Source: Christopher Johns/18 edition – December 2019.
| Preparatory phase – Bring the mind home |
| Descriptive phase – Write a description of an experience (Dialogical movement 1) |
| Reflective phase cues (Dialogical movement 2) |
| What is significant to reflect on? |
| Why did I respond as I did? |
| Did I respond in tune with my vision? |
| Did I respond effectively in terms of consequences? |
| Did my feelings and attitudes influence me? |
| Did past experiences influence me? |
| Did I respond ethically for the best? |
| Anticipatory phase – |
| Given a similar situation, how could I respond more effectively, for the best and in tune with my vision? |
| Am I able to respond as envisaged? Consider: Am I skilful and knowledgeable enough to respond differently? Am I powerful enough to respond differently? Do I have the right attitude? Am I poised enough to respond differently? |
| Insightful phase – What tentative insights do I draw from this experience? |
| Deepening insights phase |
| How has extant theory/ideas inform and deepen my insights? [Dialogical level 3] |
| How has guidance deepen my insights? (Dialogical movement 4) |
| How do I now feel about the experience? |
| Representation phase (Dialogical movement 5) |
| How can I communicate my insights most effectively in written/performance format? |
The Reflective Cues
Whilst working through the cues, the practitioner is mindful of drawing tentative insights prompted by the cue – What tentative insights do I draw from this experience? As such, you may benefit from reading Chapter 5 to gain an understanding of the nature and breadth of insights.
What is Significant to Reflect On?
Within any experience, there will be many aspects of practice that the practitioner can reflect on given the complexity of everyday practice. However, what is most significant will usually be obvious. But don’t worry if not. Significances will emerge as you reflect through subsequent cues and with guidance.
Why Did I Respond as I Did?
Having explored what might be significant, the practitioner scrutinises their response(s) in relation to what they were trying to achieve. This naturally raises the question, ‘what was I trying to achieve?’ In response, the practitioner reflects on their clinical judgement and rationale for responding as they did. This may not be easy because many decisions are made reactively or intuitively as if processing information takes place below the mind radar.
The practitioner can review their response through four movements; assessment, judgement, response and evaluation (Table 4.2). Asking ‘How did I assess this situation?’ invites the practitioner to reflect on the way they perceived the situation and the tools they use to facilitate this. ‘Did they listen attentively enough to the patient’s story?’ Krishnamurti’s words are challenging (1996, p. 178/179):
Very few of us listen to what is being said, we always translate or interpret it according to a particular point of view. We have formulations, opinions, judgments, beliefs through which we listen, so we are never actually listening at all; we are only listening in terms of our own prejudices, conclusions or experiences. We are always interpreting what we hear, and obviously that does not bring about understanding. Whatever we listen to is always apprehended through the screen of this conditioning; therefore we can never approach any problem with a fresh mind… where the mind’s conditioning is imposed by society.
Listening and observing is the key to perception. Listening is tuning into the other’s wavelength and flowing with them. This may be challenging when that person’s story is uncertain, for example, with people who are distressed, mentally disturbed or terminally ill, situations where their story may be chaotic.
Based on the assessment, the practitioner can then reflect whether their clinical judgement and responses were adequate in light of desirable outcomes.
Did I Respond in Tune With My Vision?
An aspect of ‘why did I respond as I did?’ is to respond in tune with one’s vision. Vision is a background to all experience necessary to establish creative tension. This cue lifts vision into scrutiny – ‘did I act in tune with my vision?’ bringing vision into focus. It challenges the practitioner as to what their vision is and what it means as something lived beyond the words used to express it. Thus reflection is always an inquiry into vision.
TABLE 4.2 Model for Clinical Judgment
| Effective action |
| How did I assess the situation? |
| What was my rationale for clinical decisions to meet perceived outcome? |
| What actual actions did I take to meet perceived outcomes? |
| Evaluation: what were the consequences of my actions? |
| Did I meet perceived need? |
Did I Respond Effectively in Terms of Consequences?
Actions have consequences. On the surface, consequences may be quite obvious. Others be less so. Imagine throwing a pebble into a pond. The splash is the immediate consequence and the ripples spreading out are further consequences both short‐term and long‐term that are less easy to perceive.
To ask the question – ‘was I effective?’ requires the practitioner to have a grasp of what effectiveness would look like. Some situations can be observed or measured, for example wound healing. Other situations less so, such as giving advice whereby judging effectiveness is subjective and best perceived from the patient’s perspective.
Considering effectiveness in terms of consequences facilitates the development of foresight‐ the ability to weigh up the likely consequences of actions as part of the decision making process. Foresight is intuitive, for how can consequences be known given the uncertainty of everyday practice? Aristotle (2004) termed this ability as phronesis or practical wisdom – being mindful of the best way to respond within a particular situation considering the ethical consequences of such response.
Did My Feelings and Attitudes Influence Me?