Pretending to be authentic: challenges for students when reflective writing about their childhood for assessment

Article

Newcomb, Michelle, Burton, Judith and Edwards, Niki. 2018. "Pretending to be authentic: challenges for students when reflective writing about their childhood for assessment." Reflective Practice. 19 (3), pp. 333-344. https://doi.org/10.1080/14623943.2018.1479684
Article Title

Pretending to be authentic: challenges for students when reflective writing about their childhood for assessment

ERA Journal ID22039
Article CategoryArticle
AuthorsNewcomb, Michelle (Author), Burton, Judith (Author) and Edwards, Niki (Author)
Journal TitleReflective Practice
Journal Citation19 (3), pp. 333-344
Number of Pages12
Year2018
Place of PublicationUnited Kingdom
ISSN1462-3943
1470-1103
Digital Object Identifier (DOI)https://doi.org/10.1080/14623943.2018.1479684
Web Address (URL)https://www.tandfonline.com/doi/full/10.1080/14623943.2018.1479684
Abstract

Critical reflection potentially allows social work and human service (SWHS) students to understand how past experiences can shape their future practice. This study of 20 Australian undergraduate SWHS students with a history of childhood adversity found reflective writing for this purpose was not a useful pedagogical practice. Rather than developing skills in critical reflection students found the task performative, linked to academic requirements, where they needed to display emotional containment. Consequently, SWHS academics need to examine reflective writing about childhood adversity for assessment as this process may not enable students to build skills in critical reflection that drive professional development.

KeywordsReflective writing; childhood adversity; social work students
ANZSRC Field of Research 2020440999. Social work not elsewhere classified
390303. Higher education
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Byline AffiliationsQueensland University of Technology
Institution of OriginUniversity of Southern Queensland
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