self reflective essay counselling

Reflexivity in Counselling

What is reflexivity in counselling.

Reflexivity in counselling practice incorporates the therapist’s experience , thoughtfully using the therapist’s relationship with themselves and their experiences to inform their responses in the therapeutic relationship.

Reflexive practice in counselling and psychotherapy is a proactive and dynamic process whereby the counsellor uses their thoughts, feelings and reflections on the therapeutic work as a basis for action.

Put simply, when a therapist’s contribution to the work is influenced in a thoughtful and responsive way by what is happening in the relationship, they are practicing reflexively .

The Difference between Reflective and Reflexive Practice

When a therapist practices reflectively , they put time and energy into thinking about and reflecting upon the therapeutic relationship, the issues the client has brought, or a number of other factors which might affect the work with a client.

Reflexive practice is a transformative process which harnesses the ideas emerging from reflection, converting thoughts into action.

Reflexive practice is often understood to incorporate the therapist’s experience , thoughtfully using the therapist’s relationship with themselves and their experiences to inform their responses (Etherington, 2016).

Reflexivity in Counselling and Self-awareness

David Rennie (2004) defines reflexivity as “Self-awareness and agency within that self-awareness” .

This means that when the therapist’s actions are rooted in reflexive practice, the therapist will have an understanding of their own internal experiencing , which allows them to access and reflect upon their responses, as well as the self-knowledge and ability to put their perceptions into action in a way which will benefit the client .

Reflexivity in counselling is when the therapist incorporate their own self awareness in their practice. The therapist thoughtfully use their relationship with self and their own experiences to inform their responses in the therapeutic relationship.

Self-awareness is crucial for reflective and reflexive practice ; if the therapist cannot make sense of their own responses to any aspect of the therapeutic process with a client, they will not be able to ascertain how their experiences might be useful.

Self-awareness is an ongoing process for any practitioner – personal therapy and other personal-development resources are important, and supervision is a key space for reflection , where the therapist can be supported through the exploration of their reflections on the work, finding the best way forward reflexively in the counselling room.

Reflexivity in Counselling Practice

Reflexive practice in counselling involves an ongoing process of action → reflection → reflexivity which can often generate movement and forward-momentum in the work.

Working reflexively fosters a continuing prizing of the client’s interests and promotes therapeutic purpose at the forefront of decision-making.

It is usually considered good practice to undertake a reflective and reflexive approach to counselling.

This article was written for Counselling Tutor by Erin Stevens.

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5 Ways to Be a Reflexive Practitioner

Etherington, K. (2016). Personal experience and critical reflexivity in counselling and psychotherapy research. Counselling and Psychotherapy Research . BACP, Taylor Francis (Routledge).

Rennie, D. L. (2004) Reflexivity and Person-Centred Counselling. Journal of Humanistic Psychology , Vol. 44 No. 2, pp.182-203.

Reflective Practice and Self-Evaluation

The counsellor’s interactions with clients, colleagues, organisations and society provides a rich breeding ground for reflection.  Everything that happens to the counsellor personally and professionally provides useful information which may aid the therapeutic process.  For example, some counsellors accept that a significant proportion of clients fail to return after the assessment or first session.  Some accept this as a fact without questioning what may have prompted this response whilst others wonder as to the meaning non-attendance might have and what part, if any, they may have played in the process (McMahon, 1998) .

As some counsellors hardly ever have a client ‘DNA’ after the first session the question as to why such disparity exists comes to mind?  Some counsellors would argue that clients are unlikely to discontinue counselling unless outside forces such as lack of money, transport, child care arrangements or internal forces such as a personal lack of motivation, severe psychological disturbance or despair intervene.

If the counselling being offered meets client needs and the relationship with the counsellor is perceived as a helpful, facilitative one clients are more likely to return.  If this is the case then examining the reasons for client non-attendance may enable the counsellor to reflect upon the efficacy of their practice and what, if anything, the counsellor can do to help clients engage more fully in the therapeutic process.

A counsellor’s desire to engage in reflective practice may be influenced by such factors as training, personal awareness, stress, individual motivation and personality (Dale, 1997) . Continued Professional Development (CPD) is now recommended by nearly all of the major umbrella bodies within counselling, psychotherapy and psychology and could be seen as another way in which a therapist continues to deepen their therapeutic understanding and reflective ability.

