Assessment 1: Written Reflection Lifecycle Stages

Assessment 1: Written Reflection Lifecycle Stages

Background

Critical reflection is a core social work skill that provides an opportunity for you to learn from experience. Developing critically reflective practice is an opportunity to examine your approach, judgements decisions and interventions with the view of always strengthening your practice. This assessment task introduces you to a model of critical reflection (Gibbs, 1988) that you can build into your tools for developing your practice framework as a social worker.

Instructions

Read the following readings provided in week 1 of the module:

Sokol (2009)

Congress (2016)

Gibbs (1988)

Step 1:Identify a life course memory of your choosing (positive or negative) this may be something like:

Starting secondary school

Becoming a parent/carer

Receiving an award/achievement

Moving homes/states/countries

Being bereaved of a loved one

Step 2:Using Gibbs's (1988) Reflective Cycle as illustrated below reflect on the following:

Description (~150 words)(1) What is the memory? (2) Why do you think it is memorable?

Feelings (~150 words)(1) Do you remember what you were thinking and feeling at the time? (2) What feelings does the memory illicit now? (3) Are these feelings different and what might you attribute to these shifts in feelings?Evaluation (~200 words)(1) Are the feelings you had about the memory at the time different to the feelings you have now?(2) What might you attribute to these shifts in feelings?(3) What was good/bad about the experience?Analysis (~500 words)(1) Identify and reflect on your stage of development within the memory (Erikson, in Sokol, 2009)(2) Identify and reflect on the basic conflict that may be present in the memory/situation (Erikson, in Sokol, 2009)(3) Identify the key people that were present, their actions and what this may suggest about attachment (Ainsworth, in Ainsworth, 1991)(4) Identify and reflect on what influences there may have been on the situation/memory (Bronfenbrenner in Tudge, 2020)

Conclusion (~200 words)What have you learnt by applying socio-ecological, developmental and attachment perspectives to this life course.

Writing your response

It is necessary to address each of the stages of Gibbs's (1988) reflective cycle in this assessmentoutside of the Action Plan you do not need to engage with this step for this task.However, it is important to note that in your social work practice developing a plan for future practice remains a key step in the reflective cycle.

In addressing each of the stages the prompt questions that have been provided are required to be engaged with however reflective writing is not a question and answer writing format. That is, when writing reflectively the responses should be provided asreflective paragraphs demonstrative of the prompt questionsbut not including the prompt questions. Writing out each of the prompt questions will take up a valuable word count please do not do this.

Some general guidance on reflective writing:

What reflective writing is What reflective writing is not

Your response to experiences, opinions, discussions, new information, the tutorial, readings

Your response to thoughts and feelings

A way of thinking to explore your learning, responses, and experiences

A way to achieve clarity and a better understanding of what you are learning, reading, and doing

A way of making meaning out of what you are learning, reading, or practising. Pure description, though there may be descriptive elements to provide context

Straightforward decision or judgement (e.g., about whether something is right or wrong, good, or bad)

A summary of the content.

A useful resource for the requirements of critically reflective writing including tone is available on the following source:Reflective writing.Links to an external site.

The University of Canberra provides support to students via Study Skills which is part of the Pro Vice-Chancellor Education Portfolio. This is a service that provides a range of face-to-face and online study help programs. To understand assessment support available, visit the Study Skills site.

Requirements

Referencing style:APA 7th EditionLinks to an external site.Only .pdf documentscan be uploaded.

Submission must be via this current page in UCLearn.

The use of AI tools isnot permittedfor this assessment task. AI can provide valuable support and resources for learning. This task, however, requires you to engage with your own lived experience and a specific model of critical reflection which AI cannot support honestly and transparently. Engaging in reflective practice complements and enhances the learning experience but is also a vital skill to be developed for taking into your social work practice.

For thistask,a minimum of 3 scholarly sources arerequired. APA 7this an in-text citation style that requires the referencing to be provided in the body of the paper with a full reference list supplied at the end of the paper.For example:In-text citation: This task uses the reflective cycle developed by Gibbs (1988).Reference list citation: Gibbs, G (1988). Learning by Doing: A guide to teaching and learning methods. London: Further Education Unit.

12014_A1rubric (1)

12014_A1rubric (1)

Criteria Ratings Pts

This criterion is linked to a learning outcome Quality, Focus and Depth of Reflection (25%) 25to >21.25Pts

High distinction

The response articulates in a sophisticated way how the learning experience being reflected upon is relevant and meaningful to participant becoming a social work practitioner. The reflection makes many excellent and highly perceptive connections between the experience, the materials from the unit module and material from other courses, experience, and/or personal goals. 21.25to >18.75Pts

Distinction

The response clearly and insightfully articulates how the learning experience being reflected upon is relevant and meaningful to participant becoming a social work practitioner. The reflection demonstrates some complex and integrated connections between the experience, the module materials and material from other courses, past experience, and/or personal goals. 18.75to >16.25Pts

Credit

The learning experience being reflected upon is relevant and meaningful to participant and becoming a social work practitioner. The reflection demonstrates connections between the experience, the module materials and material from other courses; past experience; and/or personal goals. 16.25to >12.5Pts

Pass

The learning experience being reflected upon is relevant and meaningful to student becoming a social work practitioner. The reflection makes mention of the materials from the module. 12.5to >0Pts

Fail

Most of the reflection is irrelevant to participant becoming a social work practitioner with no reference to module materials.

