reflective essay about communication process

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Critical Reflection

A Critical Reflection (also called a reflective essay) is a process of identifying, questioning, and assessing our deeply-held assumptions – about our knowledge, the way we perceive events and issues, our beliefs, feelings, and actions. When you reflect critically, you use course material (lectures, readings, discussions, etc.) to examine our biases, compare theories with current actions, search for causes and triggers, and identify problems at their core.   Critical reflection is   not   a reading assignment, a summary of an activity, or an emotional outlet.   Rather,   the goal is   to change your thinking about a subject, and thus change your behaviour.

Tip: Critical reflections are common in coursework across all disciplines, but they can take very different forms. Your instructor may ask you to develop a formal essay, produce weekly blog entries, or provide short paragraph answers to a set of questions. Read the assignment guidelines before you begin.

How to Critically Reflect

Writing a critical reflection happens in two phases.

• Analyze:   In the first phase, analyze the issue and your role by asking critical questions. Use free writing as a way to develop good ideas. Don’t worry about organized paragraphs or good grammar at this stage.
• Articulate:   In the second phase, use your analysis to develop a clear argument about what you learned. Organize your ideas so they are clear for your reader.

First phase: Analyze

A popular method for analyzing is the three stage model: What? So What? Now what?

In the  What?  stage, describe the issue, including your role, observations, and reactions. The   what?   stage helps you make initial observations about what you feel and think. At this point, there’s no need to look at your course notes or readings.

Use the questions below to guide your writing during this stage.

• What happened?
• What did you do?
• What did you expect?
• What was different?
• What was your reaction?
• What did you learn?

In the second  So What?   stage, try to understand on a deeper level why the issue is significant or relevant. Use information from your first stage, your course materials (readings, lectures, discussions) -- as well as previous experience and knowledge to help you think through the issue from a variety of perspectives.

Tip:  Since you’ll be using more course resources in this step, review your readings and course notes before you begin writing.

Below are three perspectives you can consider:

• Academic perspective: How did the experience enhance your understanding of a concept/theory/skill? Did the experience confirm your understanding or challenge it? Did you identify strengths or gaps in your knowledge?
• Personal perspective:   Why does the experience matter? What are the consequences? Were your previous expectations/assumptions confirmed or refuted? What surprised you and why?
• Systems perspective:   What were the sources of power and who benefited/who was harmed? What changes would you suggest? How does this experience help you understand the organization or system?

In the third   Now what?   stage, explore how the experience will shape your future thinking and behaviour.

Use the following questions to guide your thinking and writing:

• What are you going to do as a result of your experiences?
• What will you do differently?
• How will you apply what you learned?

Second phase: Articulate

After completing the analysis stage, you probably have a lot of writing, but it is not yet organized into a coherent story. You need to build an organized and clear argument about what you learned and how you changed. To do so,   develop a thesis statement , make an   outline ,   write , and   revise.

Develop a thesis statement

Develop a clear argument to help your reader understand what you learned. This argument should pull together different themes from your analysis into a main idea. You can see an example of a thesis statement in the sample reflection essay at the end of this resource.

Tip: For more help on developing thesis statements, see our   Thesis statements  resource

Make an outline

Once you have a clear thesis statement for your essay, build an outline. Below is a straightforward method to organize your essay.

• Background/Context of reflection
• Thesis statement
• Introduce theme A
• Writer's past position/thinking
• Moment of learning/change
• Writer's current/new position
• Introduce theme B
• Introduce theme C
• Summarize learning
• Discuss significance of learning for self and others
• Discuss future actions/behaviour

Write and revise

Time to get writing! Work from your outline and give yourself enough time for a first draft and revisions.

Even though you are writing about your personal experience and learning, your audience may still be an academic one. Consult the assignment guidelines or ask your instructor to find out whether your writing should be formal or informal.

Sample Critical Reflection

Below are sample annotated paragraphs from one student’s critical reflection for a course on society and privilege.

Introduction

Background/context of reflection : I became aware of privileged positions in society only in recent years. I was lucky enough, privileged enough, to be ignorant of such phenomena, but for some, privilege is a daily lesson of how they do not fit into mainstream culture. In the past, I defined oppression as only that which is obvious and intentional. I never realized the part I played. However, during a class field study to investigate privileged positions in everyday environments, I learned otherwise.   Thesis:   Without meaning to, I caused harm by participating in a system where I gained from others’ subtle oppression. In one of these spaces, the local mall, everything from advertisements to food to products, to the locations of doorways, bathrooms and other public necessities, made clear my privilege as a white, heterosexual male.

Body paragraph

Topic sentence : Peggy McIntosh describes privilege as an invisible knapsack of tools and advantages. This description crystalized for me when I shopped for a greeting card at the stationary store. There, as a white, heterosexual male, I felt comfortable and empowered to roam about the store as I pleased. I freely asked the clerk about a mother’s day card.   Writer’s past position:   Previously, I never considered that a store did anything but sell products. However, when I asked the sales clerk for same sex greeting cards, she paused for a few seconds and gave me a look that made me feel instantly uncomfortable. Some customers stopped to look at me. I felt a heat move over my face. I felt, for a moment, wrong for being in that store.  I quickly clarified that I was only doing a report for school, implying that I was not in fact homosexual.   Writer’s current position:   The clerk’s demeanor changed. I was free to check, she said.  It was the only time during the field study that I had felt the need to explain what I was doing to anyone. I could get out of the situation with a simple clarification. But what if I really was a member of the homosexual community? The looks and the silence taught me that I should be feared.  I realized that, along with its products, the store was selling an image of normal. But my “normality” was another person’s “abnormality.”  After I walked out of the store I felt guilty for having denied being homosexual.

Summary of learning:   At the mall I realized how much we indirectly shame nonprivileged groups, even in seemingly welcoming spaces. That shame is supported every time I or any other privileged individual fails to question our advantage. And it leads to a different kind of shame carried by privileged individuals, too.   Value for self and others:   All of this, as Brown (2003) documents, is exacerbated by silence. Thus, the next step for me is to not only question privilege internally, but to publicly question covert bias and oppression. If I do, I may very well be shamed for speaking out. But my actions might just encourage other people to speak up as well.

Sample paragraphs adapted from James C. Olsen's Teaching Portfolio from Georgetown University .

Organizing Your Social Sciences Research Assignments

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• Multiple Book Review Essay
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• Writing a Reflective Paper
• Writing a Research Proposal
• Generative AI and Writing
• Acknowledgments

Reflective writing is a process of identifying, questioning, and critically evaluating course-based learning opportunities, integrated with your own observations, experiences, impressions, beliefs, assumptions, or biases, and which describes how this process stimulated new or creative understanding about the content of the course.

A reflective paper describes and explains in an introspective, first person narrative, your reactions and feelings about either a specific element of the class [e.g., a required reading; a film shown in class] or more generally how you experienced learning throughout the course. Reflective writing assignments can be in the form of a single paper, essays, portfolios, journals, diaries, or blogs. In some cases, your professor may include a reflective writing assignment as a way to obtain student feedback that helps improve the course, either in the moment or for when the class is taught again.

How to Write a Reflection Paper . Academic Skills, Trent University; Writing a Reflection Paper . Writing Center, Lewis University; Critical Reflection . Writing and Communication Centre, University of Waterloo; Tsingos-Lucas et al. "Using Reflective Writing as a Predictor of Academic Success in Different Assessment Formats." American Journal of Pharmaceutical Education 81 (2017): Article 8.

Benefits of Reflective Writing Assignments

As the term implies, a reflective paper involves looking inward at oneself in contemplating and bringing meaning to the relationship between course content and the acquisition of new knowledge . Educational research [Bolton, 2010; Ryan, 2011; Tsingos-Lucas et al., 2017] demonstrates that assigning reflective writing tasks enhances learning because it challenges students to confront their own assumptions, biases, and belief systems around what is being taught in class and, in so doing, stimulate student’s decisions, actions, attitudes, and understanding about themselves as learners and in relation to having mastery over their learning. Reflection assignments are also an opportunity to write in a first person narrative about elements of the course, such as the required readings, separate from the exegetic and analytical prose of academic research papers.

Reflection writing often serves multiple purposes simultaneously. In no particular order, here are some of reasons why professors assign reflection papers:

• Enhances learning from previous knowledge and experience in order to improve future decision-making and reasoning in practice . Reflective writing in the applied social sciences enhances decision-making skills and academic performance in ways that can inform professional practice. The act of reflective writing creates self-awareness and understanding of others. This is particularly important in clinical and service-oriented professional settings.
• Allows students to make sense of classroom content and overall learning experiences in relation to oneself, others, and the conditions that shaped the content and classroom experiences . Reflective writing places you within the course content in ways that can deepen your understanding of the material. Because reflective thinking can help reveal hidden biases, it can help you critically interrogate moments when you do not like or agree with discussions, readings, or other aspects of the course.
• Increases awareness of one’s cognitive abilities and the evidence for these attributes . Reflective writing can break down personal doubts about yourself as a learner and highlight specific abilities that may have been hidden or suppressed due to prior assumptions about the strength of your academic abilities [e.g., reading comprehension; problem-solving skills]. Reflective writing, therefore, can have a positive affective [i.e., emotional] impact on your sense of self-worth.
• Applying theoretical knowledge and frameworks to real experiences . Reflective writing can help build a bridge of relevancy between theoretical knowledge and the real world. In so doing, this form of writing can lead to a better understanding of underlying theories and their analytical properties applied to professional practice.
• Reveals shortcomings that the reader will identify . Evidence suggests that reflective writing can uncover your own shortcomings as a learner, thereby, creating opportunities to anticipate the responses of your professor may have about the quality of your coursework. This can be particularly productive if the reflective paper is written before final submission of an assignment.
• Helps students identify their tacit [a.k.a., implicit] knowledge and possible gaps in that knowledge . Tacit knowledge refers to ways of knowing rooted in lived experience, insight, and intuition rather than formal, codified, categorical, or explicit knowledge. In so doing, reflective writing can stimulate students to question their beliefs about a research problem or an element of the course content beyond positivist modes of understanding and representation.
• Encourages students to actively monitor their learning processes over a period of time . On-going reflective writing in journals or blogs, for example, can help you maintain or adapt learning strategies in other contexts. The regular, purposeful act of reflection can facilitate continuous deep thinking about the course content as it evolves and changes throughout the term. This, in turn, can increase your overall confidence as a learner.
• Relates a student’s personal experience to a wider perspective . Reflection papers can help you see the big picture associated with the content of a course by forcing you to think about the connections between scholarly content and your lived experiences outside of school. It can provide a macro-level understanding of one’s own experiences in relation to the specifics of what is being taught.
• If reflective writing is shared, students can exchange stories about their learning experiences, thereby, creating an opportunity to reevaluate their original assumptions or perspectives . In most cases, reflective writing is only viewed by your professor in order to ensure candid feedback from students. However, occasionally, reflective writing is shared and openly discussed in class. During these discussions, new or different perspectives and alternative approaches to solving problems can be generated that would otherwise be hidden. Sharing student's reflections can also reveal collective patterns of thought and emotions about a particular element of the course.

Bolton, Gillie. Reflective Practice: Writing and Professional Development . London: Sage, 2010; Chang, Bo. "Reflection in Learning." Online Learning 23 (2019), 95-110; Cavilla, Derek. "The Effects of Student Reflection on Academic Performance and Motivation." Sage Open 7 (July-September 2017): 1–13; Culbert, Patrick. “Better Teaching? You Can Write On It “ Liberal Education (February 2022); McCabe, Gavin and Tobias Thejll-Madsen. The Reflection Toolkit . University of Edinburgh; The Purpose of Reflection . Introductory Composition at Purdue University; Practice-based and Reflective Learning . Study Advice Study Guides, University of Reading; Ryan, Mary. "Improving Reflective Writing in Higher Education: A Social Semiotic Perspective." Teaching in Higher Education 16 (2011): 99-111; Tsingos-Lucas et al. "Using Reflective Writing as a Predictor of Academic Success in Different Assessment Formats." American Journal of Pharmaceutical Education 81 (2017): Article 8; What Benefits Might Reflective Writing Have for My Students? Writing Across the Curriculum Clearinghouse; Rykkje, Linda. "The Tacit Care Knowledge in Reflective Writing: A Practical Wisdom." International Practice Development Journal 7 (September 2017): Article 5; Using Reflective Writing to Deepen Student Learning . Center for Writing, University of Minnesota.

How to Approach Writing a Reflection Paper

Thinking About Reflective Thinking

Educational theorists have developed numerous models of reflective thinking that your professor may use to frame a reflective writing assignment. These models can help you systematically interpret your learning experiences, thereby ensuring that you ask the right questions and have a clear understanding of what should be covered. A model can also represent the overall structure of a reflective paper. Each model establishes a different approach to reflection and will require you to think about your writing differently. If you are unclear how to fit your writing within a particular reflective model, seek clarification from your professor. There are generally two types of reflective writing assignments, each approached in slightly different ways.

1.  Reflective Thinking about Course Readings

This type of reflective writing focuses on thoughtfully thinking about the course readings that underpin how most students acquire new knowledge and understanding about the subject of a course. Reflecting on course readings is often assigned in freshmen-level, interdisciplinary courses where the required readings examine topics viewed from multiple perspectives and, as such, provide different ways of analyzing a topic, issue, event, or phenomenon. The purpose of reflective thinking about course readings in the social and behavioral sciences is to elicit your opinions, beliefs, and feelings about the research and its significance. This type of writing can provide an opportunity to break down key assumptions you may have and, in so doing, reveal potential biases in how you interpret the scholarship.