Regardless of therapeutic orientation, personal therapy for counsellors is also seen as a positive way in which the counsellor may increase their understanding of personal motivating factors which  help or hinder their work with clients (Padesky, 1996) .  Some writers have suggested that professional and personal development cannot be separated and that developmental issues for counsellors comprise of a spectrum of elements (Wilkins, 1997) .

Next posts in series:

Keeping a Professional Development Log Reflecting Through Counselling Supervision Monitoring Effectiveness

References: McMahon, G (1994) Setting Up Your Own Private Practice, Cambridgeshire : National Extension College Davies, D, Neal, C (1996) Pink Therapy, Milton Keynes: Open University Press Legg, C (1998) Psychology and the Reflective Counsellor, Leicester : BPS Books Megranahan, M (1997) ‘Counselling in the Workplace’, in Palmer, S, McMahon, G (eds) Handbook of Counselling, London : Routledge Lago, C, Thompson, J (1996), Race, Culture and Counselling, Buckingham : Open University Press McMahon, G (1998) ‘News Editorial’, in Counselling, p89 Volume 9, No 2, Rugby: British Association for Counselling Dale, F (1997) ‘Stress and the personality of the psychotherapist’ in Varma, V (ed) Stress in Psychotherapists, London: Routledge Padesky, C.A (1996) ‘Training and Supervision’ in Salkovskis, P (ed) Frontiers of Cognitive Therapy, London : The Guildford Press Wilkins, P (1997), Personal and Professional Development for Counsellors, C. Feltham, C (ed) Professional Skills for Counsellors series, London: Sage

2 Responses to Reflective Practice and Self-Evaluation

Sometimes I like to think that everyone needs a self-assessment at some point in their lives. I guess you can say it’s like a reflection practice. Because there are points when we can be a little on the abnormal side. What do you think?

No matter if some one searches for his essential thing, so he/she wishes to be available that in detail, therefore that thing is maintained over here.

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Reflective Practice and Personal Development in Counselling and Psychotherapy. 2nd ed.

Reflective practice is a vital part of your counselling and psychotherapy training and practice. This book is your go-to introduction to what it is, why it is important, and how to use different models for reflection and reflective practice to enhance your work with clients. It will support your personal development and professional development throughout your counselling training and into your practice.

Related Papers

Sofie Bager-Charleson

Therapists as Research-informed Practitioners (TRP) Metanoia Institute, London. Chair: Dr Sofie Bager-Charleson [email protected] Research team: Dr Sofie Bager-Charleson, Dr Alistair McBeath, Professor Simon du Plock, Dr Biljana can Rijn, Dr Marie Adams and Alan McPherson, Metanoia Institute There is an increased emphasis on research in the field of counselling and psychotherapy. Previous studies* suggest however a strained relationship between psychotherapy research and psychotherapy practice, with therapists often mentioned at the margins of the research community. The TRP group has developed in response to this critique, focusing on opportunities for psychotherapists and counselling psychologists to develop into confident research practitioners. An overarching aim of the group is to contribute to a deeper understanding of how therapists experience the transition from therapists to researchers. What are the opportunities and obstacles, personally, professionally, and academically? The TRP aims to enhance research training for counsellors, psychotherapists, and counselling psychologists by providing learning and professional development events, supporting research and best-practice developments, and making policy recommendations to promote effective and sustainable research training for therapists.

EJQRP (2020) Vol. 10, 93-109

Sofie Bager-Charleson , marie adams

Mental health and emotional wellbeing are notoriously difficult to research and understand. Psychotherapy plays a significant role in generating new knowledge in the field. This study offers a meta-synthesis of earlier published, primary research reports into therapists' experience of and involvement in postgraduate research. Meta-synthesis is an approach of synthesising findings from different studies to enable deeper understanding about a research topic. The synthesis involved 're-searching' and reviewing three studies previously published by the authors in response to an upcoming conference about postgraduate research with a new, transdisciplinary audience focusing on identity, access and opportunity when transitioning to postgraduate research. Our meta-synthesis followed three analytic phases, namely revisiting and reviewing the original findings (meta-data analysis), considering the original methods (metamethod and metatheory phase) and discussing, comparing and contrasting the primary research to create understandings (the synthesis phase). The new interpretations highlighted a loss of self, a re-positioning or attempt to understand self in new contexts, and a newly emerging, integrated (transformed) sense of self across personal, professional, and educational contexts. The synthesis suggests further that researchers in the field of therapy often are particularly disadvantaged in terms of having few professional research opportunities and limited access to academic journals. Our synthesis highlights room for improvement in postgraduate research to support diversity, access, and opportunity.

