The Reflective Journal

Description

This is the third edition of Barbara Bassot's hugely popular book, a uniquely inspiring introduction to critically reflective practice. Using bite-sized theory combined with plentiful guidance and supporting activities, this book gives the reader a place to reflect on their learning and use writing as a tool for developing their thinking. Critical reflection is an essential skill for anyone undertaking qualifying professional programmes such as social work, nursing, health, teaching, childhood studies and youth and community work degrees. Whether being taught as a discrete module or as a major theme embedded in all teaching, this is essential reading for anyone wanting to improve their practice and deliver the best service possible. New to this Edition: - Revised throughout to ensure that the research and theory is up to date - Brand new features - Case Studies and Journal Extracts to prompt further reflection

Barbara Bassot is a Senior Lecturer in Education in the Centre for Career and Personal Development, Canterbury Christ Church University, UK. She is a qualified careers professional, and has a Doctorate in Education.

It adopts a holistic view of reflection and provides a good mix of practical and theoretical strategies to promote reflection and positive action, while the smaller defined sections help you dip in and out quickly. * Richelle Duffy, Senior Lecturer, Department of Nursing, Midwifery and Health, Northumbria University, UK * The Reflective Journal is a highly accessible and practical introductory text for any student who is new to experiential and reflective learning. * Pip Weston, Senior Lecturer in Business, University of Chester, UK * This is a very accessible publication because of the writing style but still with sufficient academic rigour. It has a good structure and it usefully leads the student through the major themes of reflective theory and thinking in a logical order. * Julian Campbell, University of East Anglia, UK * The Reflective Journal is useful as it takes the reader through stages of developing reflective skills. The headings as themes provide a gentle route for the student. It also highlights barriers and blocks to reflection but provides useful tips. It is a very accessible book and its shape and size supports its approach. * Sarah Wilkins, University of Brighton, UK *