If you are assigned to reflect on course readings, consider the following methods of analysis as prompts that can help you get started :

• Examine carefully the main introductory elements of the reading, including the purpose of the study, the theoretical framework being used to test assumptions, and the research questions being addressed. Think about what ideas stood out to you. Why did they? Were these ideas new to you or familiar in some way based on your own lived experiences or prior knowledge?
• Develop your ideas around the readings by asking yourself, what do I know about this topic? Where does my existing knowledge about this topic come from? What are the observations or experiences in my life that influence my understanding of the topic? Do I agree or disagree with the main arguments, recommended course of actions, or conclusions made by the author(s)? Why do I feel this way and what is the basis of these feelings?
• Make connections between the text and your own beliefs, opinions, or feelings by considering questions like, how do the readings reinforce my existing ideas or assumptions? How the readings challenge these ideas or assumptions? How does this text help me to better understand this topic or research in ways that motivate me to learn more about this area of study?

2.  Reflective Thinking about Course Experiences

This type of reflective writing asks you to critically reflect on locating yourself at the conceptual intersection of theory and practice. The purpose of experiential reflection is to evaluate theories or disciplinary-based analytical models based on your introspective assessment of the relationship between hypothetical thinking and practical reality; it offers a way to consider how your own knowledge and skills fit within professional practice. This type of writing also provides an opportunity to evaluate your decisions and actions, as well as how you managed your subsequent successes and failures, within a specific theoretical framework. As a result, abstract concepts can crystallize and become more relevant to you when considered within your own experiences. This can help you formulate plans for self-improvement as you learn.

If you are assigned to reflect on your experiences, consider the following questions as prompts to help you get started :

• Contextualize your reflection in relation to the overarching purpose of the course by asking yourself, what did you hope to learn from this course? What were the learning objectives for the course and how did I fit within each of them? How did these goals relate to the main themes or concepts of the course?
• Analyze how you experienced the course by asking yourself, what did I learn from this experience? What did I learn about myself? About working in this area of research and study? About how the course relates to my place in society? What assumptions about the course were supported or refuted?
• Think introspectively about the ways you experienced learning during the course by asking yourself, did your learning experiences align with the goals or concepts of the course? Why or why do you not feel this way? What was successful and why do you believe this? What would you do differently and why is this important? How will you prepare for a future experience in this area of study?

NOTE: If you are assigned to write a journal or other type of on-going reflection exercise, a helpful approach is to reflect on your reflections by re-reading what you have already written. In other words, review your previous entries as a way to contextualize your feelings, opinions, or beliefs regarding your overall learning experiences. Over time, this can also help reveal hidden patterns or themes related to how you processed your learning experiences. Consider concluding your reflective journal with a summary of how you felt about your learning experiences at critical junctures throughout the course, then use these to write about how you grew as a student learner and how the act of reflecting helped you gain new understanding about the subject of the course and its content.

ANOTHER NOTE: Regardless of whether you write a reflection paper or a journal, do not focus your writing on the past. The act of reflection is intended to think introspectively about previous learning experiences. However, reflective thinking should document the ways in which you progressed in obtaining new insights and understandings about your growth as a learner that can be carried forward in subsequent coursework or in future professional practice. Your writing should reflect a furtherance of increasing personal autonomy and confidence gained from understanding more about yourself as a learner.

Structure and Writing Style

There are no strict academic rules for writing a reflective paper. Reflective writing may be assigned in any class taught in the social and behavioral sciences and, therefore, requirements for the assignment can vary depending on disciplinary-based models of inquiry and learning. The organization of content can also depend on what your professor wants you to write about or based on the type of reflective model used to frame the writing assignment. Despite these possible variations, below is a basic approach to organizing and writing a good reflective paper, followed by a list of problems to avoid.

Pre-flection

In most cases, it's helpful to begin by thinking about your learning experiences and outline what you want to focus on before you begin to write the paper. This can help you organize your thoughts around what was most important to you and what experiences [good or bad] had the most impact on your learning. As described by the University of Waterloo Writing and Communication Centre, preparing to write a reflective paper involves a process of self-analysis that can help organize your thoughts around significant moments of in-class knowledge discovery.

• Using a thesis statement as a guide, note what experiences or course content stood out to you , then place these within the context of your observations, reactions, feelings, and opinions. This will help you develop a rough outline of key moments during the course that reflect your growth as a learner. To identify these moments, pose these questions to yourself: What happened? What was my reaction? What were my expectations and how were they different from what transpired? What did I learn?
• Critically think about your learning experiences and the course content . This will help you develop a deeper, more nuanced understanding about why these moments were significant or relevant to you. Use the ideas you formulated during the first stage of reflecting to help you think through these moments from both an academic and personal perspective. From an academic perspective, contemplate how the experience enhanced your understanding of a concept, theory, or skill. Ask yourself, did the experience confirm my previous understanding or challenge it in some way. As a result, did this highlight strengths or gaps in your current knowledge? From a personal perspective, think introspectively about why these experiences mattered, if previous expectations or assumptions were confirmed or refuted, and if this surprised, confused, or unnerved you in some way.
• Analyze how these experiences and your reactions to them will shape your future thinking and behavior . Reflection implies looking back, but the most important act of reflective writing is considering how beliefs, assumptions, opinions, and feelings were transformed in ways that better prepare you as a learner in the future. Note how this reflective analysis can lead to actions you will take as a result of your experiences, what you will do differently, and how you will apply what you learned in other courses or in professional practice.

Basic Structure and Writing Style

Reflective Background and Context

The first part of your reflection paper should briefly provide background and context in relation to the content or experiences that stood out to you. Highlight the settings, summarize the key readings, or narrate the experiences in relation to the course objectives. Provide background that sets the stage for your reflection. You do not need to go into great detail, but you should provide enough information for the reader to understand what sources of learning you are writing about [e.g., course readings, field experience, guest lecture, class discussions] and why they were important. This section should end with an explanatory thesis statement that expresses the central ideas of your paper and what you want the readers to know, believe, or understand after they finish reading your paper.

Reflective Interpretation

Drawing from your reflective analysis, this is where you can be personal, critical, and creative in expressing how you felt about the course content and learning experiences and how they influenced or altered your feelings, beliefs, assumptions, or biases about the subject of the course. This section is also where you explore the meaning of these experiences in the context of the course and how you gained an awareness of the connections between these moments and your own prior knowledge.

Guided by your thesis statement, a helpful approach is to interpret your learning throughout the course with a series of specific examples drawn from the course content and your learning experiences. These examples should be arranged in sequential order that illustrate your growth as a learner. Reflecting on each example can be done by: 1)  introducing a theme or moment that was meaningful to you, 2) describing your previous position about the learning moment and what you thought about it, 3) explaining how your perspective was challenged and/or changed and why, and 4) introspectively stating your current or new feelings, opinions, or beliefs about that experience in class.

It is important to include specific examples drawn from the course and placed within the context of your assumptions, thoughts, opinions, and feelings. A reflective narrative without specific examples does not provide an effective way for the reader to understand the relationship between the course content and how you grew as a learner.

Reflective Conclusions

The conclusion of your reflective paper should provide a summary of your thoughts, feelings, or opinions regarding what you learned about yourself as a result of taking the course. Here are several ways you can frame your conclusions based on the examples you interpreted and reflected on what they meant to you. Each example would need to be tied to the basic theme [thesis statement] of your reflective background section.

• Your reflective conclusions can be described in relation to any expectations you had before taking the class [e.g., “I expected the readings to not be relevant to my own experiences growing up in a rural community, but the research actually helped me see that the challenges of developing my identity as a child of immigrants was not that unusual...”].
• Your reflective conclusions can explain how what you learned about yourself will change your actions in the future [e.g., “During a discussion in class about the challenges of helping homeless people, I realized that many of these people hate living on the street but lack the ability to see a way out. This made me realize that I wanted to take more classes in psychology...”].
• Your reflective conclusions can describe major insights you experienced a critical junctures during the course and how these moments enhanced how you see yourself as a student learner [e.g., "The guest speaker from the Head Start program made me realize why I wanted to pursue a career in elementary education..."].
• Your reflective conclusions can reconfigure or reframe how you will approach professional practice and your understanding of your future career aspirations [e.g.,, "The course changed my perceptions about seeking a career in business finance because it made me realize I want to be more engaged in customer service..."]
• Your reflective conclusions can explore any learning you derived from the act of reflecting itself [e.g., “Reflecting on the course readings that described how minority students perceive campus activities helped me identify my own biases about the benefits of those activities in acclimating to campus life...”].

NOTE: The length of a reflective paper in the social sciences is usually less than a traditional research paper. However, don’t assume that writing a reflective paper is easier than writing a research paper. A well-conceived critical reflection paper often requires as much time and effort as a research paper because you must purposeful engage in thinking about your learning in ways that you may not be comfortable with or used to. This is particular true while preparing to write because reflective papers are not as structured as a traditional research paper and, therefore, you have to think deliberately about how you want to organize the paper and what elements of the course you want to reflect upon.

ANOTHER NOTE: Do not limit yourself to using only text in reflecting on your learning. If you believe it would be helpful, consider using creative modes of thought or expression such as, illustrations, photographs, or material objects that reflects an experience related to the subject of the course that was important to you [e.g., like a ticket stub to a renowned speaker on campus]. Whatever non-textual element you include, be sure to describe the object's relevance to your personal relationship to the course content.

Problems to Avoid

A reflective paper is not a “mind dump” . Reflective papers document your personal and emotional experiences and, therefore, they do not conform to rigid structures, or schema, to organize information. However, the paper should not be a disjointed, stream-of-consciousness narrative. Reflective papers are still academic pieces of writing that require organized thought, that use academic language and tone , and that apply intellectually-driven critical thinking to the course content and your learning experiences and their significance.

A reflective paper is not a research paper . If you are asked to reflect on a course reading, the reflection will obviously include some description of the research. However, the goal of reflective writing is not to present extraneous ideas to the reader or to "educate" them about the course. The goal is to share a story about your relationship with the learning objectives of the course. Therefore, unlike research papers, you are expected to write from a first person point of view which includes an introspective examination of your own opinions, feelings, and personal assumptions.

A reflection paper is not a book review . Descriptions of the course readings using your own words is not a reflective paper. Reflective writing should focus on how you understood the implications of and were challenged by the course in relation to your own lived experiences or personal assumptions, combined with explanations of how you grew as a student learner based on this internal dialogue. Remember that you are the central object of the paper, not the research materials.

A reflective paper is not an all-inclusive meditation. Do not try to cover everything. The scope of your paper should be well-defined and limited to your specific opinions, feelings, and beliefs about what you determine to be the most significant content of the course and in relation to the learning that took place. Reflections should be detailed enough to covey what you think is important, but your thoughts should be expressed concisely and coherently [as is true for any academic writing assignment].

Critical Reflection . Writing and Communication Centre, University of Waterloo; Critical Reflection: Journals, Opinions, & Reactions . University Writing Center, Texas A&M University; Connor-Greene, Patricia A. “Making Connections: Evaluating the Effectiveness of Journal Writing in Enhancing Student Learning.” Teaching of Psychology 27 (2000): 44-46; Good vs. Bad Reflection Papers , Franklin University; Dyment, Janet E. and Timothy S. O’Connell. "The Quality of Reflection in Student Journals: A Review of Limiting and Enabling Factors." Innovative Higher Education 35 (2010): 233-244: How to Write a Reflection Paper . Academic Skills, Trent University; Amelia TaraJane House. Reflection Paper . Cordia Harrington Center for Excellence, University of Arkansas; Ramlal, Alana, and Désirée S. Augustin. “Engaging Students in Reflective Writing: An Action Research Project.” Educational Action Research 28 (2020): 518-533; Writing a Reflection Paper . Writing Center, Lewis University; McGuire, Lisa, Kathy Lay, and Jon Peters. “Pedagogy of Reflective Writing in Professional Education.” Journal of the Scholarship of Teaching and Learning (2009): 93-107; Critical Reflection . Writing and Communication Centre, University of Waterloo; How Do I Write Reflectively? Academic Skills Toolkit, University of New South Wales Sydney; Reflective Writing . Skills@Library. University of Leeds; Walling, Anne, Johanna Shapiro, and Terry Ast. “What Makes a Good Reflective Paper?” Family Medicine 45 (2013): 7-12; Williams, Kate, Mary Woolliams, and Jane Spiro. Reflective Writing . 2nd edition. London: Red Globe Press, 2020; Yeh, Hui-Chin, Shih-hsien Yang, Jo Shan Fu, and Yen-Chen Shih. “Developing College Students’ Critical Thinking through Reflective Writing.” Higher Education Research and Development (2022): 1-16.

Writing Tip

Focus on Reflecting, Not on Describing

Minimal time and effort should be spent describing the course content you are asked to reflect upon. The purpose of a reflection assignment is to introspectively contemplate your reactions to and feeling about an element of the course. D eflecting the focus away from your own feelings by concentrating on describing the course content can happen particularly if "talking about yourself" [i.e., reflecting] makes you uncomfortable or it is intimidating. However, the intent of reflective writing is to overcome these inhibitions so as to maximize the benefits of introspectively assessing your learning experiences. Keep in mind that, if it is relevant, your feelings of discomfort could be a part of how you critically reflect on any challenges you had during the course [e.g., you realize this discomfort inhibited your willingness to ask questions during class, it fed into your propensity to procrastinate, or it made it difficult participating in groups].