CPR Journal

References are frequently made to a strained relationship between therapeutic practice and research. This study has developed in response this critique. Our aim has been to explore therapists’ views on the relationship between research and clinical practice within a mixed-methods framework, drawing from a survey (n=92) distributed within and outside of the UK, and coupled with interviews (n=9). Both the survey and the interviews were guided by some of the following questions: What sort of relationship do therapists feel that they have with research? What amount of formal research training do therapists have? To what extent do therapists feel that their own research is valued? To what extent does research inform therapists’ clinical practice? Both the survey and the interviews suggested a sense of ‘homelessness’ for researchers in the field of therapy. Obstacles were referred to within and outside the therapeutic community. Some referred to little training and many felt unsupported among colleagues and employers when pursuing research. One therapist said: ‘The scientists and researchers I work with; they know they have a career in research – you get rewarded and promoted. That kind of recognition doesn’t exist in therapy’. To meet the increased requirements of research-supported practice the study suggests that more systematic efforts are required to support psychotherapists’ engagement in research activities.

There is an increased emphasis on research in the field of counselling and psychotherapy. Previous studies* suggest however a strained relationship between psychotherapy research and psychotherapy practice, with therapists often mentioned at the margins of the research community. The TRP group has developed in response to this critique, focusing on opportunities for psychotherapists and counselling psychologists to develop into confident research practitioners. An overarching aim of the group is to contribute to a deeper understanding of how therapists experience the transition from therapists to researchers. What are the opportunities and obstacles, personally, professionally, and academically? The TRP aims to enhance research training for counsellors, psychotherapists, and counselling psychologists by providing learning and professional development events, supporting research and best-practice developments, and making policy recommendations to promote effective and sustainable research training for therapists. This is a report of completed research so far.

Language and Psychoanalysis

Sofie Bager-Charleson , Jean-Marc Dewaele , Beverley Costa

Therapists are often unprepared to deal with their clients' use of other languages. This study focuses on therapists' experiences of having undertaken awareness-raising training about multilingualism. Did the training impact their practice? If so, in what areas? Adopting a mixed-method approach, quantitative data were initially collected via an online questionnaire with 88 therapy trainees and qualified therapists who underwent training in multilingualism, combined with interview data from 7 volunteers. Having identified the issues on which the training had had most and least impact in survey responses, the interviews were guided by our emergent interest into the impact of the training with potential relational complexities and unique, personal experiences in mind. A narrative-thematic analysis uncovered interrelated themes, relation to changes, or impact of the training, with regard to Identity and Therapeutic Theory Therapists referred to considerable transformative learning on both a personal and professional level, for instance in terms of how multilingual clients might bring different and sometimes conflicting ways of organizing events and experiences into meaningful wholes through their narratives during the session. Language switching seemed less significant in the survey, but emerged as a central theme in the interviews, especially with regard to the possibility of addressing, challenging and sometimes combining different emotional memories, cultural and existential concerns. Working across these areas triggered some therapists to consider the need for expanding their theory.

Alistair McBeath

Research frequently addresses a gap between practice and research in the field of psychotherapy. Castonguay et al (2010) suggest that the practice of many full-time psychotherapists is rarely or nonsubstantially influenced by research. Boisvert and Faust (2005) ask ‘why do psychotherapists not rely on the research to consistently inform their practice?’ and suggest that concerns ‘have echoed through the decades’ about psychotherapists’ failings to integrate of research and practice. This study focuses on therapists’ (counsellors and psychotherapists) reasoning about their engagement with ‘research’ as described in dissertations and in personal, anonymously presented documents, research journals and interviews included. The study focuses on the stages which generally are referred to as ‘data analysis’, which in this study refers research stages where interpretation typically is required with synthesising and analysing in mind. Turning our attention to the therapists’ ‘narrative knowi...

