reflective essay on work placement

The Critical Blog

The home of critical thinking, observations and reflections on my first year placement.

This essay was written by Adrian Bloxham and was the winning social work entry in this year’s Critical Writing Prize 2019. Adrian is studying for an MA at Anglia Ruskin University and he was nominated by his lecturer Dr Wendy Coxshall.

I am currently on placement in a Supported Housing Hostel for adults in Cambridgeshire. This assignment is based on my work with one particular resident who I will refer to using the pseudonym ‘Alice’. The case study will explore core social work tenets including relevant knowledge and skills, critical reflection, processes of oppression and discrimination, communication and partnership working. I will seek to examine and reflect on my interactions with Alice, primarily by applying a reflective model to a ‘critical incident’. I will also attempt to view Alice’s life, and my professional relationship with her, from a broader social work perspective. My initial observations and impressions of the hostel were largely defined by the levels of socio-economic deprivation that dominate many of the residents’ lives. In virtually all cases the people that live at the project either have an underlying mental health condition or experience drug or alcohol misuse, often there are a combination of these factors. The very nature of this type of accommodation means that the population is transient.  This often means that residents have little consistency and no control over who they live with, resulting in an enforced togetherness that can lead to feelings of insecurity, anxiety and fear (Bengtsson-Tops, et al., 2014). I observed during my early conversations with Alice that she often seemed subdued and that her mood fluctuated unpredictably. As the initial phase of my placement progressed I became increasingly aware of Alice’s persistent and chronic low self-esteem and her tendency to depressive episodes. I noted this in my journal and tried to “…think, to be self-aware and to question…” as a first step towards reflecting on practice (Rutter & Brown, 2012, p. 30). My vague sense of unease and concern about Alice and her general well-being crystalized early one morning as I arrived at work to find Alice upset and in tears in the communal lounge. I now recognise the ensuing conversation as a ‘critical incident’ that changed my learning and the way that I thought about the staff and my placement setting. What qualifies as a critical incident is not rigidly defined but the event should be important or significant in some way to the practitioner and should offer the opportunity for professional learning (Fook & Gardner, 2007, p. 77). During the course of this exchange Alice disclosed to me that she felt trapped, bullied by a member of staff and other residents, and that she was feeling utterly powerless with no hope of moving on from the hostel. Alice showed me a scar on her right wrist and stated that she had tried to commit suicide in the past and was now experiencing suicidal ideation once again. This type of situation, with all its complexities and difficulties, is described in the seminal work of Schön (1983) as the ‘swampy lowlands’ of practice (Schon, 1983). In more recent times ‘reflective practice’ has been developed further into a concept of ‘critical reflection’ (Payne, 2014). The application of critical reflection challenges accepted modes of thought, social organisation, dominant discourses and assumptions (Graham, 2017; Savaya & Gardner, 2012; Thompson, 2010). The two-stage reflective model developed by Fook & Gardner (2007) seeks to examine power relations and structures of domination, which in turn intrinsically challenges oppressive and discriminatory thought processes and practice (Graham, 2017, p.49; Fook, 2012, p.47). As will become apparent, forms of oppression and discrimination are a vital aspect of Alice’s narrative, and for this reason I propose to apply Fook & Gardner’s (2007) model to my critical incident and the subject of my case study. Alice’s disclosure was deeply concerning and very challenging for a number of reasons. My inexperience, the fact that Alice has a diagnosis of schizophrenia and the gravity of what she was saying all contributed to a feeling of unease. The first ‘stage’ of the reflective model is designed to question the underlying structural and social assumptions of the practitioner and analyse how and why feelings of discomfort and concern have been generated (Fook & Gardner, 2007, p.92). Adopting this process has helped me to identify possible assumptions that I suspect I may have held. For example, could my knowledge of Alice’s dysfunctional relationships in the past have resulted in me making assumptions about inherent personality ‘traits’? Did I view her mood swings and depression as simply emanating from her diagnosis of schizophrenia? Did my upbringing, that instilled and encouraged a deference to authority and ‘professional’ figures, blunt my critical faculties in relation to the ‘care’ and ‘support’ offered by individual staff members? It would also be remiss to discount the influence of gender and class on the assumptions I may have held. A closer critical analysis of the factors and experiences that have shaped Alice’s life expose the fundamental flaws and prejudices in my misplaced assumptions. As I began to work with Alice it became increasingly clear to me that she had experienced discrimination and oppression throughout her life. I learnt that Alice had endured severe and multiple adverse childhood experiences. Both of her parents committed suicide, she was raped and endured physically abusive relationships with two consecutive partners. This culminated in Alice being admitted to various psychiatric institutions in order to treat her schizophrenia and personality disorder. Eventually Alice became homeless, living on the street and addicted to heroin. The physical scars on Alice’s body as a result of these experiences can be understood from a postmodern perspective as embodied manifestations of power and oppression (Tangenburg & Kemp, 2002). Taking a postmodern perspective that conceptualises the body as the site of power relations (Foucalt, 1977) leads to an understanding that “…the body is fundamentally implicated in mechanisms of domination and control.” (Tangenburg & Kemp, 2002). Postmodernism rejects overarching general theories, instead adopting an approach that acknowledges individual narratives, social context and recognises multiple identities that may intersect (Graham, 2017; Fook, 2012). The intersection of Alice’s gender, her adverse experiences both as a child and as an adult, her diagnosis of schizophrenia and the fact that she has experienced poverty for the entirety of her life has led to oppression and discrimination at multiple levels. A reliance on members of staff who are experienced as oppressive reinforces feelings of hopelessness, stigma, discrimination and disempowerment (Williams, et al., 2015). Alice has been exploited by fellow residents who target her on the days when she receives benefits, this form of oppression takes place at a personal level and is often experienced by adults with serious mental illnesses in the “…forced intimacy of supportive housing.” (Forenza & Bermea, 2017). Oppression and discrimination also takes place at a wider level. People diagnosed with schizophrenia are often stigmatized by a discourse of ‘otherness’ which portrays people with mental health challenges as a ‘problem’ who must be ‘controlled’ by bio-medical, biogenetic models (Beresford & Wilson, 2002). Despite the dogged insistence of the dominant ‘medical model’ discourse, contemporary evidence points to a causal link between social factors and a diagnosis of schizophrenia (Read, 2010). Typical triggers include poverty, adverse childhood experiences, rape and physical or psychological violence (Read, 2010; Burns, et al., 2014). It is essential that social workers acknowledge this increasingly influential discourse which suggests that schizophrenia and other forms of mental illness are bio-psycho-social manifestations of social conditions and health inequalities, not an inherent physiological condition (Bywaters, 2015; Karban, 2017; Friedli, 2009; Marmot, 2010; Read 2010). Revisiting the assumptions that I outlined above has helped me to explore how I experienced the initial incident. Firstly, I now believe that I saw and understood the situation in simplistic, binary terms. Identifying assumptions and binary thinking, regardless of how uncomfortable this may be for the practitioner, is crucial and demonstrates reflexivity (Fook, 2012, p.107). By ‘deconstructing’ and ‘resisting’ this binary thinking the practitioner can then go on to address how change might be achieved and what values and assumptions have been challenged (Fook & Gardner, 2007). Arriving at an understanding of the multiple levels of oppression and discrimination that have shaped and distorted Alice’s life has not only heightened my awareness in this particular case but it has also changed the way I will approach practice situations in the future. The importance of recognising multiple perspectives and social contexts in a non-linear, fluid and multifaceted way leads to more ‘bottom up’ practice that in turn empowers marginalised people by recognising and legitimising their experiences and voice (Fook, 2012; Graham, 2017; Parton & O’Byrne, 2000). Alice’s deteriorating mental health led me to conclude that her social worker needed to be informed of the situation. The worker expressed a great deal of frustration at the lack of inter-agency communication, written or otherwise, and a failure to disclose key pieces of information. This can often be attributed to a defensiveness on the part of housing organisations “…due to fear of damaging reputation…or fear of over-reaction” (Parry, 2013, p.19). As a plethora of Serious Case Reviews illustrate, clarity of inter-professional and interagency communication is vital for safe practice (Moss, 2017; Hall & Slembrouck, 2009; Flynn, 2010). In the case of Alice there are three primary agencies involved. In addition to this, Alice also has contact with a psychiatrist and regular medical reviews with her GP. The number of professions and agencies involved with this single client illustrates the multiple points of contact and potential challenges that operating in this contemporary inter-agency environment presents. Understanding the communication process requires an acknowledgement of the complexity and meaning of language itself. That is to say, ‘communication’ is not neutral and does not necessarily have a universal meaning to each element of the agency or profession (Hall & Slembrouck, 2009). ‘Communication’ can be seen as a process whereby “…information passes from one person to another and is understood by them.” (White & Featherstone, 2005, p. 214). This rather simple statement camouflages the multi-layered nature of the exchange which involves an array of subjective attitudes and feelings which are projected onto the communicated information both from the perspective of ‘sender’ and ‘receiver’ (Sarangi & Slembrouck, 1996). The diversity of roles within Alice’s network highlights the danger that various professions and agencies may assign different levels of priority or even conceptualisations to the arising issues (Hudson, 2015). This means that each communication is potentially ‘categorised’ differently and therefore there is a danger that co-agencies conceive of a given situation in completely different ways (Hall & Slembrouck, 2009). I continued to learn more about Alice’s life over the following weeks.  I observed the patience and empathy that Alice’s social worker demonstrated during the interview process. Often Alice would experience what appeared to be moments of psychosis during which she seemed to be transported back in time to a particularly traumatic event which resulted in repetitive phrases and sentences being used to describe what had happened. Although these moments appeared to be traumatic for Alice she said on many occasions that she wanted to speak about her past. I noted the way that Alice’s social worker handled difficult or emotionally salient passages during interviews (Goss, 2011), particularly the use of silence and the importance of being patient rather than asking superfluous questions to fill uncomfortable pauses (Trevithick, 2012). The importance of ‘iatrogenic health’, the process whereby possibilities and opportunities are acknowledged and explored, is part of a constructive narrative approach founded on a postmodern perspective (Parton & O’Byrne, 2000). The whole thrust of the conversations, whilst acknowledging the trauma of the past and the difficulties of the present, were very much focused on the aim of Alice moving-on in both a literal and metaphorical sense. The social worker talked through the steps that needed to be taken by Alice and the support that she would need in order to achieve this goal, a process referred to as the amplification of personal agency (Parton & O’Byrne, 2000, p.60). This relationship-based work (Woodcock Ross, 2011) with Alice highlights the importance of partnership working and emphasises the need to avoid ‘top-down’ structural models (Hudson, 2015, p.102). Whilst the idea of ‘partnership’ suggests equality and collaboration, practitioners should still manage power relations with service users carefully, especially where a lack of confidence inhibits the service user from taking on the responsibility of partnership (Dalrymple & Burke, 2006). This aspect of partnership practice was and is very pertinent in the relationship between Alice and her social worker. The asymmetry between the social worker and service user emphasises the need for the practitioner to be cognizant of the inherent power imbalance in the relationship (Leung, 2011). Even where social work is undertaken with the best of intentions, for example in anti-oppressive practice, there is a danger that the voice and knowledge of the service user is lost by the intervention of the ‘expert’ practitioner (Wilson & Beresford, 2000). The difficulties Alice experienced at the hostel which culminated in such a troubled state of mind calls into question the place of adult safeguarding both within the organisation and in the wider context. The implementation of The Care Act 2014 introduced new responsibilities and statutory duties on local authorities and partner agencies with an emphasis on moving away from process-driven practice (Cass, 2015). The new legislation was adopted into Company policy, statutory guidance makes it clear that there is an onus on employers to ensure that staff working in a housing environment are adequately trained in recognising signs of abuse or neglect, which includes self-neglect under the terms of The Care Act 2014 (Department of Health, 2014). At the time of my critical incident Alice was failing to attend to personal hygiene on a regular basis, frequently appeared to be experiencing low mood and would often break down in tears even when engaging in mundane, everyday conversation. Supported housing is often regarded as a positive environment that promotes recovery-oriented practice (Harvey, et al., 2012), but it can also be experienced as an oppressive and hostile setting where staff are at best indifferent to the needs of service users or can actively act as the oppressor (Bengtsson-Tops, et al., 2014). This is especially concerning when one considers that housing staff may be the only service that residents have contact with (Cass, 2015). Risk assessments are an integral aspect of work with vulnerable people (Parry, 2013). Yet risks remain, in essence, unpredictable phenomena that defy reliably accurate outcomes (Munro & Rumgay, 2000). From a postmodern perspective, practitioners should not seek to totally eliminate risk by a ‘scientized’, calculated approach because this is doomed to failure (Parton, 1998, p. 23). Instead, there should be an acceptance that uncertainty and complexity are inherent in human interaction and therefore consideration should be given not only to ‘negative’ risk but also to the benefits of ‘positive’ risk (Macdonald & Macdonald, 2010). Risk management can be seen as a continuum (Nolan & Quinn, 2012), so whilst service user vulnerabilities must be taken into account when assessing risks there is also a balance to be struck. Planned risk-taking can and should promote a good quality of life, develop new skills and expand life experiences (Barry, 2007). Alice wishes to live independently and this is the preferred option for the social worker. However, a judgment will ultimately need to be made as to whether the rights and needs of a vulnerable service user are best served by advocating for Alice’s wishes or actively encouraging another course of action that is ‘safer’ for Alice (Kemshall, et al., 2013). This case study has demonstrated the complexity and breadth of contemporary social work. Whilst there is not universal agreement (Ixer, 2016), the central importance of critical reflection to the profession of social work is widely accepted (Thompson, 2010, p. 183). The opportunity to work with Alice has provided much to reflect on and learn from. My work with Alice has taught me many things, most notably the impact of personal and structural processes of oppression and discrimination. However, I