On Reflection

Summary

This article offers a model for reflection on practice, not a model of practice. A detailed example is drawn from a recent project involving reflective research into one psychologist's involvements with children exhibiting emotional and behavioural difficulties. Comments on the process of reflecting, lines of further research and a ‘short form’ for reflection are outlined. Finally, the challenge of reflection for day‐to‐day work is highlighted.

‘Too many theories of professional expertise tend to treat experts as infallible, in spite of much evidence to the contrary ... professionals succumb to many of the common weaknesses which psychologists have shown to be regular features of human judgement ... there is a need for professionals to retain critical control over the more intuitive parts of their expertise by regular reflection ... ‘ (Eraut, 1994 p 155)

Additional information

Notes on contributors

Nigel Mellor

Nigel Mellor is an Educational Psychologist in North Tyneside. The article stems from his ongoing research into reflective practice with the University of Northumbria at Newcastle. The views expressed here are those of the author and do not represent the views or policies of his LEA.