Alistair McBeath , Avigail Abarbanel

The views and feelings of psychotherapists around academic writing were explored using a mixed methods approach. An on-line survey completed by 222 psychotherapists produced both quantitative and qualitative data with the latter being subject to a Reflexive Thematic Analysis. Significant numbers of participants lacked confidence about participating in academic writing. Fear of rejection, not being good enough and not knowing what is required were prominent underlying factors. Current academic writing was viewed as overly intellectual, not focused on clinical practice and the preserve of academics and not practicing therapists. Difficulty in accessing academic material lying behind pay walls was another factor limiting participation in academic writing as well as a lack of formal support. Clinical relevance and clarity of expression were viewed as the key factors of good academic writing. There was overwhelming support for academic writing to be a core skill taught in formal psychoth...

Dr Biljana van Rijn

A naturalistic sessional evaluation of routine outcomes of psychotherapy from a range of theoretical orientations including transactional analysis, using standardised measures for depression, anxiety, general distress and working alliance, was conducted across completed therapy interventions by 113 therapists with 263 clients within an academic institution in the UK and across stages of therapy by 10 therapists with 26 clients in three independent clinics in Spain. Outcomes in both countries demonstrated clinical gains but it was found that such evaluation methodology was more easily applied within a training institute than in private practice; it also appeared to better fit the UK professional climate of evaluation. Suggestions are made concerning the introduction of such research in future.

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The Importance of Self-Reflection: How Looking Inward Can Improve Your Mental Health

Sunwoo Jung / Getty Images

Why Is Self-Reflection So Important?

When self-reflection becomes unhealthy, how to practice self-reflection, what to do if self-reflection makes you uncomfortable, incorporating self-reflection into your routine.

How well do you know yourself? Do you think about why you do the things you do? Self-reflection is a skill that can help you understand yourself better.

Self-reflection involves being present with yourself and intentionally focusing your attention inward to examine your thoughts, feelings, actions, and motivations, says Angeleena Francis , LMHC, executive director for AMFM Healthcare.

Active self-reflection can help grow your understanding of who you are , what values you believe in, and why you think and act the way you do, says Kristin Wilson , MA, LPC, CCTP, RYT, chief experience officer for Newport Healthcare.

This article explores the benefits and importance of self-reflection, as well as some strategies to help you practice it and incorporate it into your daily life. We also discuss when self-reflection can become unhealthy and suggest some coping strategies.

Self-reflection is important because it helps you form a self-concept and contributes toward self-development.

Builds Your Self-Concept

Self-reflection is critical because it contributes to your self-concept, which is an important part of your identity.

Your self-concept includes your thoughts about your traits, abilities, beliefs, values, roles, and relationships. It plays an influential role in your mood, judgment, and behavioral patterns.

Reflecting inward allows you to know yourself and continue to get to know yourself as you change and develop as a person, says Francis. It helps you understand and strengthen your self-concept as you evolve with time.

Enables Self-Development

Self-reflection also plays a key role in self-development. “It is a required skill for personal growth ,” says Wilson.

Being able to evaluate your strengths and weaknesses, or what you did right or wrong, can help you identify areas for growth and improvement, so you can work on them.

For instance, say you gave a presentation at school or work that didn’t go well, despite putting in a lot of work on the project. Spending a little time on self-reflection can help you understand that even though you spent a lot of time working on the project and creating the presentation materials, you didn’t practice giving the presentation. Realizing the problem can help you correct it. So, the next time you have to give a presentation, you can practice it on your colleagues or loved ones first.

Or, say you’ve just broken up with your partner. While it’s easy to blame them for everything that went wrong, self-reflection can help you understand what behaviors of yours contributed to the split. Being mindful of these behaviors can be helpful in other relationships.

Without self-reflection, you would continue to do what you’ve always done and as a result, you may continue to face the same problems you’ve always faced.

