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How to teach reflective writing? : Studying the contribution of autobiographic reflection in social work education.

Rickers, J. (2017) How to teach reflective writing? : Studying the contribution of autobiographic reflection in social work education.

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Abstract:Despite the benefits of reflection, students struggle to write proper reflections. Thus, adaption in reflective education is needed. Research suggests that the method of autobiographic reflection can have a positive effect on the professional development of social students. Therefore, this study aims to test the contribution that autobiographic reflection can bring to reflective writing capacity of social work students. Applying a quasi-experimental research design, second-year students were divided according to their classes in either the experimental condition (a combination of core and autobiographic reflection) or the control condition (core reflection). After the respective training, students wrote a reflective essay. Eventually, 98 essays were analyzed with regard to reflective capacity. No significant differences between the two conditions have been found. Neither have age or gender been of influence on the effectiveness of the training program. It was noticed that the overall reflective writing skills of the students were low. Students receiving eight lessons on core reflection perceived significantly more helpfulness than students receiving four lessons on autobiographic reflection. This study indicates that an incorporation of autobiographic reflection training does not have a positive effect on the reflective writing skills. More research is needed on further benefits of autobiographic reflection.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:77 psychology
Programme:Psychology MSc (66604)
Link to this item:http://purl.utwente.nl/essays/73779
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