Module 2= 300 words
I have attached a video link and a pdf file from where you have to get ideas and reference only.
I have also attached a sample essay to look at. From the sample essay you can take the same issue to write this essay but with your own way of thinking avoiding plagiarism.
300 words. APA 6th edition reference style.
Thanks
According to Yip (2006), the process of self-analysis, self-evaluation, self-dialogue and self-observation is known as reflective process. Reflective practice can be a significant tool in practice-based professional learning settings and under proper environment, self-reflection can be very useful, resulting in self-development (Yip, 2006). Furthermore, it is a key to addressing the complications, doubts and disputes faced in contemporary work environments specifically when it comes to work with people going through hardship.
The Food for Life program at Foodbank NT requires all placement students to engage with both new and existing clients from different backgrounds. People benefiting from this program are usually the ones who are going through financial hardship and must be treated carefully. To benefit from our program, it is important to register them into our system which requires taking information from the clients. According to Foodbank NTs policies, consent from clients is required before obtaining any personal information from them. The software we use to register clients gives us the option to take picture of the client to which all clients say yes to. But there was one time when one client reacted very badly when I click a picture of her during registration. Immediately I realised my mistake and apologised so that the situation becomes normal. I realised that not only have I skipped the step of asking the client before I clicked her picture but also have ignored the fact that in some cultures, taking a photo may be against their cultural norms.
Furthermore, I also believe that there was a communication gap between me and the client. In accordance to Whatten & Camaron (2011), ineffective communication may lead individuals to dislike each other, be offended by each other, lose confidence, refuse to listen and disagree to each other as well as causing a host of other interpersonal problem. The practice of reflecting on situations that I have been facing till now helps me to make positive changes and monitor my progress.
References
Whetten, D., & Cameron, S. (2011).Developing Management Skills(8th. ed.). Upper Saddle River: Prentice Hall.
Yip, K. (2006). Self-reflection in Reflective Practice: A Note of Caution. The British Journal of Social Work, vol 36(5), pp. 777-788.doi:
https://doi.org/10.1093/bjsw/bch323 Dawson. P. (2012, October 10). Reflective Practice [Video File]. Retrieved fromhttps://www.youtube.com/watch?v=r1aYWbLj0U8 The Author 2005. Published by Oxford University Press on behalf of
The British Association of Social Workers. All rights reserved.
British Journal of Social Work (2006) 36, 777788
doi:10.1093/bjsw/bch323
Advance Access publication October 31, 2005
Self-reflection in Reflective Practice:
A Note of Caution
Kam-shing Yip
Correspondence to Kam-shing Yip, Professor, Department of Applied Social Sciences, The
Hong Kong Polytechnic University, Hung Hom, Kowloon, Hong Kong. E-mail: [emailprotected]
polyu.edu.hk
Summary
In reflective practice, social work students are encouraged to undergo self-reflection. It
is a process of self-analysis, self-evaluation, self-dialogue and self-observation. Under
appropriate conditions, social workers self-reflection can be very constructive, result-
ing in self-enhancement. However, under inappropriate conditions, social workers
self-reflection in reflective practice can be destructive and create problems for their
professional and self-development.
Keywords: Reflective social work practice, self-reflection, social work education.
Reflection, reflective practice and self-reflection
Reflective practice has long been a concern in professional practice. There is a
growing literature concerned with reflection and reflective practice (see, for
example, Dreyfus and Dreyfus, 1986; Bulman, 1994; Yelloly and Henkel, 1995).
Calderhead (1989) defined reflection broadly as an acquisition of attitudes and
skills in thinking. Habermas (1973) considered reflection to be a process of crit-
ical self-determination. It is a process of becoming aware of the influence of
societal and ideological assumptions, especially ethical and moral beliefs,
behind professional practice. Later, Schns (1983, 1987) reflection in action
describes the spontaneous process of framing and reframing in professional
practice. Ruch (2000) summarized four types of reflective learning from related
literature: technical reflection, practical reflection, process reflection and
critical reflection (Ruch, 2000, p. 101). Technical reflection refers to technical
rationality and an empirical analytic level of knowing (Habermas, 1973;
VanMahen, 1977; Ruch, 2000). It involves decision making or problem solving
by immediate behaviours or skills (Hatton and Smith, 1995).