Writing a Reflection Paper . Writing Center, Lewis University; Reflection Paper . Cordia Harrington Center for Excellence, University of Arkansas.

Another Writing Tip

Helpful Videos about Reflective Writing

These two short videos succinctly describe how to approach a reflective writing assignment. They are produced by the Academic Skills department at the University of Melbourne and the Skills Team of the University of Hull, respectively.

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Reflective Communication

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Dive into the art of reflective communication with our detailed guide, enriched with practical communication examples . This guide explores how reflective communication, a vital interpersonal communication skill, can enhance understanding and empathy in various interactions. From professional settings to personal relationships, learn how this approach can transform your communication effectiveness, fostering deeper connections and clearer understanding.

What is Reflective Communication? – Definition

Reflective communication is a process of actively listening, understanding, and responding to the speaker in a way that affirms their message and feelings. It involves mirroring the speaker’s thoughts and emotions, providing feedback that shows comprehension and empathy. This technique is essential in effective communication and empathetic listening , ensuring that the speaker feels heard and understood, thus fostering a deeper level of engagement in conversations.

What is the Best Example of Reflective Communication?

A prime example of reflective communication can be found in a counseling session. Here, a therapist listens attentively to a client and then reflects the client’s words and emotions back to them. This practice not only shows the therapist’s understanding and validation of the client’s feelings but also helps the client gain insight into their own thoughts and feelings. In this context, reflective communication is a powerful tool for building trust and promoting emotional healing .

100 Reflective Communication Examples

Embark on a journey through 100 reflective communication examples, each showcasing how to effectively mirror and validate thoughts and emotions in various contexts. This collection is a treasure trove of communication examples , demonstrating how reflective communication can be applied in personal and professional settings. From enhancing empathetic listening in counseling sessions to improving team communication in the workplace, these examples provide practical insights into the art of reflective communication.

• In a Counseling Session : Therapist says, “It sounds like you’re feeling overwhelmed by your workload.” This reflects the client’s feelings, showing understanding and empathy.
• During a Team Meeting : A team leader responds, “So, you’re concerned about meeting the project deadline?” This acknowledges the team member’s concern and prompts further discussion.
• In a Classroom : A teacher says to a student, “You seem frustrated with this math problem.” This helps the student feel understood and supported.
• During a Conflict Resolution : One partner reflects, “You’re upset because you feel I don’t value your opinion.” This can help de-escalate tension by showing understanding.
• In Customer Service : A customer service representative says, “I hear that you’re disappointed with our service today.” This validates the customer’s feelings and can lead to a more productive conversation.
• In a Medical Consultation : A doctor says, “You’re worried about the side effects of this medication.” This shows the patient that their concerns are heard and taken seriously.
• During a Job Interview : The interviewer reflects, “You’re looking for a role where you can grow your technical skills.” This shows the candidate that their career goals are understood.
• In Parent-Child Communication : A parent says, “You seem upset about not going to the party.” Reflecting the child’s emotions can improve parent-child communication .
• In Peer Review Feedback : A colleague comments, “You feel that the report could be more detailed in this section.” This opens up a constructive dialogue.
• During a Performance Review : A manager reflects, “It seems like you feel your achievements haven’t been recognized.” This can make the employee feel valued and heard.
• In Conflict Mediation : A mediator says, “You feel your perspective isn’t being acknowledged.” This helps parties in conflict feel heard and opens pathways for resolution.
• In Peer Support Groups : A group member reflects, “You’re feeling isolated in your experiences.” Acknowledging shared feelings can create a sense of community and support.
• When Giving Feedback : “It sounds like you’re proud of the progress you’ve made.” This reflects positive emotions and encourages continued growth.
• In a Sales Meeting : A salesperson reflects, “You’re looking for cost-effective solutions.” This demonstrates understanding of the client’s needs and priorities.
• In a Coaching Session : A coach says, “You seem to be feeling uncertain about this career path.” This helps the individual explore their feelings and decisions.
• During a Family Discussion : “You’re worried about how this decision will affect everyone.” Reflecting concerns can facilitate open and empathetic family communication.
• In a Support Call : “I understand you’re frustrated with the delay.” Acknowledging frustration can help de-escalate a tense situation.
• While Networking : “You’re excited about exploring new career opportunities.” Reflecting enthusiasm can build rapport and mutual understanding.
• In a Therapeutic Setting : “It sounds like you’re struggling with feelings of loss.” This type of reflection can help clients process difficult emotions.
• During a Training Session : “You seem to be confused about this part of the training.” Recognizing confusion can help address learning gaps.
• In a Team Debrief : “It seems like the team is feeling accomplished after the project.” Acknowledging collective feelings can boost morale.
• During a Customer Feedback Session : “You’re not satisfied with the product’s performance.” Reflecting dissatisfaction can lead to constructive solutions.
• In an Academic Advising Meeting : “You feel overwhelmed by your course load.” This can open a discussion about managing academic stress.
• In a Crisis Situation : “You’re feeling anxious about the uncertainty.” Acknowledging emotions can be calming in high-stress situations.
• During a Community Meeting : “Many here feel concerned about neighborhood safety.” Reflecting group sentiments can foster community engagement.
• In a Professional Development Workshop : “You’re eager to develop new skills.” Reflecting ambition can motivate and inspire participants.
• While Resolving Customer Complaints : “You’re disappointed with our service delay.” Reflecting the customer’s emotion can lead to a more empathetic resolution.
• In a Collaborative Project : “You seem excited about the project’s potential.” Encouraging enthusiasm can foster productive collaboration.
• During a Relationship Conversation : “You feel like we’re not communicating effectively.” Acknowledging relationship issues can be the first step towards improvement.
• In a Social Work Session : “You feel overwhelmed by your current situation.” This empathetic reflection can help build trust and rapport.
• While Mentoring : “You’re uncertain about which path to choose.” Reflecting a mentee’s doubts can guide them in making informed decisions.
• In a Group Therapy Session : “You’re feeling isolated in your experiences.” Acknowledging shared feelings can create a sense of community and support.
• During an Exit Interview : “You feel your skills weren’t fully utilized here.” This can provide valuable insights for organizational improvement.
• In a Financial Advisory Meeting : “You’re concerned about your investment choices.” Reflecting concerns can lead to a more tailored advisory approach.
• During a Conflict at Work : “You feel your contributions aren’t being recognized.” Acknowledging feelings can be the first step in resolving workplace conflicts.
• In a Parent-Teacher Meeting : “You’re concerned about your child’s progress.” Reflective communication can facilitate collaborative strategies for student support.
• While Giving Instructions : “You seem unsure about the next step.” Recognizing uncertainty can help clarify instructions and improve understanding.
• During a Volunteer Coordination Meeting : “You’re excited about making a difference.” Reflecting enthusiasm can energize and motivate volunteers.
• In a Legal Consultation : “You feel anxious about the legal process.” Acknowledging a client’s anxiety can help in providing reassurance and clarity.
• In a Public Speaking Event : “You seem nervous about speaking in front of a crowd.” Recognizing and acknowledging nervousness can be comforting.
• While Discussing Career Goals : “You’re uncertain about your future direction.” Reflecting on career uncertainties can help in career planning.
• In a Relationship Counseling Session : “You feel unheard in this relationship.” Reflecting feelings can help couples understand each other better.
• During an Art Therapy Session : “You seem to express joy through your art.” Recognizing emotions in creative expression can facilitate healing.
• In a Management Meeting : “You’re concerned about meeting our targets.” Reflecting concerns can lead to proactive management strategies.
• While Providing IT Support : “You’re frustrated with the technical issues.” Acknowledging the user’s frustration can lead to a more patient support process.
• In a Negotiation : “You seem to be looking for a fair compromise.” Recognizing the other party’s position can facilitate a more effective negotiation.
• During a Personal Development Session : “You’re exploring ways to improve your self-confidence.” Reflecting personal goals can aid in self-improvement.
• In an Elderly Care Setting : “You feel lonely at times.” Reflecting emotions can improve care and emotional support for the elderly.
• While Planning a Community Event : “You’re excited about bringing the community together.” Reflecting collective excitement can enhance community involvement.
• In a Fitness Coaching Session : “You seem motivated to improve your health.” Recognizing and reflecting on a client’s motivation can enhance coaching effectiveness.
• During Peer Feedback Sessions : “You seem proud of your work on this project.” Acknowledging a colleague’s pride can foster a positive work environment.
• In a Grief Counseling Session : “You’re feeling a deep sense of loss right now.” Reflecting grief can validate feelings and aid in the healing process.
• While Resolving a Customer Issue : “You feel let down by our product’s performance.” This kind of reflection can help address the issue more empathetically.
• In a Wellness Coaching Session : “You’re struggling to maintain a work-life balance.” Recognizing personal challenges can guide tailored wellness strategies.
• During a Study Group Session : “You seem confused about this concept.” Identifying confusion can help clarify and deepen group understanding.
• In a Conflict with a Friend : “You feel I haven’t been a good listener.” Reflecting feelings can help repair and strengthen the friendship.
• While Training New Employees : “You’re excited but a bit overwhelmed with the new role.” Recognizing mixed emotions can help in adjusting the training approach.
• In a Creative Workshop : “You seem energized by these creative challenges.” Reflecting enthusiasm can enhance creative collaboration.
• During a Book Club Meeting : “You’re intrigued by the author’s perspective.” Acknowledging differing viewpoints can enrich the discussion.
• In a Financial Planning Session : “You feel uncertain about your retirement planning.” Reflecting concerns can lead to more personalized financial advice.
• While Discussing Team Dynamics : “You’re concerned about the team’s cohesion.” Recognizing concerns can prompt efforts to improve team dynamics.
• In a Life Coaching Session : “You’re exploring different paths to personal fulfillment.” Reflective communication can help clients clarify their goals.
• During a Parenting Workshop : “You feel overwhelmed with parenting challenges.” Acknowledging these feelings can lead to supportive conversations.
• In a Music Therapy Session : “You seem to find comfort in music.” Recognizing the therapeutic impact of music can enhance the session’s effectiveness.
• While Dealing with Tenant Complaints : “You’re frustrated by the maintenance issues.” Reflecting a tenant’s frustration can lead to more constructive problem-solving.
• In a Support Group for Parents : “You feel alone in your parenting struggles.” Reflecting shared experiences can build a sense of community support.
• During a Dietician Consultation : “You’re motivated to improve your eating habits.” Acknowledging motivation can encourage positive dietary changes.
• In a Workplace Safety Training : “You’re concerned about potential hazards.” Reflecting concerns can lead to more engaged and effective safety training.
• While Counseling Teenagers : “You feel misunderstood by your parents.” Reflecting a teenager’s feelings can open up a more honest dialogue.
• In a Customer Service Training : “You’re eager to provide exceptional customer experiences.” Recognizing and reflecting this eagerness can enhance customer service skills.
• During a Yoga Class : “You seem to be seeking relaxation and stress relief.” Reflecting participants’ goals can help tailor the class to their needs.
• In a Relationship Therapy Session : “You feel neglected in this relationship.” Reflecting feelings can lead to deeper understanding and reconciliation.
• While Coaching a Sports Team : “You’re disappointed with the team’s performance.” Acknowledging collective feelings can motivate improvements.
• In an Environmental Advocacy Group : “You’re passionate about environmental conservation.” Reflecting this passion can inspire collective action.
• During a Home Buying Consultation : “You seem excited but nervous about buying a home.” Recognizing these mixed emotions can guide a more empathetic consultation.
• In a Personal Trainer Session : “You feel challenged by these new exercises.” Reflecting on the challenge can motivate and encourage perseverance.
• While Facilitating a Workshop : “You’re curious about learning these new skills.” Acknowledging curiosity can make the learning experience more engaging.
• In a Career Counseling Session : “You feel uncertain about your career path.” Reflecting this uncertainty can help explore various career options.
• During an Art Class : “You’re exploring new forms of creative expression.” Recognizing creative exploration can foster a supportive learning environment.
• In a Team Building Activity : “You’re looking forward to strengthening team bonds.” Reflecting team goals can enhance the effectiveness of the activity.
• While Offering Tech Support : “You seem frustrated with this technical issue.” Acknowledging the user’s frustration can lead to a more patient and helpful support process.
• In a Diversity Training Session : “You’re interested in understanding different perspectives.” Reflecting interest can foster a more inclusive and open-minded environment.
• During a Volunteer Training : “You’re eager to make a positive impact.” Recognizing and reflecting this eagerness can inspire and motivate volunteers.
• In a Parenting Class for New Parents : “You feel anxious about being a first-time parent.” Acknowledging this anxiety can lead to supportive discussions and advice.
• While Conducting a Language Class : “You seem excited about learning a new language.” Reflecting enthusiasm can enhance the learning experience.
• In a Speech Therapy Session : “You feel challenged by these exercises.” Acknowledging the challenge can encourage persistence and improvement.
• During a Group Counseling Session : “You’re looking for ways to cope with stress.” Reflecting on coping strategies can facilitate group support and sharing.
• In a Photography Workshop : “You’re passionate about capturing moments.” Acknowledging this passion can lead to a more enthusiastic and engaged learning experience.
• While Leading a Community Outreach Program : “You’re committed to helping the community.” Reflecting commitment can strengthen the resolve and impact of the outreach efforts.
• In a Business Strategy Meeting : “You’re concerned about the market competition.” Reflecting concerns can lead to more focused and strategic planning.
• During a Cooking Class : “You seem thrilled to learn new recipes.” Reflecting excitement can make the class more enjoyable and interactive.
• In a Conflict Resolution Workshop : “You’re interested in learning effective communication skills.” Acknowledging interest can lead to a more engaged learning experience.
• While Discussing a Project Plan : “You feel confident about this project’s success.” Reflecting confidence can boost morale and encourage a positive outlook.
• In a Team Collaboration Session : “You’re enthusiastic about working together.” Reflecting enthusiasm can foster a collaborative and productive team environment.
• During a Health Awareness Campaign : “You’re concerned about these health risks.” Acknowledging concerns can lead to more effective health communication.
• In a College Advising Appointment : “You seem undecided about your major.” Reflecting indecision can help in exploring different academic options.
• While Leading a Book Discussion : “You’re intrigued by the author’s perspective.” Acknowledging intrigue can enrich the discussion and insights.
• In a Personal Finance Workshop : “You’re anxious about managing your finances.” Reflecting anxiety can lead to supportive and practical financial advice.
• During a Social Media Marketing Training : “You’re excited about leveraging social media.” Recognizing excitement can enhance learning and application of new marketing strategies.
• In a Film Appreciation Class : “You’re fascinated by the director’s style.” Reflecting fascination can deepen the analysis and appreciation of the films.