Benefits of Self-Reflection

These are some of the benefits of self-reflection, according to the experts:

• Increased self-awareness: Spending time in self-reflection can help build greater self-awareness , says Wilson. Self-awareness is a key component of emotional intelligence. It helps you recognize and understand your own emotions, as well as the impact of your emotions on your thoughts and behaviors.
• Greater sense of control: Self-reflection involves practicing mindfulness and being present with yourself at the moment. This can help you feel more grounded and in control of yourself, says Francis.
• Improved communication skills: Self-reflection can help you improve your communication skills, which can benefit your relationships. Understanding what you’re feeling can help you express yourself clearly, honestly, and empathetically.
• Deeper alignment with core values: Self-reflection can help you understand what you believe in and why. This can help ensure that your words and actions are more aligned with your core values, Wilson explains. It can also help reduce cognitive dissonance , which is the discomfort you may experience when your behavior doesn’t align with your values, says Francis.
• Better decision-making skills: Self-reflection can help you make better decisions for yourself, says Wilson. Understanding yourself better can help you evaluate all your options and how they will impact you with more clarity. This can help you make sound decisions that you’re more comfortable with, says Francis.
• Greater accountability: Self-reflection can help you hold yourself accountable to yourself, says Francis. It can help you evaluate your actions and recognize personal responsibility. It can also help you hold yourself accountable for the goals you’re working toward.

Self-reflection is a healthy practice that is important for mental well-being. However, it can become harmful if it turns into rumination, self-criticism, self-judgment, negative self-talk , and comparison to others, says Wilson.

Here’s what that could look like:

• Rumination: Experiencing excessive and repetitive stressful or negative thoughts. Rumination is often obsessive and interferes with other types of mental activity.
• Self-judgment: Constantly judging yourself and often finding yourself lacking. 
• Negative self-talk: Allowing the voice inside your head to discourage you from doing things you want to do. Negative self-talk is often self-defeating.
• Self-criticism: Constantly criticizing your actions and decisions.
• Comparison: Endlessly comparing yourself to others and feeling inferior.

Kristin Wilson, LPC, CCTP

Looking inward may activate your inner critic, but true self-reflection comes from a place of neutrality and non-judgment.

When anxious thoughts and feelings come up in self-reflection, Wilson says it’s important to practice self-compassion and redirect your focus to actionable insights that can propel your life forward. “We all have faults and room for improvement. Reflect on the behaviors or actions you want to change and take steps to do so.”

It can help to think of what you would say to a friend in a similar situation. For instance, if your friend said they were worried about the status of their job after they gave a presentation that didn’t go well, you would probably be kind to them, tell them not to worry, and to focus on improving their presentation skills in the future. Apply the same compassion to yourself and focus on what you can control.

If you are unable to calm your mind of racing or negative thoughts, Francis recommends seeking support from a trusted person in your life or a mental health professional. “Patterns of negative self-talk, self-doubt , or criticism should be addressed through professional support, as negative cognitions of oneself can lead to symptoms of depression if not resolved.”

Wilson suggests some strategies that can help you practice self-reflection:

• Ask yourself open-ended questions: Start off by asking yourself open-ended questions that will prompt self-reflection, such as: “Am I doing what makes me happy?” “Are there things I’d like to improve about myself?” or “What could I have done differently today?” “Am I taking anything or anyone for granted?” Notice what thoughts and feelings arise within you for each question and then begin to think about why. Be curious about yourself and be open to whatever comes up.
• Keep a journal: Journaling your thoughts and responses to these questions is an excellent vehicle for self-expression. It can be helpful to look back at your responses, read how you handled things in the past, assess the outcome, and look for where you might make changes in the future.
• Try meditation: Meditation can also be a powerful tool for self-reflection and personal growth. Even if it’s only for five minutes, practice sitting in silence and paying attention to what comes up for you. Notice which thoughts are fleeting and which come up more often.
• Process major events and emotions: When something happens in your life that makes you feel especially good or bad, take the time to reflect on what occurred, how it made you feel, and either how you can get to that feeling again or what you might do differently the next time. Writing down your thoughts in a journal can help.
• Make a self-reflection board: Create a self-reflection board of positive attributes that you add to regularly. Celebrate your authentic self and the ways you stay true to who you are. Having a visual representation of self-reflection can be motivating.

You may avoid self-reflection if it brings up difficult emotions and makes you feel uncomfortable, says Francis. She recommends preparing yourself to get comfortable with the uncomfortable before you start.

Think of your time in self-reflection as a safe space within yourself. “Avoid judging yourself while you explore your inner thoughts, feelings, and motives of behavior,” says Francis. Simply notice what comes up and accept it. Instead of focusing on fears, worries, or regrets, try to look for areas of growth and improvement.