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Practical reflection identifies and modifies professionals personal assump-
tions underpinning practice. It seeks alternative responses, enhances profes-
sional understanding and affords personal insight (Schon, 1993; Hatton and
Smith, 1995; Ruch, 2000). Schn (1993) pointed out that a reflective practi-
tioner should possess three important levels of reflectivity: Knowing in
Action, Reflection in Action and Reflection on Reflection in Action. Like
peeling off the layers of an onion, reflection can go deeper and deeper, starting
from being aware of ones performance, to critically assessing ones ideology
and belief behind ones thinking and feeling in the action.
Process reflection is based on psycho-dynamic theory. It focuses on uncon-
scious and conscious aspects in reflection, especially transference and counter-
transference between worker and client (Nathan, 1993; Hughes and Pengelly,
1997; Ruch, 2000). It also involves the development of a reflexive self in inter-
action with others (Sheppard, 2000; Taylor and White, 2001).
Critical reflection transforms practice by challenging existing social, political
and cultural conditions (Habermas, 1973; Mezirow, 1981; Clift et al., 1990;
Ruch, 2000). It involves ethical and moral criticism and judgements. Mezirow
(1981) develops Habermas (1973) concept on knowledge to describe the com-
plexity of reflectivity. Based on ones own thinking, perceiving and acting, the
professional tries to be critical about his or her reflectivity. (S)he develops a
deep form of critical reflectivity about his or her ethical and moral assumptions
behind professional practice (Mezirow, 1981; Carr, 1986).
Professionals self-involvement in reflective practice
Reflective practice is a process of self-involvement and self-reflection. Different
types of reflective practice may mean different types of self-involvement. In tech-
nical reflection, the individual practitioner has to compare his or her performance
in practice with ascribed standards in intervention models or working manuals.
There are three levels of reflection in practical reflection (Schn, 1987, 1993).
In the level of Knowing in Action, the individual social worker has to be aware
of what (s)he has done and what (s)he wants to be done in his or her interven-
tion. In Reflection in Action, a professional has a choice between standing on
the high ground or the lowland. The high ground means resolving clients
problems by applying research-based theories and techniques. In the lowland,
workers are involved in clients feelings, cognition and situations that are
always messy and confusing. This is particularly true for social workers in work-
ing with clients experiencing strong emotions and traumatic experiences. Very
often, clients messy situations and emotions may stir up social workers own
emotions and past memories. To avoid that, many social workers may simply
stand on the high ground by applying intervention procedures according to
related intervention models or working manuals. Eraut (1994) asserted that
personal knowledge is crucial in achieving professional competence. It is based
on ones own subjective experience. It includes professionals own memories of
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Self-reflection in Reflective Practice: A Note of Caution 779
cases and problems in which they have been involved and reflected upon in
their current practice. In actual practice, public knowledge and professional
knowledge are internalized by the professionals themselves with their own
meanings and interpretations. Thus, reflective practice is a spontaneous process
of self-recall of past experience, self-articulation of situations and internaliza-
tion of professional knowledge into actual situations and contexts.
In critical reflection, professionals engage in a process of critical self-evaluation
about how their own practice and values are being shaped by external social,
political and cultural contexts. In process reflection, based on a psycho-
dynamic orientation, social workers should be aware of the emotional contents
of their interactions (Nathan, 1993; Hughes and Pengelly, 1997) as well as the
unconscious process in the clientworker encounter (Mattinson, 1992; Hughes
and Pengelly, 1997). That means social workers have to reflectto think and to
feelon the relationship dynamics. Associated thoughts and feelings enable
social workers to gain insights from clients experiences and their responses to
situations (Ruch, 2000). Certainly, this type of reflection is a profound self-
reflection on individual social workers deep-seated unconscious emotion,
thinking and response in interacting with clients. It seems that the deeper the
reflection that is undertaken by the social worker, the deeper is his or her self-
involvement in the process of self-reflection.