Reflective Communication Sentence Examples

Reflective communication is an essential tool in building rapport, enhancing understanding, and fostering empathetic relationships in both personal and professional settings. This technique, pivotal in effective communication and empathetic listening , involves mirroring the speaker’s message and emotions, thereby validating their experience. Below are 10 unique and distinct examples of reflective communication sentences, each demonstrating how to effectively use this approach to enhance communication and understanding.

• “You’re feeling overwhelmed with the new responsibilities at work.” In this sentence, the speaker acknowledges the listener’s stress related to work, opening up space for further discussion and support.
• “It seems like you’re really passionate about this project.” This reflection not only acknowledges the listener’s enthusiasm but also encourages them to share more about their passion.
• “You sound unsure about making this decision right now.” Reflecting the listener’s hesitation can help them feel understood and supported while they navigate their decision-making process.
• “You’re upset because you feel your efforts are not being recognized.” This sentence validates the listener’s feelings of being undervalued, potentially leading to a deeper conversation about their concerns.
• “It looks like you’re really enjoying learning Spanish.” Acknowledging the listener’s joy in learning a new language can enhance their motivation and engagement in the learning process.
• “You seem worried about the upcoming changes in the company.” By reflecting the listener’s concern, the speaker can create an opportunity to address and potentially alleviate those worries.
• “It sounds like this experience was really frustrating for you.” This sentence validates the listener’s feelings of frustration, showing empathy and understanding of their situation.
• “You appear to be uncertain about relocating for the new job.” Acknowledging the listener’s ambivalence can open up a dialogue about the pros and cons of such a significant decision.
• “It seems like you’re really proud of your team’s accomplishments.” Reflecting on the listener’s pride can reinforce positive feelings and boost morale.
• “You feel anxious about the results of the medical tests.” Recognizing and verbalizing the listener’s anxiety can provide comfort and show that their feelings are valid and understood.

Reflective Communication Examples in Psychology

Reflective communication in psychology is pivotal for understanding and empathizing with clients’ feelings and thoughts. It involves therapists or counselors echoing the emotions and words of their clients, facilitating a deeper understanding of their mental and emotional states. This approach is essential in therapeutic communication and emotional intelligence , fostering a supportive and healing environment.

• Client Discussing Anxiety : “It sounds like you’re feeling extremely anxious about upcoming events.” This reflection helps the client feel understood and opens up further exploration of their anxiety.
• Discussing Relationship Issues : “You feel hurt and neglected in your relationship.” Reflecting these feelings validates the client’s experience and encourages deeper discussion.
• Addressing Past Traumas : “You’re still deeply impacted by what happened in your past.” This acknowledgment helps in processing and healing from trauma.
• Client Expressing Fear : “You’re scared about how these changes will affect your life.” Reflective statements like this create a safe space for discussing fears.
• Talking About Job Stress : “You seem overwhelmed by the pressure at work.” Reflecting on work-related stress can lead to strategies for coping.
• Discussing Loss : “It sounds like you’re experiencing profound grief.” Acknowledging grief helps in the grieving and healing process.
• Client Feeling Hopeless : “You’re feeling hopeless about the future right now.” This reflection validates the client’s emotions and can guide further therapy.
• Expressing Anger Issues : “You feel angry and frustrated often.” Reflecting these emotions can help explore the root causes of anger.
• Dealing with Self-Esteem Issues : “You don’t feel good about yourself lately.” Such reflections help clients to open up about self-esteem struggles.
• Client Discussing Family Dynamics : “You feel caught in the middle of family conflicts.” This acknowledges the client’s difficult position and facilitates a discussion on family issues.

Reflective Communication Examples in Nursing

In nursing, reflective communication is crucial in building trust and understanding with patients. It involves nurses acknowledging and mirroring patients’ concerns and feelings, thereby enhancing the quality of care and patient satisfaction. This practice is vital for patient-centered care and effective communication in healthcare settings.

• Patient Worried About Surgery : “You’re feeling anxious about your surgery tomorrow.” Reflecting a patient’s concerns can help in providing reassurance and information.
• Discussing Pain Management : “You seem to be in a lot of pain today.” Acknowledging a patient’s pain is the first step in effective pain management.
• Patient Expressing Fear of Diagnosis : “You’re scared about what the test results might show.” This reflection shows empathy and opens up a supportive conversation.
• Talking About Recovery Concerns : “You’re concerned about how long recovery will take.” Reflecting these concerns helps in discussing realistic recovery expectations.
• Patient Feeling Lonely : “You feel isolated staying in the hospital.” Acknowledging feelings of loneliness can guide more personalized patient care.
• Discussing Medication Side Effects : “You’re worried about the side effects of this medication.” This shows understanding and can lead to a discussion about medication management.
• Patient Reluctant About Treatment : “You seem hesitant about the recommended treatment.” Reflecting hesitancy can open dialogue about treatment options and decisions.
• Patient Upset About Delayed Discharge : “You’re frustrated about staying in the hospital longer.” Acknowledging frustration can help address and alleviate concerns.
• Patient Anxious About Home Care : “You’re anxious about managing your care at home.” Reflecting this anxiety allows nurses to provide relevant education and support.
• Discussing Diet and Lifestyle Changes : “You feel overwhelmed by the needed dietary changes.” Such reflections help in tailoring patient education and support.

Reflective Communication Examples in Healthcare

Reflective communication in healthcare extends beyond nursing, involving all healthcare professionals in acknowledging patients’ emotions and concerns. This approach enhances patient engagement and adherence to treatment plans, crucial for health communication and patient care .

• Patient Discussing Chronic Illness : “You feel frustrated by the limitations your illness causes.” Reflecting on these frustrations can lead to more empathetic care and support.
• Addressing Patient’s Anxiety About Procedures : “You’re nervous about the upcoming procedure.” Acknowledging this fear can lead to providing more information and reassurance.
• Patient Concerned About Hospital Environment : “You feel uncomfortable in the hospital setting.” This helps in making necessary adjustments to improve patient comfort.
• Talking About Family Health History : “You’re worried about your family’s health history affecting you.” Reflecting this concern can guide a more thorough examination and discussion.
• Discussing End-of-Life Care : “You’re concerned about your loved one’s comfort during end-of-life care.” Reflective communication is crucial in such sensitive discussions.
• Patient Confused About Medication : “You seem confused about when to take your medications.” This reflection can lead to clearer patient education about medication schedules.
• Patient Expressing Discontent with Care : “You’re not satisfied with the care you’ve received.” Acknowledging dissatisfaction can open the way for improvements in care.
• Discussing Mental Health Concerns : “You feel overwhelmed by stress and anxiety.” Reflective communication is key in mental health discussions and treatment.
• Patient Worried About Post-Operative Care : “You’re anxious about post-operative care at home.” This reflection helps in planning and discussing post-operative support.
• Patient Upset About Long Wait Times : “You’re upset about the long waiting time.” Acknowledging such concerns can help address systemic issues in healthcare delivery.

Reflective Communication Examples in the Workplace

Reflective communication in the workplace is essential for understanding employees’ perspectives, resolving conflicts, and fostering a positive work environment. It involves supervisors, managers, and colleagues acknowledging and reflecting each other’s thoughts and concerns, which is vital for team communication and workplace harmony .

• Employee Discussing Workload : “You feel overwhelmed by your current workload.” Reflecting this feeling can lead to discussions about workload management.
• During Performance Reviews : “You seem proud of your achievements this quarter.” Reflecting positive feelings can boost morale and motivation.
• Addressing Team Conflicts : “You’re frustrated with the lack of communication in the team.” Acknowledging such issues can lead to more effective conflict resolution.
• Discussing Career Aspirations : “You’re eager to take on more leadership roles.” Reflective communication can help in career development planning.
• Employee Expressing Burnout : “You seem to be feeling burnt out recently.” Acknowledging burnout is crucial for addressing employee wellbeing.
• During Staff Meetings : “You’re concerned about meeting project deadlines.” Reflecting such concerns can help in reassessing timelines and resources.
• Employee Upset About Feedback : “You’re upset about the feedback you received.” Reflective communication can help address misunderstandings and improve feedback methods.
• Discussing Office Dynamics : “You feel left out of decision-making processes.” Reflecting these feelings can lead to more inclusive practices.
• Employee Worried About Job Security : “You’re anxious about the stability of your job position.” Acknowledging such fears can lead to more transparent communication.
• Addressing Lack of Recognition : “You feel your efforts haven’t been adequately recognized.” Reflective communication can help in acknowledging and rewarding efforts.

Reflective Communication Examples for Presentation

In presentations, reflective communication helps in engaging the audience, addressing their concerns, and making the presentation more interactive. It involves the presenter acknowledging audience reactions and feedback, crucial for effective presentation skills and audience engagement .

• Audience Questions About Clarity : “You’re looking for more specifics on this topic.” Reflecting audience questions can lead to more detailed explanations.
• Responding to Feedback : “You seem to think the timeline is unrealistic.” Acknowledging this concern can help address feasibility issues.
• During a Sales Pitch : “You’re interested in how this product can benefit your company.” Reflecting audience interest can guide a more targeted pitch.
• Addressing Technical Difficulties : “You’re frustrated by these technical issues during the presentation.” Acknowledging difficulties can help maintain audience patience and attention.
• Discussing Project Proposals : “You seem concerned about the project’s budget.” Reflecting this concern can lead to a more thorough budget discussion.
• In a Training Session : “You’re excited about implementing these strategies.” Reflecting enthusiasm can make training more effective and engaging.
• During a Seminar Q&A : “You’re curious about the research methods used.” Reflecting questions can lead to more comprehensive answers and discussions.
• Presenting to Stakeholders : “You’re looking for assurances about return on investment.” Reflecting stakeholder concerns is key in gaining their confidence.
• In an Academic Lecture : “You seem interested in exploring this theory further.” Reflecting student interest can enhance learning and engagement.
• During a Workshop : “You’re eager to try these techniques yourself.” Reflecting eagerness can encourage active participation and practice.

Reflective Communication Examples in Business

Reflective communication in business enhances dialogue, builds trust, and fosters a productive work environment. It involves managers and team members actively listening and reflecting back thoughts and emotions, which helps in clarifying and addressing workplace issues effectively. These examples demonstrate how reflective communication can be applied in various business scenarios to improve team dynamics and workplace communication .

• During a Team Meeting : “You’re worried about meeting our quarterly targets.” This reflects the team’s concern and opens the discussion for solutions.
• In a Client Meeting : “It sounds like you’re looking for more customizable solutions.” Reflecting client needs can lead to more tailored service.
• In a Performance Review : “You feel your efforts in the project weren’t fully recognized.” This can help employees feel valued and understood.
• During Conflict Resolution : “You’re upset because you feel your ideas were dismissed in the meeting.” Reflecting emotions can help de-escalate conflicts.
• In a Sales Pitch : “You seem concerned about the scalability of our product.” Addressing potential client concerns directly can build trust and rapport.
• When Giving Feedback : “It sounds like you’re proud of the work you did on this project.” Positive reflections can motivate and encourage.
• In Strategy Meetings : “You’re anxious about entering a new market.” Reflecting concerns can help in more thoughtful strategic planning.
• During Project Debriefs : “You feel that the project’s success was due to effective teamwork.” Acknowledging team effort fosters a positive work culture.
• In Employee Training : “You seem excited about these new learning opportunities.” Reflecting enthusiasm can enhance engagement in training programs.
• While Addressing Customer Complaints : “You’re disappointed with our product’s performance.” Reflective listening in customer service can lead to better conflict resolution.

Reflective Communication Examples for Students

Reflective communication is vital for students, aiding in their academic and personal development. It encourages self-awareness and helps students in articulating their thoughts and emotions clearly. These examples show how reflective communication can be effectively used in educational settings, enhancing student engagement and learning outcomes .

