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Enhancing Self-Reflective Practice and Conscious Service in the Helping Professions: The Value of Informal Learning

Enhancing Self-Reflective Practice and Conscious Service in the Helping Professions: The Value of Informal Learning

Elizabeth Bishop
Copyright: © 2015 |Pages: 17
ISBN13: 9781466682658|ISBN10: 1466682655|EISBN13: 9781466682665
DOI: 10.4018/978-1-4666-8265-8.ch016
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MLA

Bishop, Elizabeth. "Enhancing Self-Reflective Practice and Conscious Service in the Helping Professions: The Value of Informal Learning." Measuring and Analyzing Informal Learning in the Digital Age, edited by Olutoyin Mejiuni, et al., IGI Global, 2015, pp. 233-249. https://doi.org/10.4018/978-1-4666-8265-8.ch016

APA

Bishop, E. (2015). Enhancing Self-Reflective Practice and Conscious Service in the Helping Professions: The Value of Informal Learning. In O. Mejiuni, P. Cranton, & O. Táíwò (Eds.), Measuring and Analyzing Informal Learning in the Digital Age (pp. 233-249). IGI Global. https://doi.org/10.4018/978-1-4666-8265-8.ch016

Chicago

Bishop, Elizabeth. "Enhancing Self-Reflective Practice and Conscious Service in the Helping Professions: The Value of Informal Learning." In Measuring and Analyzing Informal Learning in the Digital Age, edited by Olutoyin Mejiuni, Patricia Cranton, and Olúfẹ́mi Táíwò, 233-249. Hershey, PA: IGI Global, 2015. https://doi.org/10.4018/978-1-4666-8265-8.ch016

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Abstract

This chapter highlights the results and the implications of research that was conducted with a group of mental health practitioners involved in an eight-week educational program designed to help establish and enhance self-reflective practice. The study elicited a number of emerging themes related to the benefits of self-reflective practice in the helping professions. The research project took place within the context of a professional setting; however, emphasis and value was placed upon the informal learning experiences of the participants. While there were a number of findings and recommendations obtained through this research project, the main focus for this chapter centers on the role of informal learning as an element of the research project design and ultimately as an integral component of self-reflective practice. The highlighted results include two elements of the findings related to curriculum design and effective facilitative strategies that might be helpful to adult educators involved in post-secondary education as well as continuing education and professional development activities with an emphasis on maximizing the benefits of informal learning.

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