believe the key lesson that I take from my professional relationship with Alice is to try and show the same level of astonishing resilience and generosity of spirit that Alice has demonstrated throughout her life to the present day. Works Cited Barry, M., 2007. Effective Approaches to Risk Assessment in Social Work: An International Literature Review. [Online]  Available at: www.scotland.gov.uk/Resource/doc/194419/0052192.pdf BASW, 2014. The Code of Ethics for Social Work, Birmingham: BASW. Bengtsson-Tops, A., Ericsson, U. & Ehliasson, K., 2014. Living in supportive housing for people with serious mental illness: A paradoxical everyday life. International Journal of Mental Health Nursing, 1(23), pp. 409-418. Beresford, P. & Wilson, A., 2002. Genes Spell Danger: Mental health service users/ survivors, bioethics and control. Disability & Society, 17(5), pp. 541-553 Bywaters, P., 2015. Inequalities in Child Welfare: Towards a New Policy, Research and Action Agenda. British Journal of Social Work, 45(1), pp. 6-23. Cass, E., 2015. The role of housing in adult safeguarding. Housing, Care And Support, 18(2), pp. 51-55. Dalrymple, J. & Burke, B., 2006. Anti-Oppressive Practice Social Care and the Law. 2nd ed. New York: McGraw-Hill Education. Department of Education, 2018. Knowledge and skills for child and family practitioners, London: HMSO. Department of Health, 2014. Care and Support Statutory Guidance. London: HMSO. Department of Health, 2015. Knowledge and Skills Statement for Social Workers in Adult Services. [Online]  Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_ data/file/411957/KSS.pdf Fook, J., 2012. Social Work: A Critical Approach to Practice. 1st ed. London: SAGE. Fook, J. & Gardner, F., 2007. Practising Critical Reflection: A Resource Handbook. 1st ed. Maidenhead: Open University Press. Forenza, B. & Bermea, A. M., 2017. An Exploratory Analysis of Unhealthy and Abusive Relationships for Adults with Serious Mental Illnesses Living in Supportive Housing. Community Mental Health , Volume 53, pp. 679-687. Friedli, L., 2009. Mental Health, Resilience and Inequalities, Copenhagen: World Health Organisation. Goss, J., 2011. Poetics in Schizophrenic Language: Speech, Gesture and Biosemiotics. Biosemiotics, 4(3), pp. 291-307. Graham, M. J., 2017. Reflective Thinking in Social Work: Learning from Student Narratives. 1st ed. Abingdon: Routledge. Hall, C. & Slembrouck, S., 2009. Professional Categorization, Risk Management and InterAgency Communication in Public Inquiries into Disastrous Outcomes. British Journal of Social Work, 39(1), pp. 280-298. Harvey, C., Killackey, E., Groves, A. & Herrman, H., 2012. A place to live: Housing needs for people with psychotic disorders identified in the second Australian national survey of psychosis. Australian & New Zealand Journal of Psychiatry, 46(9), pp. 840-850. HCPC, 2017. Social workers in England, London: HCPC. Healy, K., 2012. Social Work Methods and Skills: The Essential Foundations of Practice. 1st ed. Basingstoke: Palgrave MacMillan. Hudson, A., 2015. Social Work: a “forgotten” piece of the integration jigsaw?. Journal of Integrated Care, 23(2), pp. 96-103. Ingram, R., 2013. Locating Emotional Intelligence at the Heart of Social Work Practice. British Journal of Social Work, Volume 43, pp. 987-1004. Ixer, G., 2016. The concept of reflection: is it skill based or values?. Social Work Education, 35(7), pp. 809-824. Karban, K., 2017. Developing a Health Inequalities Approach for Mental Health Social Work. British Journal of Social Work, Volume 47, pp. 885-902. Kemshall, H., Wilkinson, B. & Baker, K., 2013. Working with Risk. 1st ed. Cambridge: Polity Press. Laird, S., 2011. Anti-Racist and Anti-Oppressive Practice. 1st ed. Maidenhead: SAGE. Lam, C. M., Wong, H. & Leung, T. T. F., 2007. An Unfinished Reflexive Journey: Social Work Students’ Reflection on their Placement Experiences. British Journal of Social Work, 1(37), pp. 91-105. Leung, T., 2011. Client Participation in Managing Social Work Service-An Unfinished Quest. Social Work, 56(1), pp. 43-52. Lishman, J., 2009. Communication in Social Work. Basingstoke: Palgrave MacMillan. Macdonald, G. & Macdonald, K., 2010. Safeguarding: A Case for Intelligent Risk Management. British Journal of Social Work, 40(1), pp. 1174-1191. Marmot, M., 2010. Fair Society, Healthy Lives: Strategic Review of Health Inequalities in England post 2010. [Online]  Available at: www.parliament.uk/documents/fair-society-healthy-lives-full-report Moss, B., 2017. Communication Skills in Health and Social Care. 4th ed. London: SAGE. Munro, E., 2011. The Munro Review of Child Protection, Final Report, A child-centerd system, London: The Stationary Office. Munro, E. & Rumgay, J., 2000. Role of risk assessment in reducing homicides by people with mental illness. British Journal of Psychiatry, 176(2), pp. 116-120. Nerdrum, P., 1997. Maintenance of the Effect of Training in Communication Skills: A Controlled Follow-Up Study of Level of Communicated Empathy. British Journal of Social Work, 27(1), pp. 705-722. Nolan, D. & Quinn, N., 2012. The Context of Risk Management in Mental Health Social Work. Practice: Social Work in Action, 24(3), pp. 175-188. Norrie, C. et al., 2017. The Advantages and Disadvantages of Different Models of Organising Adult Safeguarding. British Journal of Social Work, 47(1), pp. 1205-1223. Parrish, M., 2014. Social Work Perspectives on Human Behaviour. 2nd ed. Maidenhead: Open University Press. Parrish, M., 2014. Social Work Perspectives on Human Behaviour. 1st ed. Maidenhead: Open University Press. Parry, I., 2013. Adult safeguarding and the role of housing. The Journal of Adult Protection, 15(1), pp. 15-25. Parton, N., 1998. Risk, Advanced Liberalism and Child Welfare: The Need to Rediscover Uncertainty and Ambiguity. British Journal of Social Work, 28(1), pp. 5-27. Parton, N. & O’Byrne, P., 2000. Constructive Social Work. 1st ed. Basingstoke: MacMillan Press Ltd. Payne, M., 2014. Modern Social Work Theory. 4th ed. Basingstoke: Palgrave MacMillan. Piat, M., Sabetti, J. & Padgett, D., 2017. Supported housing for adults with psychiatric disabilities: How tenants confront the problem of loneliness. Health Soc Care Community, Volume 26, pp. 191-198. Read, J., 2010. Can Poverty Drive You Mad? ‘Schizophrenia’, Socio-Economic Status and the Case for Primary Prevention. New Zealand Journal of Psychology, 39(2), pp. 7-19. Rutter, L. & Brown, K., 2012. Critical Thinking and Professional Judgment for Social Work. 3rd ed. London: SAGE. Sarangi, S. & Slembrouck, S., 1996. Language, Bureaucracy & Social Control. 1st ed. Harlow: Addison Wesley Longman Limited. Savaya, R. & Gardner, F., 2012. Critical Reflection to Identify Gaps between Espoused Theory and Theory-in-Use. Social Work, 57(2), pp. 145-154. Savaya, R., Gardner, F. & Stange, D., 2011. Stressful Encounters with Social Work Clients: A Descriptive Account Based on Critical Incidents. Social Work: National Association of Social Workers, 56(1), pp. 63-72. Schon, D., 1983. The Reflective Practitioner: How Professionals Think in Action. New York:Basic Books Schön, D., 1987. Educating The Reflective Practitioner. 1st ed. San Francisco: Jossey-Bass. Schwartz, S., 1982. Is there a schizophrenic language?. The Behavioural and Brain Sciences, 5(1), pp. 579-626. Skills for Care, 2015. The Social Work ASYE: Guidance for NQSWs completeing the ASYE in adults and child settings. [Online]  Available at: www.skillsforcare.org.uk Tangenburg, K. M. & Kemp, S., 2002. Embodied Practice: Claiming the Body’s Experience, Agency, and Knowledge for Social Work. Social Work, 47(1), pp. 9-18. Tannebaum, R. P., Hall, A. H. & Deaton, C. M., 2013. The Development of Reflective Practice in American Education. Ameican Educational History Journal, 40(2), pp. 241-259. Teater, B., 2014. Contemporary Social Work Practice. 1st ed. Maidenhead: Open University Press. Thompson, N., 2010. Theorizing Social Work Practice. 1st ed. Basingstoke: Palgrave MacMillan. Trevithick, P., 2012. Social Work Skills and Knowledge ; A Practice Handbook. 3rd ed. Maidenhead: Open University. White, S. & Featherstone, B., 2005. Communicating misunderstandings: Multi agency work as social practice. Child and Family Social Work, 10(2), pp. 207-216. Williams, C. C., Almeida, M. & Knyahnytska, Y., 2015. Towards a Biopsychosociopolitical Frame for Recovery in the Context of Mental Illness. British Journal of Social Work, 45(1), pp. i9-i26. Wilson, A. & Beresford, P., 2000. ‘Anti-Oppressive Practice”: Emancipation or Appropriation. British Journal of Social Work, 30(1), pp. 553-573. Woodcock Ross, J., 2011. Specialist Communication Skills for Social Workers: Focusing on Service Users’ Needs. 1st ed. Basingstoke: Palgrave MacMillan.

