Critical Reflection on Linking Theory and Practice in Social Work

Critical Reflection 1
CRITICAL REFLECTION
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Critical Reflection 2
Critical Reflection
Critical reflection is essentially a meaning-making procedure that enables the students
to set goals, utilize what they learned in the past to come up with future strategies and mull
over the real-life implications of their thinking. As such, critical reflection is the connection
between acting and thinking, and at its best, it can turn out to be transformative. If students do
not go through the process of reflection, experience alone may cause them to support
stereotypes, provide unsophisticated solutions to intricate problems and generalize incorrectly
based on restricted data (Sullivan 2016). Nevertheless, taking part in critical reflection gives
the student the ability to articulate questions, tackle partiality, scrutinize causality, contrast
theory from practice and point out general issues all of which assists in promoting critical
assessment and transfer of knowledge. While some students may find it easier to conduct a
critical reflection than others, it is a skill that any individual can acquire through practice and
feedback.
Currently, I am placed at Wesley Mission Australia, an agency that is committed to
assisting individuals of all ages and abilities to experience a life that is happier and more
fulfilling. My placement is still ongoing, and as such, I am part of the team that has been
tasked with the duty of conducting a research project that is based on writing a report to the
agency to assess the present and future needs of the Northwest Sydney growth area as well as
surrounding areas in relation to Out of School Hour services (OOSH). I must admit that the
lessons I was taught in class have proved to be very helpful in the field and they have served
to guide me as I discharge my duties at the agency. For instance, lessons that focused on
providing knowledge on choosing a practice framework proved to be very helpful. I learned
how to choose a practice framework based on the type of the client. In this case, we viewed
our clients as resources, and as such, we focused on collecting information from the various
clients so as to understand their needs (Healy 2014). In attempting to improve the OOSH