• During Group Projects : “You’re concerned about dividing the workload fairly.” This reflection can encourage more equitable participation.
• In Peer Reviews : “You feel your ideas weren’t fully understood in this assignment.” Helps students express and address misunderstandings.
• When Discussing Grades : “You seem disappointed with your test results.” Opens a conversation for improvement and support.
• During Career Counseling : “You’re unsure about which major aligns with your interests.” Reflecting uncertainties can guide career decision-making.
• In Study Groups : “You’re excited about the upcoming presentation.” Acknowledging enthusiasm can boost group morale.
• When Addressing Classroom Concerns : “You feel like you’re not keeping up with the class.” Helps in identifying and addressing learning challenges.
• During Tutoring Sessions : “You seem confident about your improvement in math.” Positive reinforcement can encourage continued effort.
• In Student Advising : “You’re anxious about making the right college choice.” Reflecting concerns can lead to more personalized guidance.
• While Discussing Extracurricular Activities : “You’re passionate about joining the debate team.” Acknowledging interests can foster student engagement.
• In Peer Mediation : “You feel hurt by your friend’s comments.” Helps in resolving conflicts and restoring relationships.

Reflective Communication Examples for Teachers

For teachers, reflective communication is a tool that enhances their ability to connect with students, understand their needs, and foster a supportive learning environment. These examples show how teachers can use reflective communication to improve classroom management and student-teacher relationships .

• When a Student is Struggling : “You seem frustrated with this topic.” Opens up supportive dialogue and offers help.
• During Parent-Teacher Meetings : “You’re concerned about your child’s progress in reading.” Reflecting parental concerns can lead to collaborative solutions.
• In Class Discussions : “You seem excited about this historical period.” Encourages student participation and shows engagement.
• While Managing Classroom Behavior : “You appear upset about being reprimanded.” Helps in understanding student emotions and addressing behavior.
• When Giving Constructive Criticism : “You feel disappointed with your performance.” Opens a path for guidance and improvement.
• During One-on-One Meetings : “You’re proud of your improvement in math.” Acknowledging achievements can boost student confidence.
• In Response to Classroom Questions : “You’re curious about how this topic relates to real-life situations.” Encourages inquiry-based learning.
• When Addressing Class Dynamics : “You feel left out of group activities.” Helps in creating more inclusive classroom activities.
• In Creative Writing Classes : “You seem passionate about your story topic.” Encourages creativity and individual expression.
• While Discussing Future Goals : “You’re uncertain about your post-graduation plans.” Assists in career guidance and planning.

Reflective Communication Examples in the Classroom

Reflective communication in the classroom setting is key to creating an inclusive and engaging learning environment. It helps teachers and students alike to express and understand feelings and thoughts, improving educational experiences and academic performance . These examples demonstrate effective use of reflective communication in various classroom interactions.

• During a Lecture : “You seem puzzled by this concept.” Helps in addressing student confusion and clarifying concepts.
• In Group Activities : “You’re enthusiastic about this project.” Encourages and validates student engagement.
• When Addressing Student Questions : “You’re curious about the implications of this theory.” Shows recognition of student interest and deepens discussion.
• In Art Classes : “You appear to be really enjoying painting.” Encourages artistic expression and creativity.
• During Science Experiments : “You seem excited about the results.” Fosters a love for learning and scientific inquiry.
• In Language Classes : “You’re struggling with pronunciation.” Offers an opportunity for targeted help and practice.
• While Teaching History : “You’re fascinated by this historical event.” Encourages exploration and discussion of historical topics.
• In Math Classes : “You feel satisfied with solving that complex problem.” Reinforces a sense of accomplishment and understanding.
• During Physical Education : “You’re hesitant about participating in this sport.” Opens dialogue for encouragement and support.
• In Music Lessons : “You seem to be finding your rhythm.” Acknowledges progress and fosters musical development.

Reflective Communication Examples for Employees

Reflective communication is essential for employees to navigate workplace dynamics effectively. It enables them to express their thoughts and feelings in a manner that fosters understanding and collaboration. These examples illustrate how employees can use reflective communication to enhance workplace relationships and professional development .

• In Team Collaborations : “You’re excited about the new project.” Acknowledging enthusiasm can boost team synergy.
• During Conflict with Colleagues : “You feel your suggestions were not considered.” Helps in addressing and resolving workplace conflicts.
• When Seeking Feedback : “You’re looking for ways to improve your skills.” Encourages constructive feedback and personal growth.
• In Employee Meetings : “You seem concerned about workload balance.” Opens discussion for effective workload management.
• While Navigating Change Management : “You’re anxious about the new company policies.” Facilitates open discussions about organizational changes.
• During Professional Development Sessions : “You’re motivated to advance in your career.” Reflects ambition and can guide career development strategies.
• In Networking Events : “You’re interested in expanding your professional network.” Encourages connections and professional growth.
• When Addressing Time Management : “You feel overwhelmed with your current deadlines.” Helps in finding solutions for better time management.
• In Discussions About Career Path : “You’re uncertain about which direction to take.” Assists in exploring and defining career goals.
• During Employee Wellness Programs : “You’re committed to improving your work-life balance.” Supports wellness and personal well-being in the workplace.

Why is Reflective Communication Important?

Reflective communication plays a crucial role in both personal and professional contexts. Its importance lies in its ability to foster understanding, empathy, and effective interaction.

1. Enhancing Understanding and Empathy

• Builds Deeper Connections : By reflecting thoughts and feelings, it helps build deeper emotional connections.
• Increases Empathy : Reflective communication allows individuals to show that they not only hear but also understand and empathize with others.

2. Improving Communication Efficiency

• Reduces Misunderstandings : By clarifying and confirming messages, it minimizes the chances of miscommunication.
• Encourages Open Dialogue : Creates a safe environment for open and honest communication.

3. Facilitating Conflict Resolution

• De-escalates Tensions : By showing understanding, it can help de-escalate conflicts.
• Promotes Problem-Solving : Encourages a collaborative approach to resolving issues.

What is the Purpose of Reflective Communication?

The primary purpose of reflective communication is to enhance interpersonal interactions by accurately understanding and responding to the feelings and thoughts expressed by others.

• To Validate Feelings : Acknowledging and validating others’ emotions and thoughts.
• To Encourage Self-Expression : Helping individuals feel comfortable sharing their thoughts and feelings.
• To Aid in Active Listening : Enhancing the quality of listening by actively engaging in the communication process.
• To Support Personal Growth : Facilitating self-awareness and personal development through thoughtful communication.

Which Form of Communication is Self Reflective?

Self-reflective communication involves introspection and the ability to understand and articulate one’s own thoughts and feelings. It’s a form of internal dialogue.

Characteristics:

• Self-Awareness : Being conscious of one’s own thoughts and emotions.
• Self-Regulation : The ability to manage one’s responses and reactions effectively.
• Introspection : Regularly examining one’s own beliefs, motives, and feelings.
• Personal Growth : Using self-reflection to foster personal development and improvement.

What are Reflective Communication Activities?

Reflective communication activities are exercises designed to enhance the ability to understand and mirror back thoughts and feelings expressed by others.

Practical Exercises:

• Role-Playing : Engaging in scenarios to practice reflecting emotions and thoughts in various contexts.
• Journaling : Writing about personal experiences and emotions to enhance self-reflective skills.
• Active Listening Exercises : Practicing attentive listening and reflecting back what was heard.
• Group Discussions : Participating in guided discussions where members practice reflective communication.
• Feedback Sessions : Sharing and receiving feedback in a constructive manner, focusing on understanding and reflecting emotions and thoughts.

Incorporating these aspects of reflective communication into daily interactions can significantly enhance the quality and effectiveness of personal and professional communication.

What are Techniques for Reflective Communication?

Reflective communication is a powerful tool for enhancing understanding and empathy in interactions. It involves actively listening, understanding, and then verbally reflecting the thoughts and feelings of the speaker. Here are key techniques for mastering reflective communication:

• Active Listening : Pay full attention to the speaker, avoiding distractions and focusing on their words and nonverbal cues.
• Paraphrasing : Restate the speaker’s words in your own, showing you have grasped their message.
• Emotion Reflecting : Acknowledge the emotions behind the speaker’s words, such as saying, “It seems like you’re feeling frustrated.”
• Asking Open-ended Questions : Encourage deeper discussion and clarification, for example, “Can you tell me more about that?”
• Summarizing : At the end of a conversation, summarize the key points to ensure mutual understanding.

What are the Characteristics of Reflective Communication Style?

Reflective communication style is characterized by its empathetic and understanding nature. Here are its defining traits:

• Empathy : Shows a deep understanding of and concern for the speaker’s emotions and experiences.
• Nonjudgmental Attitude : Avoids judging or criticizing the speaker, fostering a safe and open communication environment.
• Patient and Calm Demeanor : Involves patience in listening and responding, without rushing or interrupting.
• Genuine Interest : Demonstrates a sincere interest in what the other person is saying.
• Clarity and Simplicity : Uses clear, simple language that is easy to understand, avoiding jargon or complexity.

How Does Reflective Listening Help Communication?

Reflective listening is a cornerstone of effective communication, offering numerous benefits:

• Builds Trust and Rapport : Reflective listening shows you value the speaker’s perspective, building trust and rapport.
• Enhances Understanding : It ensures you truly understand what the other person is saying, reducing misunderstandings.
• Facilitates Emotional Release : By acknowledging emotions, it allows the speaker to feel heard and understood, often providing emotional relief.
• Encourages Openness : Reflective listening creates a safe space for open and honest communication.
• Improves Problem-Solving : By fully understanding the issues, it leads to more effective problem-solving and conflict resolution.

What are Reflective Communication Skills?

Reflective communication skills are essential for effective interpersonal interactions. They include:

• Active Listening Skills : Focusing attentively on the speaker, acknowledging their message through nodding or verbal affirmations.
• Empathy : Ability to genuinely understand and share the feelings of another person.
• Verbal Reflection : Skillfully restating or paraphrasing what the speaker has said to show understanding.
• Nonverbal Cues Interpretation : Reading and interpreting body language, tone of voice, and facial expressions accurately.
• Feedback Offering : Providing thoughtful, constructive feedback that is relevant and helpful to the speaker.

Incorporating these techniques and characteristics into daily communication can significantly enhance the quality of interactions, whether in personal relationships, professional environments, or educational settings. Reflective communication fosters deeper connections, mutual understanding, and effective collaboration.

What is Reflective Practice in Communication?

Reflective practice in communication is a process where individuals consciously analyze their communication style and interactions. This practice is vital for personal and professional development, fostering effective communication and empathetic understanding .

• Self-Evaluation : Assessing your own communication skills to identify strengths and areas for improvement.
• Active Listening : Paying close attention to verbal and nonverbal messages in conversations.
• Feedback Seeking : Actively seeking feedback from others to understand how your communication is perceived.
• Reflecting on Interactions : Thinking back on conversations to gauge their effectiveness and impact.
• Continuous Learning : Committing to ongoing learning and adaptation to enhance communication skills.

What are Reflective Communication Strategies?

Reflective communication strategies involve methods that help in understanding and effectively responding to the emotions and thoughts expressed by others. These strategies are essential for building rapport and interpersonal relationships .

• Mirroring : Echoing the speaker’s words and sentiments to show understanding.
• Validating Emotions : Acknowledging and accepting the emotions of the speaker without judgment.
• Clarifying : Asking questions to ensure clear understanding of the speaker’s message.
• Summarizing : Briefly restating key points of the conversation to confirm understanding.
• Empathizing : Showing genuine empathy towards the speaker’s feelings and experiences.

What are Types of Reflective Communication?

Different types of reflective communication cater to various contexts and relationships, enhancing communication effectiveness and emotional intelligence .

• Emotional Reflection : Focusing on the emotional content of the conversation.
• Content Reflection : Concentrating on the factual or informational aspect of the message.
• Reflective Listening : Listening attentively to understand the speaker’s perspective fully.
• Reflective Responding : Responding in a way that shows understanding and empathy.
• Critical Reflection : Analyzing and questioning the underlying beliefs and assumptions in a conversation.

How to Write a Reflective Essay on Communication?

Writing a reflective essay on communication involves introspection and analysis of your communication skills and experiences. It’s a valuable exercise for self-awareness and personal development .

• Choose a Focus : Select a specific communication experience or skill to reflect upon.
• Describe the Experience : Clearly outline the context, your role, and what transpired during the communication.
• Analyze Your Communication : Assess your performance, considering what went well and what could be improved.
• Reflect on Learning : Discuss what you learned about yourself and your communication style.
• Plan for Future : Conclude by outlining how you plan to apply this learning to enhance your future communication.

Difference between Reflective Communication and Active Communication

Reflective communication and active communication are two distinct but complementary aspects of effective interpersonal interactions. While both play crucial roles in enhancing communication effectiveness and relationship building , they differ in their approach and focus.

Reflective communication is centered around empathy and understanding, often leading to emotional depth in conversations. In contrast, active communication is dynamic and interactive, ensuring that conversations are engaging and that all participants are actively involved. Both styles are essential in different contexts and contribute to the richness of interpersonal communication.

How to Use Reflective Communication

Reflective communication is a powerful skill that involves listening to and understanding another person’s message and then reflecting back their thoughts and feelings. It’s a critical tool in effective communication and empathetic listening . Using reflective communication, you can build deeper connections, foster understanding, and enhance interpersonal dynamics. Here’s how to effectively use reflective communication in various settings:

1. Active Listening

• Give Full Attention : Focus entirely on the speaker, putting aside distractions. This shows respect and facilitates better understanding.
• Observe Nonverbal Cues : Pay attention to body language, tone of voice, and facial expressions, as they can provide additional context to the words being spoken.

2. Understanding the Speaker’s Perspective

• Avoid Assumptions : Don’t jump to conclusions about what the speaker is feeling or thinking. Let them express themselves fully before responding.
• Empathize : Try to understand the situation from the speaker’s perspective. Empathy is a cornerstone of reflective communication .