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• My placement experience: highlights and reflections

13 October 2021 by Kimberley

I have now completed my 12-month placement experience as part of the uplands research team at the Game and Wildlife Conservation Trust. In that time, I have worked with some amazing people, had lots of practical fieldwork experience and spent a year living in what must be one of the most beautiful areas of the country (around Barnard Castle, Northumberland). As I start my final year at university, I am only beginning to appreciate how much I have gained from the past year.

Hands on placement experience

Undoubtedly one of the most valuable aspects of the placement has been the practical experience. I have done everything from fieldwork to GIS mapping, these are skills I will take with me into final year and beyond. The responsibility I have for my own project taught me so much about time management and the research process. I began by writing a project proposal and finishing with a presentation of my results to staff at the GWCT. Doing this, I realised how much I enjoy science and has made me keen to explore a career in research.

Work through the seasons

As a field-based position, my work was very seasonal. I had not realised how much of a difference it would make to my enjoyment of the placement. At the start of my placement until November, I was in the lab or the office. Most of this time was spent on a single GIS mapping task that was quite repetitive. I struggled with this to begin with, especially with having confidence in my work and decision making. However, by persevering and eventually getting all the data, I was able to discover different and better ways to approach such tasks.

Spring and summer brought their own challenges, with lots of fieldwork occurring at the same time. The work means coordination is key, to ensure everyone can access the vehicles they needed. With every month came new challenges and opportunities to learn and making the most of these. This is what really enhances the placement experience.

Part of the team

Working in the research team was a fantastic experience. I enjoyed discussing my ideas with research staff and it really boosted my confidence. Especially when I was asked for my opinion or a suggestion of mine was used in their work. I am really proud of how I have become more comfortable with asking questions or suggesting things. Team meetings became something to look forward. An opportunity to discuss ideas and learn about the other work, rather than a stressful situation. Working with people with a range of knowledge and experiences was also really interesting. They gave me a lot of information and advice. This is helpful for gaining a deeper understanding of the work and thinking about potential career paths.

There were issues surrounding staff reductions due to COVID-19 and organisational politics impacted some aspects of the work. As a student I was unaffected and able to gain an insight into some of the nuances of working for an organisation like the GWCT.

Final reflections on my placement experience

Three years ago, I set myself the goal of doing a year in industry at the beginning of university. I am proud to say I have completed my placement. I have achieved what I set out to – increasing my confidence and gaining experience within a conservation organisation. However, the whole experience has been so much more than I expected. I have designed and carried out my own project and have contributed to ongoing, long-term research. I have also been able to spend time exploring and volunteering in an amazing part of the country. Doing a year in industry has been the highlight of my time at university so far, and I would wholeheartedly recommend it to anyone.

Read more blogs about why our students chose York .

About Kimberley

I am a third year biology student and am currently on placement with The Game and Wildlife Conservation Trust. Within biology, I am most interested in conservation, ecology and evolution whilst outside of biology I spend my time playing hockey and volunteering for various organisations and events.

Reader Interactions

3 November 2021 at 9.23 am

Your experience has provided me with a lot insight into the highs and lows experienced during placement. Thank you for sharing your story Kimberly.

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A reflection of my overall experience of the work placement

Reflective Essay

        In this essay I will give an overview of my experience of the work placement mentioning how I managed to obtain the specific learning outcomes of the module.        For me, this placement was mainly about getting vital legal work experience, which I could list on my curriculum vitae (CV) and which would thus help me to gain access into the legal profession.  Having read several articles, I realised that recruiters at City firms have recently complained that the ‘quality of applicants has not been as good this year as previously…they had weak career motivation.’   Tromans also stated that because so many students had done extremely well in qualifications, firms are looking for new criteria to pick trainees.  I have learnt that along with an impressive academic record, firms are seeking students who can demonstrate that they have chosen this career path for a reason.  At this point I realised that legal work experience is a significant factor that is taken into account when deciding applicants and will prove the necessary determination and motivation required.  Therefore, this placement has boosted my CV in the form of adding to my list of various legal work experiences, which will boost my employability and hopefully enhance my chances of securing a training contract in the near future.