“Practice neutrality and self-compassion so that self-reflection is a positive experience that you will want to do regularly,” says Wilson.

Francis suggests some strategies that can help you incorporate self-reflection into your daily routine:

• Dedicate time to it: it’s important to dedicate time to self-reflection and build it into your routine. Find a slot that works for your schedule—it could be five minutes each morning while drinking coffee or 30 minutes sitting outside in nature once per week.
• Pick a quiet spot: It can be hard to focus inward if your environment is busy or chaotic. Choose a calm and quiet space that is free of distractions so you can hear your own thoughts.
• Pay attention to your senses: Pay attention to your senses. Sensory input is an important component of self-awareness.

Nowak A, Vallacher RR, Bartkowski W, Olson L. Integration and expression: The complementary functions of self-reflection . J Pers . 2022;10.1111/jopy.12730. doi:10.1111/jopy.12730

American Psychological Association. Self-concept .

Dishon N, Oldmeadow JA, Critchley C, Kaufman J. The effect of trait self-awareness, self-reflection, and perceptions of choice meaningfulness on indicators of social identity within a decision-making context . Front Psychol . 2017;8:2034. doi:10.3389/fpsyg.2017.02034

Drigas AS, Papoutsi C. A new layered model on emotional intelligence . Behav Sci (Basel) . 2018;8(5):45. doi:10.3390/bs8050045

American Psychological Association. Rumination .

By Sanjana Gupta Sanjana is a health writer and editor. Her work spans various health-related topics, including mental health, fitness, nutrition, and wellness.

Self-Reflective Awareness: A Crucial Life Skill

This post defines self-reflective awareness and identifies its key domains..

Posted September 10, 2016 | Reviewed by Ekua Hagan

• Understanding Attention
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• Self-Reflective Awareness (SRA) involves thinking about and reflecting on one’s own mental processes.
• Self-reflection and engaging in "process" conversations with others help to cultivate SRA.
• There are eight key domains to SRA, including knowing your history as well as your needs, motivations, and emotions.

Self-Reflective Awareness (SRA) is probably the single most important competency that we teach in the doctoral program in professional psychology that I direct . It is listed first in the program’s core competencies and is central to the identity and culture of the program. Because we believe it is a very important skill in general, and it is something our program gets extremely high marks on (students rate their training a 4.8 out of 5.0 in this area), I share here how we define it and some of the ways we cultivate it in the program in order to offer ideas about how one might achieve greater SRA.

What Is Self-Reflective Awareness?

SRA is a “meta-cognitive” ability, meaning that it involves thinking about and reflecting on one’s own mental processes. Someone with good SRA is able to generate a narrative of self that is complex, clear, and multifaceted and is able to communicate that narrative in a way that allows others a much better understanding of where one is coming from. Let me give an example of a low versus high SRA response. Imagine a situation in which a doctoral student is working with a patient and I am the supervisor. We are watching some tape of the session, and it is a bit awkward and halting.

I say, “I noticed that the two of you lost some flow in the therapy here. You seem kind of awkward and hesitant. Can you tell me what was going on inside for you?”

A low SRA response might be something like:

“The patient is really resistant about deepening the conversation on this topic. I tried to do what you said, but they blocked me at every turn. So, I just was not sure about next steps.”

In contrast, a high SRA response would be something like:

“I know that this was not the best exchange and you are right I was feeling both stuck and frustrated. I tried to bring up the topic in the way you suggested, but I did not have the concept exactly right and I bundled it. I then felt a bit self-conscious, thinking about you watching it. As I thought about that, it was hard for me to know where to go next, so I just sort of sat there awkwardly. I think sometimes I feel stuck between you guiding me toward how the patient might change and my patient telling me they are not ready or that won’t work and that can leave me feeling a bit powerless and frustrated.”

Notice the difference in the two responses. Even though the question asked for the individual to explore what was “going on inside," the low SRA example basically offers none of that, reports simply on the behaviors, and explains why the individual did what they did focused on external obstacles with no real narrative of their private or emotional experience. In contrast, the high SRA response shows the person’s deep capacity to take an observer stance and to share the internal struggles and reactions they were having, and how that made them feel.

How Does One Cultivate SRA?

