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The Value of Self-reflection
... Students should be allowed to evaluate their performance in the classroom, and teachers can help the students to help with realistic and proximal goals (White & DiBenedetto, 2015). Self-reflection should be a formative evaluation and provide a concrete path to improvement, which leads to excellence, so it should be an action-per-action cycle that finally leads to achievement (Halloran, 2016). Students should be able to identify strengths and weaknesses, other distractions, and improvement methods. ...
... It is an action of purifying, correcting, cleansing, and training the heart based on the verse in the Quran (Surah al-Hasyr, 59: 18), a command from Allah SWT to perform self-evaluation before being evaluated in front of Allah SWT. Action taken after self-reflection is an action for improvement (Halloran, 2016). Meanwhile, Imam al-Ghazali recognizes muhasabah as actions of evaluating what has been done and what is to be done (Mardziah, 2018). ...
... Even though several experts believe that comparing deeds with others will also discourage students, it can be done by conducting self-evaluation through the values of Islam. Self-evaluation should be constructive, not self-condemn or self-criticize, leading to despair and giving up (Halloran, 2016). ...
Self-reflection has become a necessary skill to achieve the goal students set for themselves to be successful in pre-sea training. It helps students to improve their actions in critical situations, primarily when supported by religious practices. This study aimed to identify items that represent self-reflection as a religious factor for success in pre-sea training. A three-round Delphi approach was adopted in which ten experts were selected who met the necessary condition to participate in the study. Data were analyzed quantitatively using SPSS version 23 for median and IQR. The study found that self-reflection can be implemented through meditation and self-evaluation, the act of repentance, and returning to the source of religion. However, the experts felt that isolation is unsuitable for them as a ship's crew. They are advised to find other methods of meditation and self-assessment, such as self-contemplation. Students should return to the sources of religion, including the Quran and Sunnah, by reading books and online references and also seek the help of knowledgeable and pious people. However, experts pointed out how difficult it is for a Muslim to reach out to this pious person when he is the only Muslim on board. This study has developed 18 practices for students to implement self-reflection in the form of meditation and self-contemplation.
... For professionals, SDM relates to increased work satisfaction, and, in the long-term, to the development of a professional culture in which 'deliberation and collaboration are regarded as guiding principles' (Elwyn et al., 2015, p. 6;Wyatt et al., 2015). However, unlike in adult care, SDM has rarely been implemented in youth care (Abrines-Jaume et al., 2016;Boland et al., 2019;Bontje et al., 2021). The literature points out that in youth care, SDM is complicated by the potential complex relationships between young people, parents, and professionals (Liverpool et al., 2021;Wyatt et al., 2015). ...
... Reflection opens up ways for critical thinking: it helps to evaluate in-depth past situations, to identify what influences one's own practice and to draw conclusions for future acting (Ferguson, 2018;Ylvisaker & Rugkåsa, 2021). Specifically in the case of differences of opinion, disagreement, or conflict between the professional and the parent(s)/child(ren), research suggests that it is ultimately important for youth professionals to engage in a reflective process supported by tools for reflection (Halloran, 2016;Sisk et al., 2017). With SDM, decisions should reflect both the professional and client view, and the professional should ensure that his/her view is not the primary or most important one, even when their perspectives differ. ...
The importance of shared decision-making (SDM) in youth care is increasingly emphasised. Professional reflection on the decision-making process is an important means to improve the use of SDM in practice. In this study, we report on the development of a reflection tool for youth professionals primarily to use when they hold a different opinion then parents about referral to specialised youth care services. In co-creation with local youth professionals and parent representatives from the South of the Netherlands, the tool was developed and tested in practice. This process was guided by a three-stage cyclical research project. First, reflective group discussions provided an initial understanding of professionals’ needs, interests and experiences. This input then was analysed and documented into a draft tool with reflective questions. Next, this tool was tested on fictive and real life cases and adjusted with input from youth professionals and parents. This process resulted in an online reflection tool covering 16 overarching reflective questions to support youth professionals’ reflection on their shared decision-making in practice. The tool can be used and adapted by others in the field of youth care to improve the process of making shared decisions with parents in complex cases.
... Self -refection is an active learning strategies advocated by some scholars (see, for example, O'Neal & Pinder-Grover, 2005;Momani et al., 2016). The students conducting a self-reflection is mentally active in thinking, analyzing, and learning from their experience (Hilloran, 2016). These activities are inherent in self-reflection and are relevant to the core concept of active learning. ...
