Every Social Work Educator Matters: Reflective Spaces in

Social Work Education

Gillian Ruch

University of Southampton

Background

Personal interests

Professional practices and modelling

Professional ethics

The Model:theoretical underpinnings

Psycho-dynamic thinking and feeling

Systemic and social constructionist ideas -curiosity, ‘not knowing’, multiple perspectives

Reflective practice - resolving dichotomies

A Relationship-based Model of Reflection

Stage One - Presentation (c.10 mins)

Stage Two - Group Discussion (c. 25 mins)

Stage Three - Whole Group Discussion (c. 15mins)

Ground Rules

Talking within the group

No writing

Phrasing questions

Using language carefully

Initial Conundrums…..

Membership

Presenting Issue

Foundations of safety and trust

Experiences and Dilemmas

Humanising

Paradoxical

Individual and collective

Unexpected

Facilitating ‘in the family’

Ethics and emotions

Bibliography

Ruch, G. (2007) ‘‘Thoughtful’ Practice: child care social work and the role of case discussion’, CFSW 12, 4, pp.370-379.

Fook, J. and Gardner, F. (2007) Critical Reflection: a resource handbook, Buckingham, OUP.

Fook, J. and Askelund, G. (2007) ‘The Challenges of Critical Reflection:nothing ventured, nothing gained’, Social Work Education, 26, 5, pp.520-533.

Price, H. (2000) Creating a Space for Reflection on Teaching. The 1997-99 Department of Human Relations work discussion groups, Journal of Social Work practice, 14, 2, pp160-170.