Boud et al. (1985) asserted that reflection in the context of learning is a
generic term for those intellectual and affective activities in which individuals
engage to explore their experience in order to lead to new understanding and
exploration. Rolfe (1998) affirmed that reflection is a process involving three
stages. First, the individual attends to the thoughts and feelings aroused by an
event. Then, (s)he re-assesses his or her experience of this event. Finally, the
individual may generate new insights or perspectives from his or her reflection
(Rolfe, 1998). All these new insights may imply an improvement of practice
wisdom and competence (Boud et al., 1985; Morrison, 1997; Ruch, 2000). Moon
(1999) affirmed that reflection draws on past experience, reflects on it in the
present and uses it to inform future practice. Atkins and Murphy (1993)
described how reflection may be triggered by an awareness of uncomfortable
feelings and thoughts. Mattinson (1992) and Hughes and Pengelly (1997) fur-
ther asserted that reflection in practice can awaken deep-seated emotions in
clients and social workers alike. All these show that reflection is a self-involve-
ment process. Individual social workers personal experience, feelings and cog-
nition are intermingled in recalling past experience, resolving current
difficulties, easing out uncomfortable feelings, evaluating ones present and
past performance and searching for new perspectives and new solutions.
Reflective practice as a process of self-reflection
Self-involvement in reflective social work practice is a process of self-reflection.
It is a recurrent process of self-awareness and consciousness (Atkins and
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Murphy, 1993). The deeper the reflection, the stronger is the individuals
awareness of his or her affection, experiences and cognition. It is also a process
of self-evaluation, self-analysis, self-recall, self-observation and self-dialogue.
In reflective practice, the individual social worker evaluates his or her own
performance, thinking, feeling and response in practice. Evaluation is defined
by Bloom et al. (1956) as making a judgement about the value of something. It
involves the use of criteria and standards. Mezirow (1981) affirmed that evalu-
ation is crucial in generating new perspectives. Professionals evaluate their eth-
ical and moral assumptions behind their practice. Harrisons (1987) study on
social workers reflective practice showed that they tried to compare their per-
formance with what is known or familiar. This may include some performance
standards, guidelines or manuals, or simply a comparison with colleagues.
Schns (1993) Reflection on Reflection in Action tends to take one further
step, by focusing on the social workers self-evaluation of how they reflect on
their practice situation. This sort of self-evaluation actively relates to the social
workers own self-image and professional identity. In extreme cases, social
workers may evaluate whether or not they are suited to be social work profes-
sionals. That means that the individual social worker is evaluating not only his
or her performance but also his or her personality, professional competence
and identity.
Reflection is a critical analysis of related situations as well as ones own
assumptions underlying practice (Atkins and Murphy, 1993). It is also an exam-
ination of components in situations, identification of existing knowledge, chal-
lenge of assumptions and an exploration of alternatives (Bloom et al., 1956;
Burnard, 1989; Atkins and Murphy, 1993). In deep reflection, the process of
analysis may include ones self as a referential point that includes ones prefer-
ence, values, norms and feelings (Zhu, 2004). Thus, in self-reflection, the indi-
vidual social worker analyses his or her practice. (S)he relates his or her
practice to personal, situational, client and contextual factors. The social
worker may engage in a process of self-analysis by examining his or her per-
sonal attributes (feelings, personality, interest, preferences, background and
experience) in response to external factors (social and cultural environments,
clients, agency and service contexts). Consistency and harmony between per-
sonal (internal) factors and environmental (external) factors may make social
workers feel comfortable in the intervention process. However, inconsistency
between internal and external factors may make them feel uncomfortable and
even at variance with their role.
Boyd and Fales (1983) define reflection as a process of creating and clarify-
ing the meaning of experience (present and past) in terms of self (self in rela-
tion to self and self in relation to the external world). The experience that is
explored and examined to create meaning focuses around or embodies a con-
cern of central importance to the self. That means reflective practice is a self-
recall of the individuals past and present experiences. In recalling all these
experiences, both happy and unhappy, encouraging as well as discouraging,
pleasurable or traumatic memories will be aroused.
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Self-reflection in Reflective Practice: A Note of Caution 781
Reflection involves consciousness of the subject and the fact of conscious-
ness it explored (Voegelin, 2000). There is a reflective distance in which the
individual tries to act as a subject to observe what (s)he thinks, does and
believes. Gould (1989) asserts that reflective social work practice involves a
process of reflective observation. A social worker has to be an observer of what
(s)he has done in the process of reflection. (S)he may be observing himself or
herself while engaged in practice, being conscious of what and how (s)he is
doing and why (s)he is doing it. Through reflective practice, (s)he may subse-
quently rationally analyse what (s)he has done.