        In addition to boosting my CV, I also believe that this placement has helped me to decide whether I would be good enough and whether I would enjoy the role of a solicitor in that type of a legal environment.  During the placement I always took time out to observe fellow colleagues in their roles and gained a good idea of what their daily tasks consisted of.  I noticed that on many occasions they became stressed out with clients or with solicitors from other firms they had been dealing with.  They also had to work punishing and tiring hours often with little breaks.  This aspect of life as a solicitor is obviously a drawback but if I am to become a successful solicitor I will have to learn to cope with the pressure and stress as it will be an integral part of my work.

This is a preview of the whole essay

        Recording my daily experiences in the form of a diary proved very useful to me.  A weakness of mine is that I have a bad long term memory so at the end of each working day, using my organisational skills, I wrote down my personal experience at work in order to combat this weakness, which also enabled me to write my portfolio fluently without the fear of forgetting to include important events whilst they were fresh in my mind.  I also learnt that effective diary keeping will help me manage my time as I will be ‘responsible for organising most of my study time which can be challenging when there are other commitments at work, family, and friends to fit in.’

        On several occasions I had to apply skills developed during my study of LSP2 in order to tackle an obstacle and in order to complete a task.  One occasion in particular that comes to mind is when I sought to broaden my legal research skills in obtaining information regarding access on a bridle path.  On this occasion my negotiation, communication and IT skills were called upon in order to solve the problem and obtain further advice from a reluctant and stubborn operator.

        I was able to demonstrate good research skills through using many different sources to acquire information.  In order to complete my various tasks I visited the Law Society Library  as well as seeking information from textbooks and Internet websites.  These research skills will prove useful when I am a trainee solicitor and I am required to search for information.  From these experiences, I have realised that I have a “preference for the ‘Reflector Style’ of learning”  in that I am able to carry out some painstaking research, as I did in the Law Society Library; am able to stand back from events and listen/observe, such as when I attended the meeting at Slaughter and May.  I believe it is this style that I am most suited and learn best from such activities, which I have demonstrated during my work experience.

        I was also required to demonstrate my oral communication skills when I was asked to give my views on the war on Iraq in front of a group, which is a skill I am not particularly confident at, as identified in my swot analysis.  Although, at first I was intimidated and uncomfortable about discussing this issue, I believe that I benefited out of it through improving my self-confidence.  From this experience I have learnt to be more confident and less shy in situations like these as it is a vital skill to possess for future success.

        It is important to mention that I was able to practice the art of networking during my placement.  From being sociable, polite and hardworking I was able to build useful contacts and gain a summer placement.  My employer, who expressed his sincere gratitude for all my hard work, offered me a summer placement, which I kindly accepted.

        Working at this firm was very demanding and as a result I was required to put my time management skills to good use in order to allocate sufficient time for my other university commitments.  My weekly tasks took up a lot of my time and therefore I had to plan my time effectively in order to balance my university schedule so that my other subjects did not suffer as a result.

        Through frequently reading case judgments, textbooks and articles, I noticed that my vocabulary slightly improved as a result, which I had aimed to achieve as identified in my key skills self assessment.  Through my continual reading around this subject I also improved my understanding of various legal concepts in civil litigation, such as personal injury and copyright law and will ultimately benefit from this knowledge gained if I decide to specialise in this area of law.  Therefore, I was able to enhance the quality of my academic knowledge, learning, and the application of that learning to the workplace.

        Having provided a detailed analysis of my personal experience at the firm and researched various areas of experiential learning, I have become aware that ‘learning is supposed to occur by reflecting on experience.’   Moon states that ‘experiential learning refers to the organizing and construction of learning from observations that have been made in some practical situation, with the implication that the learning can then lead to improved action.’   With regard to my experience at the firm, I believe that I have developed and gained vital skills required in the future.  I feel I have learnt from my mistakes, for example I felt the need to improve my time management skills when I failed to complete the research task given to me in the Law Society Library first time round, which I was able to correct next time.  This clearly demonstrates the need to learn from past experiences.

        Throughout my research and further reading on the topic of reflection in experiential learning, I came across a theory stating that ‘learning leads to the action that is, in effect, experimentation, which leads to more experience of reflection.’   This is expressed in Kolb’s cycle of experiential learning in which a learner changes from actor to observer ensuring that the learner does progress in their learning.  In light of this theory, I believe that this is a correct approach to adopt in that students/learners must learn from their past experiences and aim to develop their skills for future situations. This is an approach I believe I adopted throughout my work experience.

        Donald Schön makes reference to two main processes of reflection in professional practice – reflection-in-action and reflection-on-action.  His views suggest that ‘reflection-in-action occurs in situations where the action yields unexpected consequences whereas reflection-on-action is the form of reflection that occurs after action.’   I believe that my learning experience involved both these processes, in that I was able to look back in a critical way at what had occurred and ‘use the results to tackle new situations,’  as I did when I successfully completed the Law Society Library research second time round.

        In the end I believe that I benefited tremendously from this work placement and I have my employer to thank for providing me with this opportunity.  During my time with the firm, I developed a greater understanding in relation to civil litigation and put into practice key legal and work related skills, such as negotiating and interpersonal skills, respectively.  I have also concluded that ‘self awareness is an essential part of interaction skills in that one has to be aware of one’s own prejudices, fears, wishes and starting points to see how they affect the interaction.’   I also enhanced my employability by developing both my “key” skills such as ‘communication, numeracy, the use of information technology and learning how to learn,’  and my “soft skills” such as self-motivation, initiative, creative problem analysis and willingness to learn.  I will now be able to list these experiences on my CV and future job applications.

 Tromans, R, “Tools of the trade,” Legal Week, Spring 2004, p. 5

 Cottrell, S, ‘The Study Skills Handbook,’ Palgrave Study Guides, 2 nd  Edition, p. 74

 113 Chancery Lane, London WC2A 1PL

 Honey, P and Mumford, A, ‘Using your Learning Styles’, 2 nd  Edition, 1986, p. 12

 Moon, J.A, ‘Reflection in Learning and Professional Development: Theory and Practice,’ Kogan Page, 1999, p. 21

 ibid n. 5

 ibid n.5 p. 45

 ibid n. 5 p. 59

 Pohjonen, S and Lindblom – Ylänne, S, “Challenges for teaching interaction skills for law students,” The Law Teacher, vol. 36, 2002, p. 295

 Bell, J, “Key Skills in the Law Curriculum and Self Assessment,” The Law Teacher, vol. 34, 2000,

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• Level University Degree
• Subject Education and Teaching

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Academic Writing: The Reflective Essay

3-minute read

• 5th June 2018

If you are at university, you may be asked to write a reflective essay at some point. This is particularly common on courses with a work-based learning focus. But what exactly is a reflective essay ?

What Is a Reflective Essay?

