Teaching Critical Reflection in Social Work Field Education

ABSTRACT

This article explores the process and outcomes of teaching critical reflection to social work students in an Australian university, based on our experience with teaching critical reflection. The application by students of a particular model of critical reflection to their learning experiences during field education placements is described and analyzed. Examples of student reflections are provided and discussed to illustrate how they have used the model of critical reflection and incorporated its critical dimension. The student reflections demonstrate that the model of critical reflection adopted assisted students to become more critical in their understandings and to some extent in their actions.     

Victoria Climbie Inquiry Data Corpus Project: Using the Delphi Method in Multidisciplinary Child Protection Research

This paper introduces the Delphi research method and analysesits usefulness in multi-agency research. In particular, theauthors examine how it was used in a project aimed at makingthe material generated by the Victoria Climbié Inquiryaccessible to child welfare/protection professionals throughorganizing the oral evidence in such a way that it can becomea web-based data corpus. The thematic analysis of research data-setsusually only reflects the theoretical and analytical ideas ofthe researchers; however, our research demonstrates that usingthe Delphi method incorporates thematic ideas both from researchersand from active professionals, thereby pooling expertise. Thuswe argue that the Delphi method represents a valuable tool inmultidisciplinary child welfare research as it embeds a breadthof expertise throughout the research process.     

Factor structure of the Mini-Maternal Behavior Q-Sort and associations with infant attachment: Informing precision in research and intervention

We examined the factor structure of parental sensitivity to infants as assessed by the Mini-Maternal Behavior Q-Sort (Mini-MBQS), a 25-item short-form of the original 90-item MBQS. We aimed to: (1) identify latent factors of the Mini-MBQS; and (2) validate each factor by testing associations with infant attachment classifications. Data on parent-infant dyads (n = 313; 222 mothers with 281 children, 29 fathers with 32 children) were drawn from a three-generation Australian cohort study. Exploratory Factor Analysis and Exploratory Structural Equation Modelling examined the structure of the Mini-MBQS. Two latent Mini-MBQS factors were identified, requiring 8 of 25 original items: (1) Attention and Responsiveness and (2) Contingency in Interactions. Infants with insecure attachment classifications had parents with lower sensitivity across both factors relative to infants classified secure. In particular, infants with resistant attachment classifications had parents with notably low Contingency in Interactions scores. Infants with disorganised attachment classifications had parents with the lowest relative sensitivity across both factors, and in these dyads Attention and Responsiveness scores were especially low. Results provide an empirically derived factor structure for the Mini-MBQS. Two subscales, each with significant infant attachment associations, may improve precision in clinical intervention and research translation.