By Jacqui Stedmon, Rudi Dallos
Reflective perform in Psychotherapy and Counselling.
content material: entrance hide; part name web page; name web page; Copyright web page; Contents; Preface: studying from our paintings --
David Harper; Acknowledgements; writer Biographies; record of Figures and Tables; 1 Flying over the swampy lowlands: Reflective and reflexive perform --
Rudi Dallos and Jacqui Stedmon; 2 organic and developmental foundations of mirrored image --
Jacqui Stedmon and Rudi Dallos; three Reflective frameworks --
Rudi Dallos and Jacqui Stedmon; four Reflective perform via a psychodynamic lens --
John Wright. five Reflective perform and humanistic psychology: the complete is greater than the sum of the components --
Delia Cushway6 Reflexivity and reflective perform in own and relational build psychology --
Harry Procter; 7 Reflective perform in cognitive behavioural remedy: The engine of lifelong studying --
James Bennett-Levy, Richard Thwaites, Anna Chaddock and Melanie Davis; eight relations mirrors: Reflective perform in systemic remedies --
Arlene Vetere and Rudi Dallos; nine Narrative treatment and reflexive perform --
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Extra info for Reflective practice in psychotherapy and counselling
These schemas or belief systems may develop in a relatively gradual and amorphous way so that we cannot easily put them into words. By analogy, physicians may develop some intuitive judgement about when the shape of a tumour is indicative of cancer, as opposed to benign. These accumulated packets of experience can be helpful and contribute to our clinical wisdom. However, they can also be dangerous if they lead us to rigid thinking or to becoming complacent. For example, I (JS) may be tempted to see the child with unexplained pain as expressing emotional distress on behalf of the family, ‘yet another’ example of symptomatic behaviour serving to regulate conflict within the parent’s marriage.
Through tolerating the ambiguity and uncertainty that casework presents, we learn how to navigate our way through therapy. This ‘learning by doing’, or coming to rely on practice-based evidence, draws on past experience and contrasts with the idea that we can learn our skills through following a set of guidelines. There is no such easy way to ‘know that’ we are doing the right thing. In clinical practice, we recognize the contrast between application of knowledge and competencies on the one hand, and an ongoing fluid interacting process between the practitioner and clients on the other.
When something goes wrong, we may need to make conscious decisions to correct the problem. At these points we can oscillate between attempting to override the learnt patterns but also be governed by them, sometimes resulting in indecision or vacillation. Reflecting on such ‘knowledge in action’ can momentarily break the spontaneous flow of familiar and rehearsed procedures and could possibly be dangerous. For example, when driving a car it is important that stopping in an emergency is instantaneous, not carefully planned and executed according to a set of written guidelines.