When and why should you employ different models of reflection?

  Reflection is a necessary but ephemeral ability for all Occupational Therapists to develop. An inner sense of discomfort is part of completing a reflection (in fact, the first stage of reflection as described by Boyd and Fales 1983), so it's no surprise that many people put it off and may even try to get by without it, perhaps carrying out token reflections just to comply with CPD or course requirements. To begin, reflecting on your actions involves conscious effort after the occurrence, but according to Johns (2000), it will eventually become an instinctive mental process even while you are experiencing the event. According to Honey and Mumford, knowing your learning style can assist you decide which model to utilise. These correspond to the knowledge types depicted in Carper and Johns' reflecting models. The following is a rough guide to the various models of reflection available, as well as the conditions to which they are most suited. They are sorted (in my opinion) from the simpler ones for the beginning who is attempting to break down and examine a scenario to the more sophisticated ones that build on the basics in the hopes of eliciting a change in your personal ideas and challenging your preconceptions. In Chapter 4 of her book Reflective Practise: Writing and Professional Development, Gillie Bolton presents exercises for new ways to reflect.

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