In reflective practice, the individual social worker can frame and reframe a
problem by reflective thinking of how his or her current practice compares with
his or her previous practice experience (Schn, 1987). In the process of reflect-
ing on ones own performance in practice, a social worker may engage in self-
dialogue. In Voegelins terms, this is an inner dialogue between the conscious-
ness of the subject and the fact of consciousness. It is a kind of self-dialogue
where the subject (the self of the social worker) tries to discuss with the object
(the social workers current and previous feelings and experiences) so as to
generate new ways or new perspectives in practice (Voegelin, 2000). On the
one hand, the social worker tries to find what sort of good and bad practice
(s)he has performed. On the other hand, the social worker tries to explain why
(s)he performs in this way. Also, in facing ones shortfalls in practice, a social
worker may try to attribute his or her performance to the influence of other
factors that are out of his or her control.
Self-enhancement in constructive self-reflection
Under appropriate conditions, self-reflection can help individual social work-
ers to enhance their personal and professional development in practice. Appro-
priate conditions include: a supportive environment, social workers readiness
to undergo self-reflection, individual space for individual workers to undergo
reflective practice, workers own reflective practice and awareness of ones lim-
its and breaking point.
A supportive environment implies a supportive organizational context, includ-
ing colleagues and supervisors. Supportive colleagues and supervisors nurture a
warm, empathic rapport that is crucial for constructive self-reflection in reflective
practice (Calderhead, 1989). Also, colleagues should appreciate the importance
of reflection in professional practice. Mutual support and open sharing among
colleagues is the best breeding ground for constructive self-reflection.
Additionally, the individual social workers open-mindedness is necessary
for spontaneous and deep self-reflection in reflective practice (Boyd and Fales,
1983; Atkins and Murphy, 1993). Professional social workers should be ready
and self-motivated to construct their own path in reflective practice (Boud
et al., 1985). This includes workers readiness in their physical, psychological
and social conditions.
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Reflective practice is a self-involvement process in which self-recall, self-
evaluation, self-observation and self-analysis take place within the social
workers mind. The individual social worker needs sufficient inner space to dis-
tance himself or herself, to stop and think, to deal with his or her uncomforta-
ble feelings and to analyse and resolve discrepancies in practice (Boyd and
Fales, 1983; Schn, 1987). Space also implies sufficient time, reasonable work-
load and the workers own readiness to undergo a self-reflection process.
Reflection is a process of self-awareness and consciousness (Boyd and Fales,
1983; Atkins and Murphy, 1993). Everyone has his or her own unpleasant expe-
riences or blind spot(s) (Sheppard, 2000). Social workers are no exception. In
facing all these unpleasant experiences, the social workers may need support
and help from colleagues, family members and close friends to share, to venti-
late, to develop insight in resolving their unpleasant experiences and personal
frustration. This may be an ongoing process lasting for a long period of time. It
is important that the individual social worker is aware of his or her own limit of
tolerance and breaking point in undergoing self-reflection. (S)he should be
aware when to seek external support and help, when to stop and think, when to
relax and when to accept his or her inadequacies and weakness in reflective
practice. Instead of stretching oneself to breaking point by trying to achieve
problem resolution within a short period of time, it is important that self-
reflection is a healthy and constructive process undertaken at the individuals
own pace.
Self-reflection is a highly individualized path. Each individual constructs his
or her own conceptual perspective in resolving difficulties in practice (Schn,
1987; Gould, 1989). Different models in reflective practice are only suggested
paths for social workers to consider. They should construct their own individu-
alized paths within their own situations, environments, readiness and styles to
perform their self-reflection in reflective practice.
Under appropriate conditions, self-reflection in reflective practice can be a
rewarding experience resulting in self-enhancement in both personal and pro-
fessional development. First, self-reflection in reflective practice can generate
new perspectives and insights towards practice (Boyd and Fales, 1983). Social
workers frame and reframe their thinking, search for alternatives and synthe-
size new ideas, knowledge and ways to deal with problems and difficult situa-
tions (Stephenson, 1985; Atkins and Murphy, 1993).
