Publication Cover
Reflective Practice
International and Multidisciplinary Perspectives
Volume 17, 2016 - Issue 6
846
Views
8
CrossRef citations to date
0
Altmetric
Articles

Multimodal reflection for creative facilitators: an approach to improving self-care

, &
Pages 762-778 | Received 18 Mar 2016, Accepted 14 Jul 2016, Published online: 02 Sep 2016

References

  • Aldridge, M. (2015). Modelling mindful practice. Reflective Practice: International and Multidisciplinary Perspectives, 16, 312–321. doi:10.1080/14623943.2015.1023278
  • Allen, A. (2004). Foucault, feminism and the self: The politics of personal transformation. In D. Taylor & K. Vintges (Eds.), Feminism and the final Foucault (pp. 235–257). Urbana, IL: University of Illinois Press.
  • Bailey, K., & du Preez, K. (2010). Artistic reflection kit. Sydney: Australia Council for the Arts.
  • Bain, J. D., Ballantyne, R., Mills, C., & Lester, N. C. (2002). Reflecting on practice: Student teachers’ perspectives. Flaxton: Post Pressed.
  • Barone, T., & Eisner, E. (1997). Arts-based educational research. In R. Jaeger (Ed.), Complementary methods for research in education (2nd ed., pp. 73–103). Washington, DC: American Educational Research Association.
  • Barton, G. M., & Ryan, M. (2014). Multimodal approaches to reflective teaching and assessment in higher education: A cross disciplinary approach in creative industries. Higher Education Research & Development, 33, 409–424. doi:10.1080/07294360.2013.841650
  • Bourner, T. (2003). Assessing reflective learning. Education and Training, 45, 267–272. doi:10.1108/00400910310484321
  • Börjesson, U., Cedersund, E., & Bengtsson, S. (2015). Reflection in action: Implications for care work. Reflective Practice: International and Multidisciplinary Perspectives, 16, 285–295. doi:10.1080/14623943.2015.1023275
  • Cancienne, M. B., & Snowber, C. N. (2003). Writing rhythm: Movement as method. Qualitative Inquiry, 9, 237–253. doi:10.1177/1077800402250956
  • Corbin Frazier, L., & Eick, C. (2015). Approaches to critical reflection: Written and video journaling. Reflective Practice: International and Multidisciplinary Perspectives, 16, 575–594. doi:10.1080/14623943.2015.1064374
  • Croft, M. (2015). Visualised and spoken-through: An artist’s reflective comment on his practice. Reflective Practice: International and Multidisciplinary Perspectives, 16, 595–608. doi:10.1080/14623943.2015.1064381
  • Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Buffalo, NY: Prometheus Books. (Original work published 1910)
  • Dover, I. (2000). Simpler business institute. Retrieved from http://www.simplerbusiness.com/
  • Hatcher, J. A., Bringle, R. G., & Muthiah, R. (2004). Designing effective reflection: What matters to service-learning? Michigan Journal of Community Service Learning, 11, 38–46.
  • Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. Teaching and Teacher Education, 11, 33–49. doi:10.1016/0742-051X(94)00012-U
  • Jennings, M., & Baldwin, A. (2010). ‘Filling out the forms was a nightmare’: Project evaluation and the reflective practitioner in community theatre in contemporary Northern Ireland. Music and Arts in Action, 2, 72–89.
  • Knutsson, S., Jarling, A., & Thorén, A.-B. (2015). ‘It has given me tools to meet patients’ needs’: Students’ experiences of learning caring science in reflection seminars. Reflective Practice: International and Multidisciplinary Perspectives, 16, 459–471. doi:10.1080/14623943.2015.1053445
  • Kress, G., & van Leeuwen, T. (2006). Reading images: The grammar of visual design (2nd ed.). London: Routledge.
  • Le Navenec, C., & Bridges, L. (Eds.). (2005). Creating connections between nursing care and the creative arts therapies: Expanding the concept of holistic care. Springfield, IL: Charles C. Thomas.
  • Mezirow, J. (2006). An overview of transformative learning. In P. Sutherland & J. Crowther (Eds.), Lifelong learning: Concepts and contexts (pp. 24–38). Abingdon: Routledge.
  • Moffatt, A. (2013). Stepping outside the circle (Unpublished doctoral thesis). Brisbane: Queensland University of Technology.
  • Moon, J. (2001). Short Courses and Workshops: Improving the Impact of Learning and Professional Development. London: Kogan Page.
  • O’Halloran, T. M., & Linton, J. M. (2000). Stress on the job: Self-care resources for counsellors. Journal of Mental Health Counseling, 22, 354–364.
  • Raelin, J. A. (2002). ‘I don’t have time to think!’ Versus the art of reflective practice. Reflections, 4, 66–75.
  • Ryan, M. (2013). The pedagogical balancing act: Teaching reflection in higher education. Teaching in Higher Education, 18, 144–155. doi:10.1080/13562517.2012.694104
  • Ryan, M. E. (Ed.). (2015). Teaching reflective learning in higher education: A systematic approach using pedagogic patterns. Sydney: Springer.
  • Ryan, M. E., & Ryan, M. (2013). Theorising a model for teaching and assessing reflective learning in higher education. Higher Education Research & Development, 32, 244–257. doi:10.1080/07294360.2012.661704
  • Schön, D. (1983). The reflective practitioner: How professionals think in action. San Francisco, CA: Jossey-Bass.
  • Schwind, J. K., Santa-Mina, E., Metersky, K., & Patterson, E. (2015). Using the narrative reflective process to explore how students learn about caring in their nursing program: An arts-informed narrative inquiry. Reflective Practice: International and Multidisciplinary Perspectives, 16, 390–402. doi:10.1080/14623943.2015.1052385
  • Simons, H. (2009). Case study research in practice. London: Sage.
  • Steinberg, S. R., & Kincheloe, J. L. (1999). Foreword. In C. T. P. Diamond & C. A. Mullen (Eds.), The postmodern educator: Arts–based inquiries and teacher development (pp. xv–xvi). New York, NY: Peter Lang.
  • Thomas, G. (2011). A typology for the case study in social science following a review of definition, discourse, and structure. Qualitative Inquiry, 17, 511–521. doi:10.1177/1077800411409884
  • Unsworth, L. (2001). Teaching multiliteracies across the curriculum: Changing contexts of text and image in classroom practice. Buckingham: Open University Press.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.