A reflective essay is a paper in which you write about your own experiences, a bit like an academic diary entry! The idea is to help you think about something that happened in your life.

For example, a student nurse might be asked to write a reflective essay on a work placement. They would then use this to highlight what happened and what they learned from the experience.

The Reflective Cycle

To see what your essay should include, we can look to Professor Graham Gibbs’ reflective cycle . This is designed to help people learn from experience and involves the following steps:

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• Description – A detailed description of what happened (i.e. the thing that prompted the reflection), including where and when it happened, who you were with, and what you did.
• Feelings – How you felt before, during and after the experience.
• Evaluation and Analysis – A look at the positives and negatives of the experience (e.g. what went right and what went wrong), along with how you understand it. This may involve discussing your experience in relation to ideas or practices you have learned in class.
• Conclusions – Any final thoughts on the experience, including what you have learned.
• Action – A plan for what you will do next, what you need to study, or what you would do differently in the same situation if it were to arise again.

The key is to make sure all of the above ‘steps’ are included somewhere in your reflective essay.

Structuring a Reflective Essay

While there are no hard rules about how to structure a reflective essay, it helps to keep things simple. The basic structure should therefore be something like this:

• Introduction – A short passage setting out what you are writing about.
• Main Body – This is where you write about your experiences, including describing what happened and how it made you feel . You will also need to evaluate and analyse what you describe, either as you describe it or in a separate paragraph after the description.
• Conclusion – A passage about what you have learned from the experience, including what you will do next and/or what you would do differently next time.

If you cite any sources in your essay, you will also need a reference list at the end. Cover all of these things in your work and you should have a good reflective essay on your hands! But if you need anyone to offer feedback on the clarity and structure of your work, feel free to get in touch .

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Student Day in the Life – Paediatric Burns assessment unit and day-case trauma/plastics/burns surgery

Amy – 3 rd Year – Nursing (Child)

6.45: Arrive at hospital and park up, walk into the ward, get changed into uniform.

7.00: Meet for handover, check in with my supervisor, and plan for the day.

7.30: Elective day case patients arrive, I have a 14-year-old dental patient to admit. I take their height and weight as well as complete a set of baseline observations. With the patient and their parent, I complete the relevant paperwork, get them situated on the ward, and answer any questions they have. Once I have finished an anesthetist and surgeon arrive to complete their paperwork and I observe these interactions. I check in with the play lead about any support they can provide.

9.00: Trauma and burns patients arrive following a negative COVID-19 swab and I help to admit another patient.

11.00: I help take patients to theatres, providing a distraction to the child as they are cannulated as well as support to parents afterward and heading back to the ward. Once patients have been taken to recovery, I help take parents to them and then assist with bringing patients back to the ward when needed. Once patients have returned to the ward, I complete a set of observations, offer suitable food, and drink and complete any relevant paperwork. Once a patient has been discharged, I help to clear their bed space and prepare it for the next patient.

15.00: I am spending the afternoon in the pediatric assessment unit as there are a lot of appointments and no afternoon patients on the ward. I check in with the nurses working here and assist with the clinical holding of a burns patient who has returned for re-dressing.

16.00: Assist with a burn assessment in the pediatric assessment unit. A 3 rd old child has a hot tea burn to their shoulder and arm from pulling down a cup of tea in the kitchen. I help to remove the dressing applied at A&E, clean the wound, and apply suitable dressing. Give burns care advice and book in for a follow-up. Once patient and parent have left, help clean down the room, re-stock supplies and write up notes.

18.30: I check in with the ward staff and hand over anything that needs to be included for the night staff. I also check in with my supervisor to ensure that everything has been double signed off in my paperwork and discuss how my day has been.

Student Reflections – Adult Nursing – Cardiology Placement

Charlotte – 3 rd Year – Nursing (Adult)

I am based on a medical cardiology ward, treating patients with a variety of cardiac conditions from heart failure exacerbation to ACS. A day starts at 07:30 with a comprehensive handover from the night team, highlighting any patients that have high NEWS, are awaiting procedures, or are going home. Then, the day can take any number of turns from there!

The team is incredible, supporting me through learning an absolute multitude of abbreviations and medical jargon – Tavis, and STEMIs, and AS, and BAVs – and carefully explaining procedures and conditions to me. The first couple of weeks involved shadowing my practice supervisor, getting used to the medications and what they were used for, and trying to figure out what the squiggles on the cardiac monitor meant. My practice supervisor had just done a master’s module in ECG interpretation, and at the beginning of every shift we reviewed one of our patient’s ECGs to understand if there had been any changes, and so I could begin to get an insight into how you decipher them! Then, when I felt comfortable, I was given my ‘own’ patients to look after – starting with one, and working up to a whole bay, with my practice supervisor acting as HCA, and generally making sure I was doing the right things. It gave me incredible confidence in my own abilities, and I often left for the day knowing that I had made a difference to patient care, and also massively advanced my learning.

Some days involved discharges and admissions, while some days involved supporting patients arriving back from procedures called Angiograms. Agios can be diagnostic, or what’s known as a +/- – where stents can be placed in occluded coronary arteries – and involves a catheter being threaded through the radial artery to the heart, with a contrast dye injected to look for blockages. One of the spokes for this placement area is the Cath labs, where these procedures are carried out, and you’re able to see the procedure, have it fully explained to you, and follow the patient journey. You then follow your patient back to the ward for recovery care.

We also had days of unpredictability, with patients deteriorating, high NEWS scores, and MET calls. It is an acute area, with patients that can be unstable, or need transferring to higher dependency areas, or even having unrelated conditions develop. One shift, one of our patients developed sepsis and deteriorated very quickly. As this patient was elderly, they didn’t display the classic high temperature, and if the respiration rate had not been counted correctly, and escalated, it could have been easily missed, or mistaken for something else. For me, this highlighted how well nursing teams know their patients, and know something is wrong. We realised they were not themselves, and escalated to the appropriate teams, creating a chain reaction that got our patients the treatment they needed very quickly.

It is impossible to put into words how much I learned on this placement, and how much is transferrable to other clinical areas. I have become more confident in escalating my concerns, in applying pathophysiology, in meds management, and in myself as a nearly third-year student nurse. My advice to you, if you get any cardiac placement, or with any placement at all, is to get involved as much as you can, soak it in, and make it known that you want to learn everything and anything – don’t be afraid to ask things, you deserve to be there. Oh, and maybe take a notebook.

Student Reflections – Mental Health Nursing – CAMHS Placement

Steph – 3 rd Year – Nursing (Mental Health)

I’m writing this as a year 3 mental health nursing student two months from qualifying, reflecting on first placement of my second year.

Before I came to CAMHS I had many preconceptions, mainly from news articles and social media posts on their lacking compassion and care. I was nervous to start because I had (and still have) so much passion for child mental health services (CAMHS) and I didn’t want to become one of these “uncaring CAMHS professionals” (which there are none of, and I explain this later on in the blog).