The implementation of active learning in junior high schools, particularly on how students respond to it is interesting to examine. The active learning program is extensively implemented in randomly selected seven provinces, at state schools in Indonesia. This research aims to investigate the implementation of EFL (English as a Foreign Language) active learning in classroom settings and to identify how the implementation is perceived by the students. To examine the implementation, 12 classroom observations at 8 purposely selected schools were carried out. Meanwhile, to identify how the implementation was perceived by the students, a number of students were interviewed, and 12 field notes were confirmed for validation. After the data were intensively analyzed, it was found that (1) active learning was evident in most classrooms in which group work was selected as the main learning strategy; (2) strategies were employed to perform different tasks and activities within ELT (English Language Teaching) sequences; and (3) most students positively responded the implementation of active learning with some suggestion for better implementation. This research recommends that the active learning approach be implemented in EFL classrooms since it potentially promotes skills other than English language skills.
... The use of self-reflection is considered a significant aspect of competence in a number of professions (Autry & Walker, 2011), including child welfare and clinical social work (Mandell, 2008;Swenson, 1998). Reflecting on practice enables workers to examine decisions (Heath, 1998) and learn from the experience of making those decisions (Halloran, 2016). Several scholars emphasise that self-reflection is considered an important aspect of professional development (Mandell, 2008;McCoyd & Kerson, 2013;Morgan, Rawlinson, & Weaver, 2006;Rosin, 2015). ...
This article describes an exploratory qualitative study in Estonia that focuses on how child protection workers (N = 93) perceive and understand the meaning and value of self-reflection. Participants discussed self-reflection in the context of self-analysis, motivation to improve professional performance, negative self-appraisal, and feedback from peers and clients. The findings highlight the workers’ emphasis on self-perceived weaknesses, reflecting Estonian cultural norms which eschew self-praise and focus on deficits rather than strengths and possibilities. Self-reflection was mainly associated with a cognitive process, namely learning from the experience. This study underscores the need to guide and encourage child protection workers to adopt and apply systematic and possibly less critical self-reflection so that they can strengthen their decision-making process to promote the well-being of children and their families in the child welfare system.
... V. Čepukienės ir R. Pakrosnio (2011) tyrimo rezultatai parodė, kad savirefleksija kaip savigalbos metodas leido tiriamiesiems pasiekti reikšmingų pokyčių pasirinktoje gyvenimo srityje, nepriklausomai nuo lyties ir gyvenimo srities, kurioje jų norėta, ir nuopelnus už juos dauguma tiriamųjų priskyrė sau, o ne aplinkybėms ar kitiems asmenims. Polinkis į savirefleksiją siejamas su profesinės raidos sėkme (Halloran, 2016), sklandesniu profesionalizacijos procesu (Nye, Clark, Bidwell, Deschamps, Frickman ir Green, 2016), kryptingesniu profesiniu parengimu (McDonald ir Kahn, 2014). Reflektuodamas savo veiksmus ir sąveiką su mokiniais, mokinių tėvais ir kolegomis, pedagogas ne tik kalbasi pats su savimi, tačiau kritiškai nagrinėja savo patirtį, vertina save ir savo elgesį, ieško elgesio ar požiūrių atsiradimo priežasčių, t. y. tobulėja profesine prasme. ...
Assertions that reflection plays a critical role in both our individual growth and professional success are reinforced by personal experience and empirical research from around the world. Those keen to engage in the key skill of reflection can access a ‘sea of support’ that includes academic papers, modular-based websites, practical handouts, and peer assistance. In contrast, those wishing to engage in self-reflection are likely to be discouraged by the modest amount of quality information and resources that are readily available for practical use. Prompted, in part, by the concluding commentaries offered by Brownhill (2022a Brownhill, S. (2022a). Asking key questions of self-reflection. Reflective Practice, 23(1), 57–67. https://doi.org/10.1080/14623943.2021.1976628[Taylor & Francis Online], [Web of Science ®] , [Google Scholar], 2022b Brownhill, S. (2022b). Asking more key questions of self-reflection. Reflective Practice, 23(2), 279–290. https://doi.org/10.1080/14623943.2021.2013192[Taylor & Francis Online], [Web of Science ®] , [Google Scholar]), this thoughtpiece offers a refreshing literature-based exploration of self-reflection as an essential act, facilitated by asking and answering additional key questions such as what additional definitions and types of self-reflection exist, what is the process of self-reflection, and how can self-reflective activity be undertaken and encouraged in others. Written to be accessible in both content and scope, this thoughtpiece serves as a constructive ‘go-to’/short resource that has the potential to help individuals self-reflect as part of their personal learning and professional development/practice with enhanced understanding, assurance, and enjoyment.
This paper provides a model which helps explain the variability of stock liquidity premium. Liquidity is modelled as a time-varying price impact and includes both permanent as well as temporary price impacts. Liquidity premium is defined as an additional expected return that stock should yield to compensate an investor for the potential loss of wealth utility caused by price impact costs. The numerical results presented show that liquidity premium varies with expected net stock return, return volatility and, to a lesser extent, with returns on risk-free bonds. Liquidity premium is a growing and convex function of liquidity costs, and temporary price impact has a more severe effect on liquidity premium than the permanent one.
Reflective narrative: a method for learning through practice.