3. Mirroring the Speaker’s Message

• Paraphrase : Repeat what the speaker said in your own words. This shows that you are trying to understand their message.
• Reflect Emotions : Acknowledge the speaker’s feelings. For example, “It sounds like you’re really passionate about this topic.”

4. Encouraging the Conversation

• Ask Open-Ended Questions : Encourage the speaker to elaborate or clarify their thoughts. Questions like “How did that make you feel?” can deepen the conversation.
• Show Interest : Use verbal affirmations like “I see,” or “Go on,” to show that you are interested and engaged.

5. Responding Appropriately

• Provide Feedback : Offer your thoughts or advice if appropriate, but ensure it is constructive and respectful.
• Summarize the Discussion : Conclude with a summary of what has been discussed. This can help both parties understand and agree on the key points of the conversation.

6. Practicing Reflective Communication

• Regular Practice : Like any skill, reflective communication improves with practice. Use it in everyday conversations to become more proficient.
• Seek Feedback : After conversations, reflect on your performance and ask for feedback. This can help you identify areas for improvement.

By incorporating these techniques, reflective communication becomes an invaluable tool in both personal and professional contexts. It not only improves relationships and understanding but also contributes to personal growth and effective problem-solving. Whether in a workplace setting, within educational environments, or in personal relationships, mastering reflective communication can lead to more meaningful and effective interactions.

Tips for Listening Reflectively in Communication

Effective reflective communication is not just about how we respond, but also about how we listen. Active and empathetic listening forms the core of reflective communication, enhancing both personal and professional interactions. By practicing reflective listening, individuals can foster deeper connections, resolve conflicts more effectively, and improve overall communication. Here are some tips for listening reflectively:

1. Be Fully Present

• Eliminate Distractions : To listen reflectively, it’s essential to eliminate distractions. This means putting away phones, turning off screens, and focusing entirely on the speaker.
• Body Language Matters : Your nonverbal cues, such as maintaining eye contact, nodding, and leaning forward, show the speaker that you are fully engaged and attentive.

2. Practice Active Listening

• Acknowledge and Encourage : Use small verbal encouragements like “I see,” “Go on,” or “Interesting.” These cues not only show that you are listening but also encourage the speaker to continue.
• Paraphrase and Summarize : Periodically paraphrasing what the speaker has said is a powerful way to show that you are listening and understanding their message.

3. Show Empathy

• Reflect Emotions : If the speaker is showing emotions, acknowledge them. Saying things like, “It sounds like this is really frustrating for you,” validates their feelings.
• Avoid Judgment : It’s important to listen without judging or jumping to conclusions. Being open-minded allows for a more genuine and empathetic interaction.

4. Ask Open-Ended Questions

• Encourage Exploration : Ask questions that encourage the speaker to explore their thoughts and feelings further. For example, “How did that make you feel?”
• Clarify and Probe : If something isn’t clear, ask clarifying questions. This shows that you are interested in understanding their perspective fully.

5. Avoid Interrupting

• Let Them Finish : Avoid the urge to interrupt, even if you have something important to say. Interrupting can make the speaker feel unvalued and unheard.
• Pause Before Responding : After the speaker finishes, take a moment before responding. This pause indicates that you are processing what they’ve said, not just waiting for your turn to speak.

6. Practice Regularly

• Make It a Habit : Like any skill, reflective listening improves with practice. Try to use these techniques in your daily conversations.
• Seek Feedback : Ask for feedback from others about your listening skills. This can help you identify areas for improvement.

By incorporating these tips into your daily communication, you can become a more effective and empathetic listener. Reflective listening is a key component of effective communication and can greatly enhance both personal and professional relationships.

In conclusion, these reflective communication examples illustrate the profound impact of empathetic listening and understanding in various contexts. Whether in business, education, or personal interactions, applying these principles can significantly enhance communication effectiveness. By fostering open dialogue and deeper connections, reflective communication proves to be an invaluable tool in achieving mutual understanding and building stronger relationships.

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Reflective Essay Guide

Writing Reflective Essay

Last updated on: Feb 9, 2023

A Step by Step Guide to Writing a Reflective Essay

By: John K.

Reviewed By: Jacklyn H.

Published on: May 11, 2021

If you have been assigned the task of writing a reflective essay, it will be an excellent opportunity to polish your creativity and writing skills.

A reflective essay is slightly different from other essays as it requires a personal point of view of a chosen subject. Thus, you need to analyze a particular subject with your personal experience, understanding, and knowledge.

The only key to write a reflective paper is that you need to be more expressive. The more expressive you are, the merrier it will be for your essay. Feel free to talk about life experiences that are valid to your topic. Writing your reflections can actually be a strength in this kind of essay.

If this sounds like something that interests or concerns you, then keep reading! This blog contains every detail necessary to produce an impressive reflective essay.

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What Is a Reflective Essay?

A reflective essay describes an experience or event and analyzes the meaning of that particular experience and the lessons it delivers. One thing that makes it a reflective essay is that the writer analyzes an event of the past from the present.

When writing a reflective essay, you are required to open up about your emotions and thoughts to paint a clear picture of your personality, history, and individual traits.

It is required that you include a description and a vivid summary of the experience; it will make the reader feel that he has experienced it as well. Moreover, you need to explain your reactions, thoughts, feelings, and emotions.

A good reflective paper should be creative, insightful, and authentic. It needs to express your opinions on a specific topic interestingly so that the reader wants to follow what you're saying without getting bored or leaving it before reading.

Reflective Essay Format

REFLECTIVE ESSAY FORMAT AND TEMPLATE

How to Start a Reflective Essay?

Writing a great reflective essay is a chance to polish your skills of writing and enhance your creativity. However, sometimes, it gets difficult and confusing to write it. There are many high schools as well as college students who get confused thinking where to start.

So, we have compiled some steps that will help you to write a perfect essay.

Let’s discuss them in detail.

1. Choose Your Topic Carefully

If you are given the freedom to choose a topic and don’t have any idea regarding it, the best way is to brainstorm and research some trending and good topic ideas. Unfortunately, a common mistake when writing a reflective essay is to choose a topic that is too broad or too narrow.

2. Research About Your Subject

Make sure you do thorough research on your topic first. Close your eyes and start imagining or remembering. Then, watch, listen, and read the information regarding your topic.

3. Brainstorm

Before you even start writing, brainstorm your ideas first. It is always a wise step to take before writing anything.

4. Choose Reflection Questions

Take a look at the questions below to get a better idea:

• What did I notice?
• What do I feel about it?
• Why am I feeling this way?

5. Answer the Questions You Have Chosen

After selecting your questions, you need to give their answers. Start from one essay question; make sure you answer it properly. After that, head on to the next one.

6. Recognize Your Experience Meaning

Before you even start writing, you need to choose the most significant lesson you have learned from your experience. This “most significant lesson or thing” is going to be the thesis of your essay.

7. Follow the Structure

Like all the other essays, the reflective essay also has the same format, which comprises the introduction, body, and conclusion paragraph.

Therefore, follow these steps and makes your essay writing process easy.

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How to Write a Reflective Essay?

Here are some steps that you should follow when you start writing your reflective paper.

1. Write the Introduction

To understand and know how to start a reflective essay introduction, you must first understand that an introduction is a piece of brief information about the main topic and its background.

In the reflective essay introduction, you will recognize the subject and provide the reader with an overview of the impression you have taken from it. Therefore, the introductory paragraph of your reflective essay needs to include a thesis statement that will act as a focal point of your paper.

2. Body Paragraphs

The first body paragraph should mention the impactful impression your subject has made on you. Then, provide relevant facts to support your thesis statement.

Moreover, the body of your essay will also describe most of the ideas you touched on in your introduction.

3. Write a Conclusion

Restate your thesis statement and summarize all the reasons you have mentioned in the essay’s body paragraphs. After that, sum up your essay with your final thoughts on the subject; close your essay with some reflective thoughts.

4. Proofread and Edit

Never submit your essay without editing or proofreading. Even though you have spent hours of effort and put a lot of hard work in doing your essay, your essay will have no worth if you haven’t proofread and edited it.

Here is the reflective essay outline sample for your ease.

Reflective Essay Outline

REFLECTIVE ESSAY OUTLINE

Reflective Essay Examples

We have compiled some perfect reflective essay examples below to help you get started on your paper.

Personal Reflective Essay Examples

PERSONAL REFLECTIVE ESSAY EXAMPLES

ENGLISH REFLECTIVE ESSAY EXAMPLES

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Reflective Essay Topics

Check out these reflective essay ideas on the most common subjects you can write about:

• Something from your imagination
• Something you have experienced in real
• A special object
• Something you have seen, heard, read, watched, touched, or smelled.

We are sure these subjects must have sparked your imagination, but here are a few essay topics that will help you get the bigger picture. In addition, these topics will help you understand the kind of topics teachers like to assign.

• The desert, mountains, countryside, or beach
• A special room or hideaway
• The house you grew up
• Home of some relative
• A person that taught me how to improve reflective writing skills
• New Experiences
• When your piece of writing published
• Important conversation
• The older man line of thought
• The time you overcame your fears

A list of topics will help you get a picture of what good ideas are like and how to come up with one of your own.

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Your essays are assigned to highly qualified essay writers who have years of experience and education. They make sure to provide you with mind-blowing, error-free, and on-time essays. They don’t just cater to the reflective essay but help with all types of essays.

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Frequently Asked Questions

How long is a reflective essay.

The reflective essay should be between 300 and 500 words. However, it will vary according to the chosen topic.

What is the purpose of a reflective essay?

A reflective essay is a great opportunity for the author to explore what has happened in their life and show how this specific event may have changed them.

PhD Essay, Literature

John K. is a professional writer and author with many publications to his name. He has a Ph.D. in the field of management sciences, making him an expert on the subject matter. John is highly sought after for his insights and knowledge, and he regularly delivers keynote speeches and conducts workshops on various topics related to writing and publishing. He is also a regular contributor to various online publications.

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8 Tips For Writing A Great Reflective Essay (With Examples)

By writing a reflective essay, you can capture some of these ephemeral emotions and make sense of who you are. Below, I share eight tips (and a few examples) that will help you do it in a better way. You may have to write a reflective essay as a part of an academic assignment or a college paper. Or perhaps you want to create it for yourself and never show it to anyone. Regardless of the reason, after reading this article, you will hopefully become better at it. They helped a lot of students over the years, so you may check them out.

Here’s how to write a great reflective essay:

1. first, what is a reflective essay, 2. the power of writing introspectively.

Many great men and women (like Charles Darwin or Frida Kahlo ) had a habit of keeping a journal. This seems to be forgotten these days as we record everything through our mobile devices. But the habit of introspective writing and journaling helps you get in touch with your inner self and even improves your mental health. The reflective essay serves a similar purpose. It lets you search for meaning in your life and lets you discover the underlying causes of your actions.

“Life can only be understood backward, but it must be lived forwards.” – Søren Kierkegaard

3. How do you start your essay?

This beginning has certain elements that make it effective:.

“When I discover who I am, I’ll be free.” – Ralph Ellison

4. Learn how to structure your essay

In terms of length, it all depends on your assignment, but usually, the reflective essay has between 300 and 700 words . It has a rather informal structure and the use of language. After all, you’re drilling into your personal experiences, and often, this requires a poetic turn of the phrase. You’re more than welcome to use a wide range of advanced vocabulary .

Introduction

5. create an outline for your essay.

As with most writing assignments , the work begins with ideation and then creating some sort of outline . Here’s a simple process you can use to get everything ready before you start writing: a) Scan your mind in search of powerful experiences, meaningful memories, and thoughts about your past. This will serve as a raw material from which you’ll sculpt a piece of prose. b) Consider the attractiveness of your topic from the reader’s point of view. You certainly don’t want to bore anyone, so pick something interesting, but important. c) Organize your essay and divide it into a couple of paragraphs. Each paragraph should contain one important idea. d) Decide in which sequence you would like to share your ideas. Put some logic and chronology behind it. e) Jot down any side notes included in the essay. It’s always better to have an overabundance of material.

“Your visions will become clear only when you can look into your own heart. Who looks outside, dreams; who looks inside, awakes.” – C.G. Jung

6. The essay-writing process

Once you have the idea, you can follow a simple process:, 7. how to pick the right topic for your essay.

If you’re writing an assignment, you’ll probably receive the prompt from your professor. If that’s the case, follow it diligently. This may be something like: a) Reflect on what you learned during your first year of high school. b) Think about your favorite book and how it changed your life . c) How did your writing skills change over the years? And why? Or it might be something really specific like Write a two-page reflection paper on the Adventures of Tom Sawyer by Mark Twain. Here, it’s not only about your personal experience, but about your interaction with a specific text, event, play, or movie and the effect it had on you. But what if you want to write an essay on your own? Which topic would you choose then? First, pick something meaningful to you. Second, pick something that you know well. Third, pick something that you want to explore and get deep into.

Here’s some more inspiration in the area of topics:

Personal reflection:, reflection on life and meaning:, reflection on events:.

“Reflect upon your present blessings — of which every man has many — not on your past misfortunes, of which all men have some.” – Charles Dickens

8. Learn from the masters

Montaigne was the father of the essay as a literary form. He was the first writer to use informal tone, colloquial language, and rather prosaic themes to get to the deeper truth about human nature.

I recommend you check his essays for inspiration, along with other masterworks:

And here are a few books filled with great reflective essays:.