Second, reflection starts with the social workers own uncomfortable feelings
and sense of difficulty in facing his or her practice. The sense of discomfort
prompts the individual social worker to bring to the surface deep-seated inner
conflicts or discrepancies (Boyd and Fales, 1983; Schon, 1987, 1991; Atkins and
Murphy, 1993). Under appropriate conditions, self-reflection in reflective prac-
tice can help individual social workers to resolve such conflicts and discrepan-
cies through critical self-analysis and self-evaluation, and to search for new
solutions and self-integration. Resolution may manifest itself as relief from a
past unpleasant experience or an opening of a new horizon to face discrepan-
cies and inner conflicts (Boyd and Fales, 1983).
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Self-reflection in Reflective Practice: A Note of Caution 783
All these may improve social workers competence in practice. Under appro-
priate conditions, the individual social worker can generalize his or her experi-
ence in working through certain situations. (S)he can also generalize such
positive experiences to deal with other difficult situations. For instance, the
individual social worker feels more open and at ease in working through prob-
lems of transference and counter-transference in relationships with clients as
their inner conflicts are resolved in spontaneous self-reflection (Hughes and
Pengelly, 1997; Ruch, 2000).
Professional identity is founded on the ability to handle difficult situations
and clients constructively and smoothly. Constructive self-reflection greatly
improves the individual social workers competence and ability to handle diffi-
cult situations and generate insight in practice. (S)he becomes more open to
new ideas, more willing to face difficulties, and more confident in dealing with
complexities and adversities (Miehls and Moffatt, 2000).
Constructive self-reflection in reflective practice is an ongoing process to
resolve difficulties and to search for new ideas (Boyd and Fales, 1983; Schn,
1987, 1991). Harrison (1987) described this as a heuristic searching process.
The individual social worker gradually learns to work through vague and
ambivalent situations. Gradually, the individual social worker learns how to
learn, how to analyse, how to synthesize and how to develop his or her
strengths, abilities and potentials in practice.
Harms in destructive self-reflection
Under the appropriate conditions described above, self-reflection in reflective
practice is a process of self-enhancement . However, under inappropriate
conditions, it can be highly destructive to the social workers self-development.
Inappropriate conditions include an oppressive social environment, demand-
ing working environment, social workers unresolved past trauma as well as
social workers poor physical and mental health. An oppressive psycho-social
environment implies an imbalance of power in a professionals working envir-
onment that is oppressive to the individual worker (Miehls and Moffatt, 2000).
It may be a highly critical supervisor, apathetic colleagues, a working team full
of oppressive politics and dynamics, or insecurity and uncertainty in the social
workers employment. In an oppressive environment, social workers may be
obliged to disclose their weaknesses and shortcomings or their unpleasant
practice experiences to supervisors within the agency; such disclosure may then
be used against the worker as an excuse to abuse, to exploit, to undermine and
even to dismiss them.
Second, self-reflection in reflective practice demands that social workers
subject their inner space and autonomy to self-analysis and self-evaluation
(Boyd and Fales, 1983; Schn, 1987). Self-observation and self-dialogue also
demand reflective distance that originates from the social workers own initia-
tive and readiness (Voegelin, 2000). However, a demanding workload in terms
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of a heavy caseload, diversity of work, difficult clients or emergencies may
cause fatigue and even burnout. Under such conditions, self-reflection may in
reality be more of an additional burden rather than a help for the individual
worker.
Furthermore, reflection starts with the social workers feeling of discomfort
and unease. Self-reflection reawakens the social workers personal weakness
and inner conflicts (Boyd and Fales, 1983; Schn, 1987, 1991; Atkins and
Murphy, 1993). Nevertheless, not all inner conflicts can be resolved through
self-reflection, especially those personal traumatic experiences in childhood,
marriage and family. Transference and counter-transference in reflective prac-
tice may easily reactivate unresolved personal traumatic experiences (Hughes
and Pengelly, 1997; Ruch, 2000). For instance, in undertaking divorce work, the
social workers own unhappy experience of divorce can easily be reawakened
in his or her self-reflection. The deeper (s)he becomes involved in self-reflec-
tion, the more disturbed (s)he may become by these unhappy past experiences.
Self-reflection in reflective practice demands both social workers physical
and psychic energy. Self-evaluation, self-analysis, self-dialogue and self-obser-
vation demand the social workers time, readiness and concentration. A social
worker experiencing poor physical and mental health would not be in an opti-
mal position to undergo self-reflection in reflective practice.