The first step to cultivating SRA is knowing what it is and explicitly valuing it. Once it is explicitly valued, there are several ways one can foster it. Introspection, that is, turning the focus of your attention inward and engaging in an attitude of curiosity about what makes you tick, is one key way to foster SRA. We explicitly encourage a mindful approach to meta-cognition that is captured by the acronym C.A.L.M. which attempts to capture the attitude of the meta-cognitive observer as being Curious, Accepting, Loving/Compassionate, and Motivated to Learn and Grow .

Education about psychological theories and processes, such as understanding human consciousness and human social motivation , provides conceptual maps that can help foster SRA in folks. Engaging in psychotherapy is another way to enhance SRA, and we encourage our doctoral students to have at least one meaningful therapy experience (in which they are the client) prior to becoming a fully functioning psychologist.

Another way is to engage in “process” conversations with intimate others. Most human conversations focus on content (the "what" that is being discussed). A process conversation is when you explore with another the “how," especially how you experience the process of relating to them and how they experience relating to you. For example, a process conversation might recall a time two people worked together and shared the way they felt (competitive, jealous , stressed ) in the context of getting the job done.

In our doctoral program, students engage in at least one formal process group, and we also regularly participate in process groups involving diverse individuals on conversations such as gender , race, ethnicity , and power.

What Are the Domains of SRA?

There are a number of different facets to SRA. Here are eight key domains we focus on and areas of SRA capacities we expect to see and some of the additional ways we train them.

• Know your family story and developmental history. To know thyself one must understand one’s history, including the context in which one was raised and key life events or turning points. In a required family class, taught by core faculty member Dr. Anne Stewart, our students complete a large family project in which they develop an autobiographical narrative of their place in their family. This involves the students creating a genogram and interviewing key players in the family drama (parents, siblings, grandparents) and writing it up in a detailed narrative, all to get a deeper understanding of the culture of the home in which they grew up and the way that impacted who they have become.
• Understand your needs, motivations, and emotions. Humans have intense social drives for things like intimacy and belonging and achievement and power. We also have deep-seated feelings about ourselves and others and key events. But often we do not spend time deeply experiencing or observing these aspects of our mental process. Attention to core motives and feeling states is crucial. Dr. Ken Critchfield is the co-director of our program and he helps folks understand their core attachment needs and how early patterns of attachment set the stage for current relating patterns.
• Understand your defenses and how you handle criticism. The defensive system gets activated when our identity is threatened or we are exposed to painful pieces of information about ourselves. Being aware of what makes you defensive and the kinds of defensive coping strategies you use is a key component. I often talk about the “Freudian Filter” and the Malan Triangle , which helps students see how impulses or images or feelings can trigger an anxiety signal and then activate a defense, often by shifting attention away from the image.
• Understand your strengths and weaknesses. As part of their regular evaluation process, the student must narrate their experiences over the year and articulate both areas in which they have excelled and various “growth edges” where they want to improve. We have also explored having students participate in a strength finder assessment, but have not done that.
• Understand your beliefs/values and worldview. Core faculty Dr. Craig Shealy is an expert in beliefs and values and he guides students regularly on deep conversations about what beliefs and values are, where they come from, how they are shaped, and how we respond when confronted with others who have very different beliefs and values (i.e., are we open or closed and defensive?). Students need to reflect on their religious beliefs, their views regarding the nature of being human, and their political beliefs in terms of the role of the government and their social values. We help students understand their beliefs and values in terms of their Versions of Reality (VOR).
• Know your purpose in life and how you make meaning. Related to both one’s beliefs and values and core motives is the recognition of what gives one’s life meaning and purpose. Students must reflect on why they are pursuing a doctoral degree, what are their “valued states of being,” and what kind of difference they want to make in the world.
• Know how others see you. In his Processes of Psychotherapy course, Dr. Neal Rittenhouse spends much time helping students reflect on how others see them. He asks them to reflect on their “stimulus value” and has them imagine how and why someone might feel about them in good or bad ways, and in or outside the therapy room.
• Know the “cultural bubble” that you live in. Students in our program must demonstrate cultural awareness and understand diverse perspectives. To foster this, our program frequently has conversation sessions focused on sensitive cultural issues. For example, over the past few years, the United States has witnessed increased tensions with Russia. We are fortunate to have Dr. Elena Savina on our core faculty, who is from Russia. She is concerned about the portrayal of Russia in the West and has much to say about this. We had a two-hour conversation in which the whole program listened to Elena’s Version of Reality, and why it was so strikingly different than what is portrayed in mainstream Western media.