Everything I had learned so far in the 2 years of my mental health nursing degree revolved around adult nursing. From blood pressure and other vital normal ranges to symptoms of mental health conditions, were only relevant when concerning adults. After a lengthy induction and getting to know the team, I assisted with the ADHD clinic. I was asked to use the automatic blood pressure machine in the clinic room and seeing the measurement of 95/55 felt alarming, but I was reassured that this was healthy for a child of this age. From the first clinic, I realised how lacking I was in knowledge of this age group and how it isn’t always discussed on the course.

As a student the biggest part of our role (especially in the first and start of second year) is to observe, and in this placement, I manage to observe so many positive aspects from this team, I was privileged to watch children recover from some mental conditions, witnessing families become more functional and even became a part of others recovery.

Reflecting back, the reason I’m deciding to pursue a career with children is the constant technique changes to keep a child engaging. It’s looking after families holistically rather than one person as a patient. I found that there was a lot of anger in the media and from the public towards CAMHS as a service due to the increase of children’s poor mental health and lack of resources. Working from the inside I watched specialised nurses burn out from putting their all into their work, I witnessed their dedication and passion to helping every child overcome their mental health issues, but there was no reward in the media for this, no excitement for every child they managed to keep safe, no acknowledgment for the times they stayed past 5 to talk with a family, or even a round of applause for the workload that toppled over into their personal time and family lives.

I did wonder for a while why nurses went into the service when most of the feedback in the public eye was and still mostly is negative until I met a young girl, she had suffered massively with her mental health without going into details, after months of visits and treatment alongside family therapy this girl who never smiled, began to do just that. She would laugh in sessions and talk about future plans; she became full of life again. That feeling you get when you’ve put time into a person and you see the glimpse of hope and recovery, nothing compares to it. That’s why these nurses continue on through the negativity because seeing a child and their family go from helpless to enjoying life is worth everything else that comes along with the job title.

This is not to say the frustration and anger from the public are not just, but I believe the energy is being poured into the wrong place, these nurses, psychologists, psychiatrists, and carers all care deeply for children’s mental health, but when there is lacking of resources, lacking teams and lacking capacity it all stems down to the funding, and that is where the energy should be placed, to gain more funding to make the services fitter for practice without every nurse burning out.

I’ve now in my final placement, worked with every age group, from children to the elderly, and although in every placement I put my all and every team has been welcoming and just as caring as the last. Nurses in all domains are doing amazing jobs, and the passion that shines through I’m always in awe of, but I’ve never felt more at home and more thriving than when I was working in CAMHS.

Student Reflections – Adult Nursing – Surgery Placement

Rebecca – 2 nd Year – Nursing (Adult)

Walking into a hospital for the first time is one of the most overwhelming yet amazing experiences of being a nursing student. That feeling doesn’t change even on my second placement of the second year. As a student, you will have gained so much knowledge during your first 2 years that you know how to approach each new placement with confidence. It always takes some time to adjust but once you do, everything is familiar, and you feel as though you are a part of the team.

I am currently on a placement at a private surgery placement. The shifts are 12 hours and the day starts off with handover, which is one of the most important parts of the day. Handover provides all the relevant information for patients who have stayed overnight and information about the patients having surgeries that day. Throughout the day you are assigned with a nurse, and about 4 patients.

The day consists of medication management specifically towards post-operative care: pain, nausea management, washing, and any relevant personal care, taking observations, and other monitoring. For example, if a patient has an epidural, they have regular checks, as well as wound care/dressing changes and documentation.

Each day is different and you are faced with a wide variety of patients, personalities, and problems. Having the same patients gives a lot of time to get to know them, something they don’t tell you is by the end of the second year you will have mastered small talk.

As a student on a surgical placement, you have the opportunity to not only spend time with patients and the nurse, but to watch surgeries, small procedures, and scans. This has been fascinating and a completely new experience, seeing someone having a knee replacement is something you will never forget.

The most rewarding part is going home knowing you made a difference to a patient’s day, even if it’s only small, those days are the best.

Finally, your placements will be part of the nursing course that will prepare you the most for working while also being the biggest step forward in building your confidence, expanding your knowledge, and giving you the experience you need for practice.

Student Reflections – Mental Health Nursing – CAMHS Placement

Elisa – 3 rd Year – Nursing (Mental Health)

My current management placement is at a CAMHS (Child and adolescent mental health) in-patient unit. The struggles and diagnoses our patients currently present with are psychosis, self-harm, anxiety, neurodivergence, eating disorders, and depression.

It’s hard to describe a day as it varies so much as we journey through the highs and lows with our patients. However, from a nursing point of view, the day starts with allocating the shift, dispensing medication, and discussing with the wider MDT patient needs. Working in CAMHS you are in close contact with social workers, education, parents, and carers. The range of patient struggles alongside normal teenage hormonal changes can be an intricate process to discern and decide what needs treatment and more importantly how the young person can be supported through normal teenage concerns.

I’ve learned so much here- around emotional boundaries and resilience, however compassionate care has remained in the front of my mind. When I reflected with a nurse around compassion fatigue, they reminded me that when you are with a patient who is struggling and it feels like they aren’t responding to your support, it can feel disheartening, however, every kind of act each person gives builds upon each other so that the young person can feel able to respond to the care. For example, if I’m with a young person who is self-harming and I try to de-escalate them out of it, but they don’t respond to me, yet when another staff comes along they are able to de-escalate, it can quickly feel overwhelming, and that I am not a good enough nurse. In such an instance I must remember that all compassion is remembered and received, it can just take people time to accept it and bring them out of the sadness they are in. This reflection has encouraged me in remembering that recovery and healing take time, and it takes a whole team; no individual staff can be the answer for everyone and that is ok!

Teamwork, time, hard work, and patience are what paves the road towards healing and hope.

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Work Placement

Blogs and details of my work placement opportuity, reflective essay.

The placement provider Plymouth Albion RFC is a semi-professional environment which sees players being paid by the organisation but also work outside of the environment. The team play their trade within National League 1 which is two leagues below the top flight of English rugby. The environment itself contains an onsite gym as well as a club gym which is used for Strength and Conditioning (S+C) sessions run by the S+C coach. It also contains a half pitch of astro-turf rubber crumb which is used for fitness sessions as well as sprint coaching for the players during the S+C sessions. Behind the rugby environment there is a sports complex which contains a running track (which can be used during pre-season testing) and availability to other sports such as hockey. The environment within the team and coaches was of a winning mentality and this was apparent with the constant numbers attending training even though the team is only semi-pro level. Physiotherapists were also always on site on training days and food was prepared for after every training session to aid the players with the correct nutrition needed. The facilities allowed for the correct training needed to be a successful club and with funding available the club is looking to refurbish areas that are becoming dated such as the clubs’ gym, so in relation to environment the club is continuing to grow and grow to attempt to progress up to the next league.

