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1 The previous chapter examined the increased legitimacy of clinical supervisionand why its development and implementation is important in modern health-care. This chapter continues that theme and, as in the previous edition, I persistwith the idea that Supported reflective learning is, in itself, the very essence ofthe clinical supervision encounter. However, in the spirit of reflection and ac-knowledging that the use of questions is central to the process of learning aboutreflection (Todd & Freshwater 1999)

2 , I pose some questions that I hope mightbe indicative of the sorts of questions you, the reader, might pose about re-flection and reflective the chapter I use the term reflectionas the process of goingabout reflection and reflective practice as it applies to the work of the healthprofessional. While perhaps a simplistic way of looking at what is a complexconcept, my purpose is to offer a starting point before addressing the questionposed in the title of the chapter ( Supported reflective learning : the essence of2 Supported reflectivelearning: the essence ofclinical supervision?)

3 John DriscollCHAPTERCONTENTS Introduction27 Why the need to be reflective when I already think about what I do in my clinical practice?29 How does the process ofreflection relate to learning in and for practice?31 How might being more reflective be different and what would need to happen? How might engaging inreflection specifically support the work of the health professional?33 What are some of theconditions and consequences of becoming a reflective learner in practice?36 How might I incorporate some of the ideas of reflective practice into aclinical supervision situation?

4 38 Value yourself enough to takeregular time out to reflect onpractice Find someone you feelcomfortable with to support youin your practice Identify pertinent practice storiesto reflect upon Use a reflective framework to getyou started Pulling it altogether: issupported reflective learning the essence of clinical supervision? 6/17/06 10:42 AM Page 27clinical supervision?). Using this as a platform, I begin to expose some of myown thoughts and understandings which you may, or may not, agree with andpose further questions about the relationship between reflective practice andclinical supervision.

5 However, it is not my intention that this chapter forms acomprehensive literature review of reflective practice as very readable analysesare available elsewhere (Bulman & Schutz 2004, Ghaye & Ghaye 2004, Johns2002, Johns & Freshwater 2005, Rolfe et al 2001, Moon 2004, Tate & Sills2004, Taylor 2005).Writing the introduction to this chapter reminded me of how I used to ini-tiate students into the subject of reflective practice at the beginning of a trainingprogramme by placing what I think is called a figure ground illusion on theprojector.

6 As an example of the vagaries of the process of simple visual percep-tion, it is a useful metaphor for the more complex vagaries of conceptual per-ception ( seeing reflective practice) (Figure ).There are at least three perceptual, or seeing , experiences evoked by theexamination of Figure and these experiences can also be evoked by theexamination of the concept of reflective practice: Some of you might see it straight away. Some of you might see it if is pointed out to you.

7 Some of you might still not see it despite it being pointed out to you.(Just in case, I have placed what Figure depicts after the On Reflection boxat the end of the chapter!)28 Practising clinical SupervisionFigure metaphor for seeing reflective 6/17/06 10:42 AM Page 28 The point I am trying to make here, as I was with my students, is that somepeople cannot see the value of reflective practice straight away and sometimeseven after they have had a chance to experience it they still fail to appreciate itsvalue.

8 As regards to this chapter the same is likely to apply and I encourage youto come to your own conclusions about whether reflection and reflectivepractice might be the essence of clinical supervision. In any event, I give yousome of my personal signposts to help you make more sense of reflection andreflective practice and decide on whether utilizing clinical supervision in yourpractice will, or will not, assist you on your lifelong learning journey as aqualified health practice is often seen as representing a choice for health professionalsto be reflective or not to be reflective about their clinical practice, but as Bright(1995)

9 Suggests, in reality, such a dichotomy is false as everyone needs to engagein some form of self reflection about their professional work. Although we willexplore this in more detail later in the chapter, I suspect that many of you read-ing this might agree with the idea that as you think about your clinical practiceas a matter of routine anyway there is no need to set aside specific reflective time. This attitude presents a real challenge to health professionals as it hampersattempts to legitimize intentional reflection as an everyday activity in clinicalpractice.

10 I tend to agree with Jarvis (1992) who points out that while no profes-sion can claim to have reflective practice per sewhat individuals within thatprofession have is an ability and a choice to practice reflectively. This does notmean that they will choose to reflect, only that the potential to do so existswithin , although you may think you routinely reflect about your clinical practice,how often do you actually do so? I wonder how many of you when asked thisquestion might sympathize with Smythe (2004) who questions whether there iseven time to think, let alone be reflective, in busy work environments in whichpeople are having to rush around from one demand to another in a world thatexpects an instant everything?