And here you may find a huge list of 450+ essay books on Goodreads.

“Once we accept our limits, we go beyond them.” – Albert Einstein

Example #1 of a reflective essay:

The misgivings about the high school football, here’s a second, shorter sample of a reflective essay:, the sources of love for instrumental music., looking backward, moving forward.

There are certain milestones in your life: finishing high school, falling in love for the first time, your first journey abroad, the first kiss, the first psychedelic trip, graduating from the university, getting your first job, getting married, having children… Each of these brings something new and unexpected and makes you grow as an individual. But you can run through life and never reflect on how it all changed , how silly and incompetent you were just a few years ago. And how you’ll think the same thing about the present in a few years. Perhaps you should compose a reflective essay and think about all of this, and about what’s coming. Next up, you may want to explore a list of the best essays of all time .

Rafal Reyzer

Hey there, welcome to my blog! I'm a full-time entrepreneur building two companies, a digital marketer, and a content creator with 10+ years of experience. I started RafalReyzer.com to provide you with great tools and strategies you can use to become a proficient digital marketer and achieve freedom through online creativity. My site is a one-stop shop for digital marketers, and content enthusiasts who want to be independent, earn more money, and create beautiful things. Explore my journey here , and don't miss out on my AI Marketing Mastery online course.

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Reflecting on the communication process in health care. Part 1: clinical practice—breaking bad news

Beverley Anderson

Macmillan Uro-oncology Clinical Nurse Specialist, Epsom and St Helier NHS Trust

View articles · Email Beverley

This is the first of a two-part article on the communication process in health care. The interactive process of effective communication is crucial to enabling healthcare organisations to deliver compassionate, high-quality nursing care to patients, in facilitating interactions between the organisation and its employees and between team members. Poor communication can generate negativity; for instance, misperception and misinterpretation of the messages relayed can result in poor understanding, patient dissatisfaction and lead to complaints. Reflection is a highly beneficial tool. In nursing, it enables nurses to examine their practice, identify problems or concerns, and take appropriate action to initiate improvements. This two-part article examines the role of a uro-oncology clinical nurse specialist (UCNS). Ongoing observations and reflections on the UCNS's practice had identified some pertinent issues in the communication process, specifically those relating to clinical practice and the management of practice-related issues and complaints. Part 1 examines the inherent problems in the communication process, with explanation of their pertinence to delivering optimal health care to patients, as demonstrated in four case studies related to breaking bad news to patients and one scenario related to communicating in teams. Part 2 will focus on the management of complaints.

In health care, effective communication is crucial to enabling the delivery of compassionate, high-quality nursing care to patients ( Bramhall, 2014 ) and in facilitating effective interactions between an organisation and its employees ( Barber, 2016 ; Ali, 2017 ). Poor communication can have serious consequences for patients ( Pincock, 2004 ; Barber, 2016 ; Ali, 2017 ). Misperception or misinterpretation of the messages relayed can result in misunderstanding, increased anxiety, patient dissatisfaction and lead to complaints ( McClain, 2012 ; Ali, 2017 ; Bumb et al, 2017 ; Evans, 2017 ; Doyle, 2019 ), which, as evidence has shown, necessitates efficient management to ensure positive outcomes for all stakeholders—patients, health professionals and the healthcare organisation ( Barber, 2016 ; Ali, 2017 ; Evans, 2017 ; Doyle, 2019 ). Complaints and their management will be discussed in Part 2.

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Reflective Essay Examples

50 best reflective essay examples (+topic samples).

If you have ever read reflective essay examples, you would know that these types of written works examine the writer’s life experiences . When you write a reflective paper example, you write about your own experiences and explore how you’ve changed, grown or developed because of those experiences. There’s no standard format for this essay as it may vary depending on the target audience.

Table of Contents

• 1 Reflective Essay Examples
• 2 What is a reflective essay?
• 3 Reflective Paper Examples
• 4 Format of reflective essay
• 5 Creating the outline of reflective essay examples
• 6 Reflective Paper Samples
• 7 Tips for writing reflective essay
• 8 Reflective Essay Samples

What is a reflective essay?

A reflective essay is a type of written work which reflects your own self. Since it’s about yourself, you already have a topic to write about. For reflective essay examples, readers expect you to evaluate a specific part of your life. To do this, you may reflect on emotions, memories, and feelings you’ve experienced at that time.

Since you’re writing reflection essay samples about yourself, make sure that they’re interesting and exciting. This is very important so that your readers don’t get bored with what you’ve written. Reflective essays are very personal thus, they’re a special type of essay. As you write one, you need to reflect, think, and explain.

In the essay, you should demonstrate and describe different feelings or emotions which you’ve felt in the past. These statements breathe life into your essay as your readers start picturing what you’ve written in their minds. Reflective essays are very honest, personal, and emotional, especially those which describe painful experiences.

Reflective Paper Examples

Format of reflective essay

As aforementioned, reflective essay examples don’t have a standard format. They seem easy enough to write but once you’ve sat down to start writing, you may suddenly find the task very challenging! Besides the format, you must think about the life experience you want to write about and remember everything about it.

A reflective paper example is a lot like a personal journal or diary. Of course, the difference is that other people will read your essay. Therefore, you must write it with good structure and coherence. In this regard, reflective essays are a lot like the other types of essays too.

When writing a reflective essay, you will have to examine your own life experiences. The purpose of writing such an essay is to provide yourself with a platform to share your most meaningful life experiences with other people. You can also use it as a way to explore how your experiences have changed you as a person.

You can present reflective writing in different formats. Most of the time though, people use a learning log or a diary entry format. You can use these formats and others. Just make sure that your essay has a good flow and that it’s easy for other readers to understand.

The format to use for your reflection essay samples would depend on your target audience. You can make an academic reflective essay or you can make it as a general and informal piece of writing. If you need to write the essay for a class assignment, follow the format given to you by your teacher.

No matter what format you choose, you may write an essay which:

• Focuses on your personal growth Such an essay helps you learn how to evaluate and analyze the experiences you have had in your personal life. This helps promote emotional development and growth. It also helps you understand yourself and your behaviors better.
• Focuses on literature For this type of essay, you may have to include references to literature and apply these to your own life experiences. Such essays are commonly given as assignments to students in school.

Creating the outline of reflective essay examples

Before you write your reflective essay examples, you must create an outline for them. Although you’d write about your own life, creating an outline gives structure to your essay to serve as a guide for what you want to write about.

Whether you need to write an essay for school, for a magazine or for any other reason, creating an outline is the very first step. With a good outline, you have a better idea of how your essay will flow from one paragraph to the next all the way to the conclusion.

When creating the outline of your reflective paper example, keep it organized. Develop the outline gradually and put a lot of thought into it. In doing this, you make the writing process much easier. Here is a rundown of the steps involved in the essay-writing process:

• Choose a topic (a significant life experience you want to write about)
• Gather information
• Create an outline
• Write a draft
• Finalize your essay

Reflective Paper Samples

Tips for writing reflective essay

As you think about the content of your reflection essay samples, remember that the important thing is that such an essay must be highly personal but also engaging to readers. There’s so much more to reflective essays than just writing your story. You must also reflect on your experiences to engage your audiences.

For your starting point, think about the most significant experiences you had in your life. Those which had either a negative or a positive impact on you as a person. If the reflective essay is a school assignment, your professor would probably specify what you must write about. Here are some tips for you for writing your reflective paper example:

• Reflection The most important part of writing your reflective essay is the reflective process. Think about the personal experience you want to write about. Focus on what happened, how this experience made you feel, and how it affected your life. Explore your memories and emotions for this part of the process. As you’re recalling and reflecting on your life experience, take a lot of notes . Write down all the details you remember and try to be as clear and as detailed as you possibly can. Take as much time as you need for reflection. You can even close your eyes as you try to remember those experiences vividly. When you’re confident that you have recalled all of the details of your life experience, it’s time to write your essay. To make it more meaningful, try to answer some important questions about your life experience including: Did you learn anything new about yourself because of this experience? Have you grown or developed because of this experience? If so, in what way? Did this experience impact your life positively or negatively? If you had the chance to experience this all over again, would you do anything differently? Why did you behave in such a way at the time of this experience? Did you make the right choices? What are your general thoughts and feelings about this experience? Can you say that you learned from this experience? Did you gain any new perspectives or skills because of this experience? These are “signpost questions” which can help you write a more meaningful essay. These are just some examples, you can also think of your own questions to ask yourself. The point of these questions is to make sure that you think critically and deeply about the experience you’re writing about.
• Planning After you’ve reflected on your life experience, it’s time to start planning your essay. When it’s time to start, you might feel as if you’re not adequately prepared even though you’ve done a lot of reflection. This is a normal feeling, especially if you want to create a written piece which people will love reading. To ease your anxiety and doubt, come up with a well-rounded and comprehensive plan. The best way to do this is through an outline. With an outline to guide your writing process, you can come up with an essay that’s more coherent and which has a clear structure. An outline or plan is important for reflective essays. Since you’re writing about an emotionally-charged topic, you might find yourself getting “lost” along the way. This is especially true if you’re writing about a painful experience which still affects you until now. The outline serves as a map for you to keep your thoughts organized. In your outline, make sure to establish all of the fundamental details you wish to include in your essay. This helps you pick out and remove any superfluous information to make it easier to read and understand. Planning the points you want to write about makes it easier for you to stay on point. As such, your writing becomes a lot clearer and your readers can follow your line of thought. An outline also prevents you from missing out any relevant information. It’s very difficult and frustrating to go back after you’ve written the whole essay just to fit in this information! Planning your essay also saves you a lot of time. Coming up with the structure makes you more familiar with your essay even before you start writing it. Thus, you can spend more time writing, revising, and proofreading your essay to make it the best version possible.

Reflective Essay Samples

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The Journey to Mastery: How Self Reflection Can Improve Communication

Implement these best practices before and after both high-stakes and everyday communication to improve your effectiveness.

February 27, 2020

What does it mean to truly master communication? How can we speak and write for the most impact?

In this podcast episode of Think Fast, Talk Smart , Stanford Graduate School of Business lecturers JD Schramm and Matt Abrahams discuss how to use self-reflection for self-improvement. They also offer methods for preparing for a high stakes situation such as a pitch meeting or an everyday interaction like sending an email.

Think Fast, Talk Smart is a podcast produced by Stanford Graduate School of Business and hosted by Matt Abrahams. Each episode provides concrete, easy-to-implement tools and techniques to help you hone and enhance your communication.

Full Transcript

Matt Abrahams : With dedicated practice, self-reflection, along with a little guidance, we can all hone and improve our communication skills.

Today we will focus on the idea of communication mastery with my friend, colleague, and mentor, JD Schramm, who in addition to lecturing in Strategic Communication at Stanford’s Graduate School of Business, was recently named the Director of the King Global Leadership Program for the Knight-Hennessy Scholars Program at Stanford. Welcome, JD.

How do you define mastery?

JD Schramm : Well, thanks Matt, and thanks for having me here to have this conversation today. I love the definition of mastery that Dan Pink gives in his book Drive. Mastery is getting better and better at something that Matters. For you, for me, from any leaders that we have the privilege of working with, communication is something that matters. And you cannot reach perfection in communication. No matter how great the document is, how great the speech is, how concise the report is, you still could always make it just a little bit better. And so we look at mastery as being an aspiration, I get closer and closer and closer, but I never get to perfection. And that’s the premise of the book: how can I iterate over time and keep getting better and better and better, knowing that the goal is something I will never fully reach. And that’s part of the process, what we go through. If a leader can be self reflective, and recognize that the growth that they have had over a period of time, it is that process that is really exhilarating. And really encouraging much more than the product of that one talk, or that one deck, or that one letter.

Matt Abrahams : That notion of reflection, self-reflection that you mentioned, I think is so critical to success in any communication. But especially as we strive for mastery. I’m curious if you have any insights and thoughts about adjusting and adapting your communication to the needs of the people you’re speaking to.

JD Schramm : Two thoughts on that. One, I think it’s crucial that leaders deliver the message the audience needs to hear, more than the message the leader wants to share. And so I think to be effective as a leader, we’ve got to be very audience-centric in the way in which we design and deliver communication. And we have to be really careful. As we’re reading an audience, we could misinterpret something. We could get something wrong. So in the design of the communication, I have to really think about my audience a lot. In the delivery, I want to be sensitive to the audience. But I also wanna acknowledge I don’t have all the information. So, if I’m gonna invent or interpret what’s going on for somebody, interpret something that’s going to support me. And encouraged me, like their intent on what I’m saying, rather than assuming they’re bored by what I’m saying.

Matt Abrahams : I really liked that distinction of what you do going into the creation of the content being in service of the audience. But then in the moment of delivery, it’s a different perspective. I wanna get back to this notion of design, because we’ve talked a bit about designing messages for audiences. But one thing I appreciate so much about the work you do is you really spend time championing the establishment of what I’ll call a positive communication culture within an organization. Can you share a few examples that you think highlight best practices. Or perhaps practices to be avoided as people progress towards their own communication mastery?

