University Personal Development Module: Reflective Journal

This reflective journal entry details a student's personal development journey within a health and social care module, focusing on communication skills. The student utilizes Donald Schon's reflection-in-action and reflection-on-action model to analyze their experiences before, during, and after the module. Initially lacking confidence in their abilities, the student gained knowledge of effective communication techniques, including verbal, non-verbal, and paraverbal communication, emphasizing the importance of concise and unbiased interactions with clients. The journal highlights the SOLER and SURETY models for effective listening and acknowledges the significance of cultural sensitivity in communication. Through role-play activities, the student faced initial challenges but ultimately gained confidence in their communication abilities, applying learned concepts in everyday practice and recognizing the importance of building rapport with clients. The student references several academic articles on communication in health and social care.

Running head: PERSONAL DEVELOPMENT
PERSONAL DEVELOPMENT
Name of the Student
Name of the University
Author note

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PERSONAL DEVELOPMENT
27 April 2018
Dear diary,
I am writing this diary to reflect on my personal achievement and growth during the
course of the module. The module was based on communication with different client groups in
the field of health and social care. I am going to use the reflection-in-action and reflection-on-
action model proposed by Donald Schon. The reflection-in-action implies the thinking during the
critical process of practicing. Reflection-on-action relates to the sifting of all the thinking done
and the revelation of a new information or theoretical perspective (Schön 2017). I decided to use
this model as I am sharing my experiences prior to, during and after the module completed.
Schon’s model would help reflect clearly on my personal development.
In the beginning of the module, I was unsure about my ability to perform and achieve the
responsibilities given to me by my team and my tutors. However, after I was introduced to the
class and the subjects that I will be learning, I began to feel confident. In the module, I was
opportune to learn the various skills and methods of communication. I was aware of the different
types of communication and various models of communication but I lacked knowledge regarding
effective communication skills needed in my field that is health and social care. I learned that a
health and social care practitioner has to have exceptional interpersonal communication skills
that encompass verbal, non-verbal and paraverbal communication. I learned that health and
social care practitioners have to be concise, not create any resistance, building relationship and
be welcoming to the clients (Milner, Myers and O'Byrne 2015). The questions that I have to ask
the clients must be unbiased and in addition, I learned that I must not engulf the client with too
many questions. Further, the module helped me learn that effective communication not only

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involves interacting effectively with clients but also listening to their experiences. I learned about
the SOLER model that helped me gain insights into the listening aspect of effective non-verbal
communication. As per this model, I should face the client Squarely, I should maintain an Open
posture; I should Lean a little towards the client while listening, should maintain good Eye
contact and I should try to Relax while listening and pay attention at the same time. In addition, I
learnt about the SURETY model as well that has been proposed by Stickley (2011) in which the
tactics of effective listening skills have been mentioned. Sitting at an angle, Uncrossing legs and
arms, Relaxing, Eye contact, Touch, and ‘Your’ intuition are the elements of this model.
Kemerer (2016) supports this model stating that a health practitioner must realize that he or she
might have to deal with clients belonging to different cultural backgrounds. In such cases, people
might resist practitioners who sit cross-legged as it is regarded as an insult and sometimes-bad
manners in many cultures (Garneau and Pepin 2015).
During the role-play activity, I was asked to meet service users and interact with them.
With a little knowledge of good communication, I attempted to apply the theories of social and
health care practice. The initial phases did not go well for me because I was lagging behind in
areas of possessing communication skills needed for this field. In addition, the group formation
and assignment of role-play activity tasks also had certain weak points I feel due to lack of my
communication skills. During the group formation, I was thinking that I will interact positively
with other members and allow them to know about myself but that did not happen. I was
hesitant to open about myself to others.
After the activity ended and I reflected on it, I realized that I should have prepared better.
Nevertheless, the module has helped me gain confidence in communicating with people. It also
allowed me to meet new people and observe their way of communication, which is also a process

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of learning. I now apply my leanings in everyday practice by observing people around and trying
to know about their problems. As a social and health care fractioned, I have learned that it is
important to listen to people and establish a good bond (Arif et al 2017). This could happen only
through effective communication.

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References:
Arif, S., Cryder, B., Mazan, J., Quiñones-Boex, A. and Cyganska, A., 2017. Using Patient Case
Video Vignettes to Improve Students’ Understanding of Cross-cultural
Communication. American journal of pharmaceutical education, 81(3), p.56.
Garneau, A.B. and Pepin, J., 2015. Cultural competence: A constructivist definition. Journal of
Transcultural Nursing, 26(1), pp.9-15.
Kemerer, D., 2016. How to use intentional silence. Nursing Standard (2014+), 31(2), p.42.
Milner, J., Myers, S. and O'Byrne, P., 2015. Assessment in social work. Palgrave Macmillan.
Schön, D.A., 2017. The reflective practitioner: How professionals think in action. Routledge.
Stickley, T., 2011. From SOLER to SURETY for effective non-verbal communication. Nurse
education in practice, 11(6), pp.395-398.