Learning Critical Reflection documents the actual learning experiences of social work students and practitioners. It explores how a more in-depth understanding of the process of learning, combined with an analysis of how to critically reflect, will help improve the learning process. The contributors are all professionals who have learnt, in a formalised way, how to critically reflect on their practice. They speak in depth, and with feeling, about their experiences, how downsides and upsides worked together to transform the way they understood themselves, their professional identity, and their practice. Existing literature about critical reflection is reviewed, identifying the details of learning, and pulling no punches in recognising the difficulty and complexity of becoming transformed through this learning process. The editors of this book also contribute their own reflections on learning how to teach critical reflection and include the findings of a research study conducted on students’ learning. Edited by two experienced educators, this book showcases the process of learning, from the perspective of the learners, in order that educators and students, managers, supervisors, and frontline practitioners alike, may make the most of opportunities to critically reflect in both educational and workplace settings. It should be considered essential reading for social work students, practitioners, and educators.

Through courses, internships, community engagement, social organizations, and daily interactions with others, every day we accumulate experiences; however, learning does not happen through experience but from reflection on experiences. This manual provides guidance for facilitating reflection in leadership learning and features over 50 activities from 52 reflective leadership educators. Guided by a framework for reflection in leadership learning, we focus on six methods for reflection: contemplative, creative, digital, discussion, narrative, and written. Through prioritizing time, holding space, and asking questions that challenge assumptions, educators facilitate reflection in leadership learning. This intentional focus on making meaning of leadership processes enhances the capacity of learners to work collaboratively for change.

This book provides a comprehensive conceptual framework, case studies, workshop processes and designs for academic development programs supported by two key concepts: Participatory Action Learning and Action Research (PALAR)—a conceptual integration of action learning and participatory action research—and action leadership.