Under these conditions, self-reflection in reflective practice may create more
harm than good for individual social workers.
First, if the social worker has a negative self-image or an unresolved trau-
matic experience, (s)he may easily internalize negative comments from an
unsympathetic supervisor or manager who has authority to judge or appraise
the workers performance and practice. Within the process of self-evaluation,
self-analysis and self-dialogue, individual social workers may continuously
remind themselves of their weakness and shortcomings. They may then overin-
dulge in analysis and evaluation of these, which may be highly destructive to
the workers mental health . The following case demonstrates this sort of harm
brought about by inappropriate self-reflection.
A was a social worker in a family service agency. She was diligent and
responsible and worked very hard to meet her clients needs. She was
responsible for counselling a depressive woman who suffered considerable
marital discord. The womans husband was having an extra-marital affair
with another woman in mainland China. A tried her best to help her client
with her marital difficulties, but the client committed suicide. A was
extremely distressed by this. As supervisor was very worried about the
adverse effect of the clients death on the agencys image and accountabil-
ity. He doubted As practice competence in working with clients with
depression. He challenged A that she had not been sensitive enough to the
clients risk and situation. He insisted that A write a self-evaluation report
and demanded that A should reflect thoroughly on what sort of problems
she had experienced in handling this case. In the face of her supervisors
comments, A felt guilty, blaming herself for being insensitive to her clients
suicide risk and criticized herself for not working hard enough to care for
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Self-reflection in Reflective Practice: A Note of Caution 785
her client. A internalized her supervisors negative comments and became
seriously depressed herself. She cried bitterly for several days and finally
decided to resign from her job as a self-punishment for her negligence in
her professional practice.
Second, under inappropriate conditions, self-reflection in reflective practice
may threaten a social workers self-identity and professional identity. In facing
spontaneous difficulties and burdens in practice, the workers frustration, anxi-
ety and sense of helplessness may make him or her question his or her suitabil-
ity to be a social worker. Self-reflection in the forms of self-evaluation, self-
analysis and self-observation may hasten the individuals search for negative
evidence that (s)he is not good enough to be a social worker. It may appear in
the form of a negative internal supervisor who challenges the social workers
self-identity and professional image (Casement, 1985). Coupled with a
demanding workload and burnout, individual social workers may finally con-
clude that they are no longer suited to be social work professionals. The follow-
ing case demonstrates this sort of harm:
B was a social work student. He was self-demanding and tried his best to be
an excellent social worker. He was placed in a centre for older people for
his fieldwork practice. He worked extremely hard to undertake casework,
groupwork and advocacy programmes in the centre. At first he felt very
competent in working with his clients. Under the supervision of a demand-
ing and autocratic supervisor, he had to undergo vigorous self-reflection
evaluating what sorts of areas he needed to improve in his fieldwork prac-
tice. As a responsible student, he took his supervisors instruction seriously.
Through frequent and negatively oriented self-reflection, B began to be
aware that there were a lot of shortfalls in his social work practice; he did
not have the patience to listen to clients stories; he was not sensitive
enough to the clients needs; he failed to work through the politics and
dynamics within the agency. Once, in an advocacy programme, an angry
male client challenged B that he knew nothing about elderly rights and eld-
erly services. Gradually, B felt that he was not competent enough to be a
social worker. He felt anxious and tense in working with his elderly clients
and became deeply frustrated. He began to wonder whether or not he was
suited to be a social worker. He thought he was also a poor student who
failed to meet the requirements of his supervisor. His self-image and
professional identity seemed to be undermined by all these challenges and
difficulties.
In reflective practice, social workers need to recall their practice experience
(Boyd and Fales, 1983). Intensive self-recall and self-evaluation exercises may
make a social worker recall his or her suppressed unpleasant practice or per-
sonal experiences. Under inappropriate conditions, the arousal of these
unpleasant or even painful experiences may generate considerable psychologi-
cal disturbance. The following case illustrates this sort of harm:
C was a female social worker in a psychiatric rehabilitation agency. She was
responsible for counselling residents in a psychiatric half-way house. She
worked well and achieved good results from her work with her clients. Her
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