29 Knowing and becoming through reflective learning Introduction Reflection for person‐centred practice In pursuit of knowing and becoming Creating communicative spaces Working with the challenges of knowing and becoming Linking knowing and becoming to experiences from practice Creating the conditions for knowing and becoming Conclusion Summary References Further reading 30 Becoming a critical thinker Introduction What is critical thinking? The importance of critical thinking in practice Enablers and inhibitors of critical thinking The journey of becoming and being a critical thinker Understanding self in becoming and being a critical thinker Conclusion References Further reading 31 Developing and supporting practice educators Introduction Person‐centred learning cultures Learning processes Evaluation processes Evaluating your role and responsibility Summary References Further reading 32 Being curious through research and knowledge exchange Introduction Person‐centred values and principles in research and knowledge exchange Starting off: developing ideas for research and knowledge exchange through conversation Continuing: developing ways of addressing research questions and knowledge exchange topics Moving forward: ensuring that our work has positive impacts on people Conclusion Summary References Further reading 33 Being a lifelong learner Introduction Lifelong learning and its relationship to person‐centredness Practice learning as adult learners How we learn, and its effect on practice learning Developing reflexivity in learning Conclusion Summary References Further reading 34 The future of person‐centred practice – a call to action! The need for conceptual and theoretical clarity The KISS Principle Resting place References
14 Index
List of Tables
1 Chapter 2Table 2.1 The core values of person‐centred practiceTable 2.2 Associated concepts
2 Chapter 5Table 5.1 The conditions for human flourishing
3 Chapter 14Table 14.1 Opportunities and challenges with shared decision making
4 Chapter 15Table 15.1 Contemplative practices to engage with service users
5 Chapter 16Table 16.1 Enablers and inhibitors to holistic care
6 Chapter 28Table 28.1 Gardner's multiple intelligencesTable 28.2 Active learning principles and prerequisitesTable 28.3 Active learning principles and indicators in class‐based learning ...
7 Chapter 32Table 32.1 Person‐centred principles and values applied to different broad st...
List of Illustrations
1 Chapter 3Figure 3.1 Person‐centred Practice Framework.Figure 3.2 Defining prerequisites.Figure 3.3 Defining the characteristics of the practice environment.Figure 3.4 Defining the person‐centred processes.
2 Chapter 5Figure 5.1 ‘Flourishing in transition’.
3 Chapter