is a brief experience on how you can use the feedback you take from colleagues in a way to improve your work as a
In a room full of strangers, so quiet, I can hear my fears and my doubts taunting me; questioning and whispering to each other. They said, ‘this is not for me, what am I going to say? Why are they looking at me? I am going to keep quiet, so they can’t know my thoughts to judge me.’ Our fears and doubts are what crippled us from maximizing our efforts to get the most out of a group session.
Description Reflection is a necessary component in learning to regulate opinion, feelings, and actions. Reflection links experience and knowledge by providing an opportunity to explore areas of concern in a critical way and to make adjustments based on these reflections (Knowles Z., Tyler G., 2006). I will be using the Gibbs G (1988) Learning by Doing: A guide to teaching and learning methods (Davies S., 2012).
This essay is going to explain the philosophy of working in partnership and evaluate partnership relationships within health and social care services. It will also analyse models of partnership working across the health and social care sector as well as review current legislations and organisation practices and policies. Likewise, I will explain how differences in working practices and policies affect collaborative working; evaluate possible outcomes or partnership working for service users. Class notes 2014. 1.
Mr. Marbert told the class that there would be a presentation that would be due at the end of the semester but that this presentation could be completed in groups. I was in a group with two other students and we chose to create an informative presentation about essential oils. The presentation was to be presented at the end of November to the class. Each group member chose a specific topic within essential oils and created PowerPoint slides to go along with their topic. The PowerPoint only had a few bullet points per slide and pictures to accompany each slide.
this made me gain a strong relationship between me and my group mates, making us more comfortable to be around each other and learn from one another. Another way my group enhanced my social experience is by paying compliments to the ideas that I have given out which benefits the whole group and this makes me feel because the ideas I have given out have helped them in their work. My group members enhanced my learning experiences in many different ways, by seeing the members in my group being motivated it made me realise that I need to be on their level of work as well in order to pass exams or coursework. Furthermore, another way my group enhanced my learning experience is by them listening to what I have to say when I don’t understand a question or a task. Lastly, my group members would create mind maps and system diagrams in group meetings and then write every member ideas on the paper then we would go through each idea and debate whether if those ideas that are implemented are good enough to be put into the finals of our
They can also signal when individuals or organisations need additional learning. What is required for a professional to become more aware of the perspectives of other professionals and to forge new interactive ways of working will vary according to the individual, organisation and context. Skills development must address deep-seated issues of awareness and understanding. It involves work on professional identity which takes account of an individual’s personal, occupational and their organisational identity. Critical reflection provides students with the opportunity to examine and question their beliefs, opinions, and values.