The role in the club as part of work placement was to aid and shadow the Strength and Conditioning Coach who is responsible for making sure the players are fit and of the right stature to compete in the league to the best of their ability. As a work placement it was important to constantly listen to instructions as gym accidents can happen as heavy weights are being manoeuvred, it was also important as technical aspects are a key aspect of strength and conditioning especially sprint technique. Therefore, the aims of the placement were to apply knowledge gained to give self-known coaching points to the players alongside the knowledge of the S+C coach. The second aim was to shadow and learn from the S+C coach to pick up techniques to become a better coach as well as being a successful strength and conditioning coach. Shadowing the coach although will give insight in how to be a better coach, hands on practical delivery can gain as much knowledge if not better. The aim was to have a go at different sessions for example, sprint technique as this will give more understanding of how the drill is completed and what is asked of the players in the team. Finally, experience of a game day as an S+C coach was the last aim as this is as important as the in-week sessions. The objectives for the sessions depended on the type of training occurring for example, on-field training objectives will be different to S+C specific sessions.

Coaching is a rewarding but challenging task if an individual suffers with specific abilities to deliver coaching points and giving the correct information. It is apparent that an athletes’ performance falls under the guidance of a coach as they are key to development and training for all individuals in a club or just as an individual competitor (Morris-Eyton and Coopoo, 2014). There can be coaches for specific needs of an athlete, whether this be a speed coach, strength coach, strength and conditioning coach, or position specific coach and the influence each coach gives can be catastrophic on an athlete and performance of the athlete. There are differences when coaching specific age groups and although youth coaching is widely discussed, coaching seniors can be viewed as a tough task because of past experiences and knowledge gained can hinder how they react to a coach and therefore any framework in coaching seniors is not apparent (Callary et al. 2018). When reflecting upon the placement taken place at Plymouth Albion RFC it is clear of the level of the team and the knowledge each player has in relation to what can be achieved in a strength and conditioning format. To reflect on the placement communication was a key aspect of the placement as communication to senior players is needed for a strength and conditioning coach to give clear instructions. Shadowing the S+C coach and viewing the way they talk to athletes gave greater confidence to talk to athletes at the club as the conversations were direct but were also with an informal tone which gave more comfort and with this became at the start a possible weakness into a strength. Confidence was the most important constraint in order to speak clearly and directly to the athletes however, playing rugby for a team also gave confidence as it is clear in rugby teams that most players have common interests and having the same interest as the players had a huge benefit on communication as there was a level of respect. It was also clear that the players wanted to hear the knowledge which was being given as they were appreciative of the one-to-one coaching on hand. The study by Lancer and Eatough (2018) studied the effect of one-to-one and group coaching and as the conditioning sessions were based in small groups the players benefited as well as on a personal level to talk more clearly to athletes. It was also suggested that coaching led to positive experiences and perceived acceleration of development, which in a National league level club is key to be highly successful. On a personal level it was helpful to shadow the S+C coach for the first few sessions before becoming more involved to gain a knowledge of how different players learnt the drills and this made communication even easier. Furthermore, a weakness in this area could be the terminology which until after the placement wasn’t used. Different players react to different vocabulary which the S+C coach used as they were advanced players, and it would be beneficial to learn different training styles before hand instead of going in blind and having to learn them from scratch. The coach gave the chance of being hands on during the placement and gave the chance to even complete some of the sessions to gain a greater insight into what was required of the players. This was helpful as it allowed to understand the program in place and why it is effective within the sport of rugby. By learning from other practitioners in this case the strength and conditioning coach being shadowed and by performing the tasks illustrated by the coach it allowed change and reflection of how to coach players in the right way as the expertise gave an insightful resolution into what was the correct technique or way of training for the sport (McCormick, 2018). By completing different drills such as the on-field fitness block and the S+C related sessions it was also an insight to see the level the players had reached and what it takes to coach players of that calibre to the next level. It showed the discipline which comparing to a grass roots club may not be apparent. Playing rugby personally and seeing the structure really showed that organisation needs to be improved in order to coach successfully. The main emphasis is about being a good coach because although knowledge is a major factor in bringing ideas before the placement it was difficult to know the levels of structure needed and organisation to make sure the players get the best out of the session which is going to be undertaken.

Callary, B., Rathwell, S. and Young, B. (2018) Coach Education and Learning Sources for Coaches of Masters Swimmers.  Human Kinetics . Vol. 5: 47-59.

Morris-Eyton, H. and Coopoo, Y. (2014) Assessing the needs of coaches in developing a coach education framework. African Journal for Physical Health Education, Recreation and Dance. Vol. 20, No. 1: 1-10.S.

Lee, Y., Hwang, and Choi, Y. (2017) Relationship between coaching leadership style and young athletes’ social responsibility.  Social Behavior and Personality . Vol. 45, No. 8: 1385-1396.

Lancer, N. and Eatough, V. (2018) One-to-one coaching as a catalyst for personal development: An Interpretative Phenomenological Analysis of coaching undergraduates at a UK university.  Internation coaching review . Vol. 13, No. 1: 72-87.

McCormick, A., Coyle, M. and Gibbs-Nicholls, S. (2018) Sharing good practice in sport and exercise psychology.  Sport & Exercise Psychology Review . Vol. 14, No. 1: 47-64.

Katie McLaughlin UWS ITE ePDP

Just another blogs.glowscotland.org.uk – Glow Blogs site

First Year Student Placement Reflection

As October ended for another year I found myself beginning my first placement as a student teacher  in a local primary school. I was placed in an energetic,  busy and almost hectic at times primary 2 class for a week where I was fortunate enough to experience two different teachers work with the same class; the class remaining a constant and the teacher being the altering variable made it a very interesting and valuable experience. Due to this setting, I could observe the teachers’ different approaches to teaching and controlling the class.

On my first day of placement there was an imminent feeling of being unprepared and out of my depth. However, I quickly warmed to the class as they did to me. Within a few hours I knew the majority of the 27 pupils names’ and had a reasonable idea of their abilities. I was regularly asked to work with small groups  in which I had to work through number stories for numeracy as well as  literal stories for literacy tasks.

An area of strength that myself, the teachers and my peer noted was that I communicated well with the children and was comfortable projecting my voice and leading small groups. As the week went on I eventually felt like less of a visitor and more as part of the school community and the class itself. I was comfortable asking pupils to join in with tasks and made sure no pupil dominated any group activities.

Overall I thoroughly enjoyed my placement experience and it further confirmed to me that I am following a career path that I am suited to. My placement highlighted some areas I need to improve on in order to progress as a student teacher. At times I may seem to convey a negative body language by having my arms folded. I will strive to be more aware of how my body language is perceived.  In addition to this I am not yet comfortable speaking to larger audiences particularly in front of other staff as I still find it quite daunting. I am full prepared to take any opportunity to speak in front  of an audience, such as presentations in university, and to let my confidence grow by getting more work experience in schools.

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