25pts

This criterion is linked to a learning outcome Analysis (25%) 25to >21.25Pts

High distinction

The reflection provided a sophisticated and nuanced analysis of how the experience contributed to the participants understanding of self, others, and/or course concepts. 21.25to >18.75Pts

Distinction

The reflection provided a highly developed and insightful analysis of how the experience contributed to the participants understanding of self, others, and/or course concepts. 18.75to >16.25Pts

Credit

The reflection moves beyond simple description of the experience to an analysis of how the experience contributed to the participant's understanding of self, others, and/or course concepts. 16.25to >12.5Pts

Pass

The reflection makes attempts at applying the learning experience to understanding of self, others, and/or course concepts, but fails to demonstrate depth of analysis. 12.5to >0Pts

Fail

Reflection does not move beyond basic description of the learning experience(s).

25pts

This criterion is linked to a learning outcome Synthesis and Use of Evidence and Research (20%) 20to >17.0Pts

High distinction

Number of relevant scholarly references exceeds requirements (<3), and these are used in a highly integrated way to support a sophisticated level of critical reflection and analysis. 17to >15.0Pts

Distinction

Number of relevant scholarly references exceeds requirements (<3), and these are used in an integrated way to support an advanced level of critical reflection and analysis. 15to >13.0Pts

Credit

Number of relevant scholarly references exceeds requirements (<3), and these are used effectively to support an advanced level of critical reflection and analysis. 13to >10.0Pts

Pass

Number of relevant scholarly references meets requirements (3), and these are sometimes used effectively to support the critical reflection and analysis. 10to >0Pts

Fail

Number of relevant scholarly references does not meet requirements (>3). References are not used effectively to support the analysis or argument.

20pts

This criterion is linked to a learning outcome Clarity of Organisation and Structure (15%) 15to >12.75Pts

High distinction

The reflection is expertly structured and organised. The reflection is logically and creatively organized and flows smoothly, with unity and coherence. 12.75to >11.25Pts

Distinction

The reflection is structured and organised complex and highly developed ways. The reflection is logically and creatively organized. 11.25to >9.75Pts

Credit

The reflection is coherently and logically structured and organised to support the central purpose. 9.75to >7.5Pts

Pass

The reflection is mostly effective and organized to support the central purpose, however, may be poorly structured or disorganised in parts. 7.5to >0Pts

Fail

The reflection is not clearly or logically organized. The central purpose is difficult to discern.

15pts

This criterion is linked to a learning outcome Effective Communication (10%) 10to >8.5Pts

High distinction

Language and vocabulary are sophisticated, but also clear and precise. Sentences display consistently strong, varied structure. Rules of grammar, usage, and punctuation are followed. Spelling is correct. There are no grammatical or vocabulary errors that could affect clarity. 8.5to >7.5Pts

Distinction

Language and vocabulary are highly advanced and used with clarity and precision. Rules of grammar, usage, and punctuation are nearly always followed. Spelling is nearly always correct. There are no more than a few grammatical or vocabulary errors, but these do not affect clarity. 7.5to >6.5Pts

Credit

Language and vocabulary are used effectively, and mostly with clarity and precision. Rules of grammar, usage, and punctuation are mostly followed. Spelling is mostly correct. There are no more than a few grammatical or vocabulary errors, but these do not affect clarity. 6.5to >5.0Pts

Pass

Language and vocabulary are used soundly, although sometimes unclear or imprecise. Rules of grammar, usage, and punctuation are mostly followed. There are some grammatical or vocabulary errors that may affect clarity. 5to >0Pts

Fail

Language and vocabulary are often unclear, or sentence structure disorganised. Rules of grammar, usage, and punctuation are not followed. There are some significant errors in grammar and vocabulary that affect clarity.

10pts

This criterion is linked to a learning outcome Referencing (5%) 5to >4.25Pts

High distinction

Outstanding, advanced, and correct use of prescribed referencing style (APA 7th), including a reference list with no content or formatting errors. 4.25to >3.75Pts

Distinction

Correct use of prescribed referencing style (APA 7th), including a reference list with no content or formatting errors. 3.75to >3.25Pts

Credit

Correct use of prescribed referencing style (APA 7th), including a reference list with minimal content or formatting errors. 3.25to >2.5Pts

Pass

Effective use of prescribed referencing style (APA 7th) or other referencing style consistently applied, including a reference list with some significant content or formatting errors. 2.5to >0Pts

Fail

Poor, incorrect use or no use of prescribed or other referencing style (APA 7th), with significant content or formatting errors, and/or does not include a reference list.

5pts

Total points:100