More than two thousand years ago, the ancient Greeks carved “Know Thyself” above the entrance to the Apollo Temple at Delphi. We concur with this central maxim and believe SRA is a crucial capacity that is necessary for living a fulfilling, complex, and wise life. It is a basic capacity that should be fostered in relationships, in education in general, and in professional psychology in particular.

Gregg Henriques, Ph.D. , is a professor of psychology at James Madison University.

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51 Self-Reflection Essay Topics

🏆 best essay topics on self-reflection, 🎓 most interesting self-reflection research titles, 💡 simple self-reflection essay ideas.

• Self-Reflection in Nursing Practice
• Self-Reflection: Gibbs’ and SWOT Models Combination
• Self-Reflection in Human Resource Management
• Courage: Self-Reflection and Introspection
• Nutrition Diary and Self-Reflection
• Self-Reflection and Moral Character
• Sociology. Identity and Self-Reflection
• Bachelor of Science in Social Work: Self-Reflection
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• Importance of Self-Reflection Course
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• Self-Reflection and Personal Growth
• How Self-Reflection Enhances Emotional Intelligence
• The Role of Self-Reflection in Decision-Making
• Self-Reflection in Leadership: How It Shapes Effective Leaders
• The Practice of Daily Self-Reflection: Benefits and Techniques
• How to Use Self-Reflection to Improve Relationships
• The Role of Self-Reflection in Mental Health
• Self-Reflection as a Tool for Career Development
• The Difference Between Self-Reflection and Self-Criticism
• Development of Self-Reflection on Emotional Regulation
• Cultivation of Self-Awareness Through Self-Reflection
• Self-Reflection and Mindfulness: Practices for Growth
• Self-Reflection Helps Build Resilience
• Aspect of Self-Reflection in Managing Stress
• Self-Reflection and Goal Setting: Aligning Actions with Values
• Influence of Journaling Promotes Self-Reflection
• Self-Reflection in Education Enhances Learning
• The Role of Self-Reflection in Overcoming Failure
• Self-Reflection and Confidence, and Builds Self-Esteem
• Context of Self-Reflection in Spiritual Growth
• Self-Reflection and Habits: Identifying Patterns and Making Changes
• Usage of Self-Reflection to Break Negative Thought Cycles
• The Impact of Self-Reflection on Time Management
• Self-Reflection in Therapy for Healing
• Analysis Self-Reflection in Ethical Decision-Making
• Self-Reflection: Promoting Compassion and Empathy
• Connection Between Self-Reflection and Creativity
• Self-Reflection in Conflict Resolution: Understanding Your Role
• Meaning of Positive Attitude Through Self-Reflection
• Self-Reflection in Building Emotional Intelligence in Children
• Overview on Balancing Self-Reflection with Taking Action
• Part of Self-Reflection in Personal Accountability
• Self-Reflection and Gratefulness
• Analyzing How Self-Reflection Helps in Developing a Growth Mindset
• Self-Reflection and the Art of Letting Go
• Self-Reflection Enhances Communication Skills
• The Benefits of Self-Reflection After a Major Life Transition
• The Role of Self-Reflection in Developing Emotional Resilience
• How to Use Self-Reflection to Discover Your Life’s Purpose
• Context of Self-Reflection in Creating Positive Change in Society

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StudyCorgi. (2024, September 1). 51 Self-Reflection Essay Topics. https://studycorgi.com/ideas/self-reflection-essay-topics/

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StudyCorgi . "51 Self-Reflection Essay Topics." September 1, 2024. https://studycorgi.com/ideas/self-reflection-essay-topics/.

StudyCorgi . 2024. "51 Self-Reflection Essay Topics." September 1, 2024. https://studycorgi.com/ideas/self-reflection-essay-topics/.

These essay examples and topics on Self-Reflection were carefully selected by the StudyCorgi editorial team. They meet our highest standards in terms of grammar, punctuation, style, and fact accuracy. Please ensure you properly reference the materials if you’re using them to write your assignment.

This essay topic collection was updated on September 24, 2024 .