About this resource
Critical reflection goes beyond what happened to ask why. This tool guides practitioners through a practice situation, the assumptions they brought, how power operated, structural factors such as poverty, racism, ableism and gender, values and ethics, and what they will do differently.
Purpose
To support deeper reflection on how assumptions, power and structures shape practice.
Who it is for
Primary profession: Social workers. Also relevant for community services and case workers, youth workers.
Client or participant group: Social workers and students.
Practice setting: Supervision, professional development and practice learning.
Suggested uses
- Supervision
- Student placements
- Professional development
- Team reflection
Instructions for practitioners
- Choose a specific practice situation.
- Be honest about assumptions and reactions.
- Bring the reflection to supervision.
- Turn insights into practice changes.
Accessibility considerations
Editable HTML source available for adaptation.
Scope and limitations
A reflective tool.
Research basis
Clinical supervision and structured reflection support learning, safe practice and professional development.
- Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Further Education Unit, Oxford Polytechnic. https://thoughtsmostlyaboutlearning.files.wordpress.com/2015/12/learning-by-doing-graham-gibbs.pdf
- Milne, D. (2007). An empirical definition of clinical supervision. British Journal of Clinical Psychology, 46(4), 437–447. https://doi.org/10.1348/014466507x197415
What is included
A 2-page printable A4 PDF, including a practitioner notes page with the research basis (version 1.0).
Originality
Original Practitioner Plus content: wording, activity structure, layout and icons were created for this resource. No third-party worksheets, illustrations or text were reproduced. Reflects established critical reflection traditions in social work.