JD Schramm : I love that question, Matt. So there’s a section in the book that is all about communicating from a particular perspective, or point of view, or orientation. And the groups that I chose to highlight in there, communicating as an LGBTQ leader, as a member of the gay community, I’ve done a lot of work in that. And so there’s a section on what’s distinct about being an out LGBT leader. There’s a section, honed especially from the work of Allison Kluger and Stephanie Solari on executive presence for women. And what are the best resources out there. What are some of the resources out there to avoid that are not what we would want. But in that section, I also have communicating as a military veteran. And through both the Ignite program here and the BreakLine program, we’ve been able to work with veterans. Who are going from a life of military service to a career in the civilian ranks. And many of the veterans who are in the Ignite program here were very generous with me as I wrote that and researched that. And came up with tips and stories about what that transition is like. And I don’t know that there are very many resources out there that look at that slice of communication, whether it’s somebody who’s been marginalized, or somebody who has had a distinct service experience. And how can I approach mastery when I’ve got this experience, which may be an asset or maybe a liability. But I just have to acknowledge that’s what I’m coming into the conversation with. And those stories were awesome to get to collect. And then to share back out to the men and women in the military who fed into that and have them respond to it. They were grateful to see something codified in one place.

Matt Abrahams : It’s exciting to me to know that your book not only will give general guidelines and advice, but also targets very specific experiences people have, and how they themselves then can work on their own personal mastery. Are there any specific tools and exercises you recommend people try as they journey towards communication mastery?

JD Schramm : There are several. Let me limit it to just two, and this again goes back to the concept of iteration, getting better and better at something. We include in the book and Kara Levy, who’s a communication coach here at the GSB was my co-author on this. We include a lot of examples of how to self-edit your writing. It is always useful for me to hand over an email or a report to somebody else to copy edit or be check for me. Does this hit the right tone? Is this the right level of detail for this audience? But how can I do that when I don’t have somebody to turn the document over to? Similarly, in the oral communication, being able to use our smartphones effectively to record our side of a conversation and analyze it later. To be able to hand our phone to somebody in a business meeting. And say, when I do my pitch to senior management, could you just subtly capture it on video. Or even just on audio that is completely unobtrusive in a meeting? Then I can go back. I can hear exactly what I said. I can look at the fillers. I can look at the uptalk. I can look at the long-winded sentences, or where did the questions come. And being able to use just simple tools like that in small ways, we get better and better at what we’re doing. It doesn’t have to be hiring a coach, and doing hours of rehearsal to get ready for a TED talk. It can literally be something as simple as reviewing a document after I’ve written it or audio recording a conversation that I had, and then analyzing my side of it.

Matt Abrahams : We end every one of these podcasts with three questions that I ask everybody and I’d love for you to share your answers to these three. So the first question is, if you were to capture the best communication advice you ever received as a five-to-seven-word presentation slide title, what would it be?

JD Schramm : You cannot not communicate. Regardless, I was trying to get into the five-to-seven range, so I added regardless.

No, no matter what I do, I communicate something. Whether I write an email and I sit back, and wait for a day. Whether I speak up in a meeting, or I remain silent. Whether I sigh, or I smile, you cannot not communicate. No matter what you do, you’re communicating something. So let’s take some ownership for the communication you want out there, rather than have it be just by default, what you’re doing.

Matt Abrahams : I liked how you turned a double negative into a positive bit of advice. That was cool.

Matt Abrahams : Who is a communicator that you admire, and why?

JD Schramm : I’ve gotta go to the queen, Oprah Winfrey. Her ability to tell stories that make a point, that draw you in. I’ve gotten to see her present in person twice. I spoke at a conference that she was one of the keynotes. And being able to hear her in person describe and inspire people to be their best selves. Hands down, I just think she is top of her game. And for the audience listening, I think her Golden Globe acceptance speech of the Lifetime Achievement Award two years ago. Brilliant storytelling, brilliant arc, great use of mantra, just across the board in everything she did, very effective.

Matt Abrahams : I 100% agree. That particular speech was phenomenal. Third question, what are the first three ingredients that go into a successful communication recipe?

JD Schramm : I’m going to fall back to something I teach in almost every class and every workshop, audience, intent and message. Mary Munter and Lynn Russell several years ago created the aim model. Who is your audience? I don’t know who I’m writing or speaking to. What is my intent? What do I want them to do with that after they receive it? And only once I know audience intent can I then create the message. The biggest mistake that leaders make today is they jump immediately to message without slowing down to think about who really needs to hear this. And when they hear it or read it, what’s the action I need them to take? So the three answers to me are audience, intent, and message.

Matt Abrahams : What a wonderful way to wrap up a conversation about mastery, and we all need to slow down. And think about in a very methodical, appropriate way, how we develop our communication skills written or spoken. And you’ve given us great insight In our conversation, and I and I hope everyone else looks forward to your book to give us even more information. Thank you so much for being an inspiration to me, and everybody else.

JD Schramm : Thank you, Matt. It was a privilege to get to be here. Thanks for doing the podcast.

For media inquiries, visit the Newsroom .

Explore More

Can we be candid how to communicate clearly and directly, directive speech vs. dialogue: how leaders communicate with clarity, balance, class takeaways — how to run a meeting effectively, editor’s picks.

February 14, 2020 How to Make Complex Ideas More Accessible In this podcast episode, we explore techniques for presenting complicated information so your audience can more easily understand.

January 31, 2020 Communicating Our Multiple Selves: How to Manage Your Reputation Learn how to shape the way others see you through your verbal and nonverbal communication in this episode of Think Fast, Talk Smart.

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Communication in Nursing Practice: Gibbs’ Reflective Cycle Essay

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Introduction

Description, action plan, reflective conclusion.

Communication is a fundamental element in nursing practice. This element can possibly determine patients’ satisfaction and even the outcomes of their treatment (Lotfi et al., 2019). The situation described in the paper will exemplify the potential role of communication, which is why it will serve as a Gibbs Reflective Cycle nursing example. The cycle will help to assess the situation and extract lessons from it.

The model is a widely-recognized and crucial learning instrument, allowing individuals to extract lessons from life experiences. The pattern helps one to consider previous experiences, reevaluate them in the light of new knowledge, and implement the freshly obtained insight to improve future practice (Markkanen et al., 2020). The cycle is composed of six stages (description, feelings, evaluation, analysis, conclusion, and action plan), on which the reflection regarding the personal experience will be based (Markkanen et al., 2020). The paper’s principal objective is to outline a challenging situation from personal practice using Gibbs’ Reflective Cycle. The problematic situation is an encounter with a patient suffering from an infected diabetic foot ulcer and in need of amputation. Overall, the paper aims to critically analyze the situation and transform it into a learning opportunity useful in improving my future practice as a wound care specialist.

The situation concerns a 40-year-old patient with diabetes and an infected foot ulcer who was admitted to the hospital where I was working at the moment. The patient had a long history of diabetes, from which he suffered since he was ten years old. A multidisciplinary team examined the patient and established that he needed an amputation. As I approached the patient to get a consent form, I noticed that he looked upset. Given the described situation, it might be suggested that a communication dilemma here is of ethical character, in particular – it is the delivery of the bad news. By applying the model, the provided Gibbs Reflective Cycle example communication will demonstrate what actions were undertaken to resolve the mentioned dilemma.

The incident that will be analyzed is an outstanding Gibbs Reflective Cycle nursing example, which happened several years ago when I began working as a wound care nurse. A 40-year-old diabetic patient with an infected diabetic foot ulcer was admitted to the hospital. He had a long history of diabetes, suffering from the condition for three decades. A multidisciplinary team examined and communicated with the patient; it was established that he needed a below-knee amputation. The group stated their decision and left, and I had to retrieve the consent form. While retrieving the record, I perceived that the patient looked exceedingly sorrowful and depressed. Nevertheless, I did not know whether I needed to intervene in the situation and left.

Although I worked for many years in nursing before the incident, I became a certified wound care nurse relatively recently before it took place. At the moment, I saw the situation as irreparable, so I was not sure whether I should have tried to console the patient. I felt anxious and, to an extent, powerless when faced with the man’s grief. I thought that words or an empathic response would not be able to mitigate his sadness. Additionally, I was also somewhat startled that the multidisciplinary team did not handle the conversation more delicately and left rather abruptly. Overall, I did not feel confident enough to handle the situation and was unsure whether my intervention would be appropriate.

I frequently returned to the incident, trying to understand what should have been done instead. Retrospectively, I believe that it helped me to reevaluate the role of therapeutic communication in my profession. Prior to the incident, I did not perceive preoccupation with patients’ emotional well-being as my duty as a nurse. I believed that administering medications and treatment, performing tests, recording medical history, educating patients, et cetera, was all that was required of me. Nevertheless, I did not fulfill another vital function in the described situation. To understand that a holistic approach to care presupposes therapeutic communication, I had to experience the case (2). As a nurse, showing empathy and consoling patients is a critical function that is sometimes overlooked. Furthermore, the incident demonstrates a lack of cooperation between the nursing staff and the team since communication was needed to ensure that the emotional impact of amputation on the patient was alleviated.

Some medical professionals find the process of delivering bad news challenging and feel psychologically unprepared (Van Keer et al., 2019). A lack of skills in this aspect can negatively affect patients: they might undergo extra stress, have lower psychological adjustment, and have worse health outcomes (Biazar et al., 2019; Matthews et al., 2019). Furthermore, the way the news is handled can impact patients’ understanding of the situation and adherence to treatment (Galehdar et al., 2020). Given the adverse effects, multiple protocols and approaches to communicating bad news and dealing with its consequences were developed. This situation is analyzed in detail in a ‘Gibbs Reflective Cycle example essay pdf’ that focuses on these communication challenges in healthcare.

In the patient- and family-centered approach, the process occurs based on the patient’s needs as well as their cultural and religious beliefs (Hagqvist et al., 2020). Upon communicating the information, a medical professional is supposed to assess their understanding and show empathy (Hagqvist et al., 2020). In an emotion-centered approach, a medical professional is supposed to embrace the sadness of the situation and build the patient-medical professional interaction on empathy and sympathy (Hagqvist et al., 2020). Yet, the patient- and family-centered approach seems more effective since excessive empathy can be counter-productive and impede information exchange.

Managing patients’ reactions is the final and particularly vital step in communicating bad news. Nurses are commonly involved in handling emotional responses, which entails several responsibilities:

• Additional emotional support should be given to those who cannot accept the information (Galehdar et al., 2020).
• Nurses can find more related information and share it with patients (Rathnayake et al., 2021).
• Nurses are supposed to improve the situation if bad news has been delivered poorly (Dehghani et al., 2020).

In the case of amputation, heightened emotional attention should be given to the patient, as limb loss is a life-altering procedure. Such patients commonly undergo the five stages of grief (denial, anger, bargaining, depression, and acceptance) and are prone to developing anxiety, depression, and body image issues (Madsen et al., 2023). Hence, upon delivering the news regarding amputation, it is vital to provide a patient with community resources for dealing with emotional and psychological implications.

Currently, I understand more in-depth that delivering and handling the consequences of bad news is an inescapable reality of the nursing profession. The incident allowed me to notice the aspects of my professional development that necessitate more attention and improvement. Hence, I strive to be more empathetic in my clinical practice and not undervalue the role of patient-nurse communication. I attempt to provide psychological and emotional support to patients and console them to the best of my ability and knowledge, especially if a patient has just received traumatic news. Due to the incident, I comprehended better that a patient’s emotional well-being can be dependent on my actions. I also stopped presuming that other medical professionals provide the necessary emotional support. Moreover, I understand that I am not powerless when faced with a patient’s sorrow.

Consequently, I will not neglect the importance of patient-nurse communication for patients’ health outcomes and mental well-being. I will offer hope where it is appropriate and encourage and validate patients’ emotions to help them deal with traumatic information (Font-Jimenez et al., 2019). In the future, I will use verbal and non-verbal communication clues to show that I care and, generally, be more empathetic (Font-Jimenez et al., 2019). I will not prevent my insecurities from fulfilling my nursing duties, nor will I allow the feeling of hopelessness to affect my clinical practice. Furthermore, I will rely on evidence-based approaches to handle bad news effectively and facilitate its delivery to patients.

Additionally, I will be more mindful in my nursing practice. Gibb’s reflective cycle will assist me in attaining this objective. I will continue to apply it to the situations occurring at work in order to think systematically as well as analyze and evaluate them. Furthermore, Gibb’s reflective cycle will enhance my ability to learn from my experience. The model will help me to refine my communication skills and make patient-nurse interactions more intuitive and productive (Markkanen et al., 2020).

The situation allowed me to understand the actual value of therapeutic communication in nursing. Now, I understand the need to exercise it in my clinical practice, which is a realization that I further explored in a ‘Gibbs Reflective Cycle example essay pdf.’ Learning to provide emotional support and manage the consequences of bad news is an essential quality for nurses, influencing health outcomes and satisfaction from a visit. Additionally, I become more conscious of my own emotions and the way they can prevent me from acting in a patient’s best interests. Overall, the proper tactics of delivering bad news and assisting patients in handling them became a higher priority in my clinical practice.

To conclude, this reflection featured an episode from my practice in which I analyzed a communication situation using Gibbs’ Reflective Cycle. It showed that I need to concentrate on my abilities to resolve the communication dilemma of the delivery of bad news. The above discussion also demonstrated how the implementation of an appropriate and significant evidence-based model – Gibbs’ Reflective Cycle – may result in better patient outcomes.

Biazar, G., Delpasand, K., Farzi, F., Sedighinejad, A., Mirmansouri, A., & Atrkarroushan, Z. (2019). Breaking bad news: A valid concern among clinicians . Iranian Journal of Psychiatry, 14 (3), 198–202. Web.

Dehghani, F., Barkhordari-Sharifabad, M., Sedaghati-kasbakhi, M., & Fallahzadeh, H. (2020). Effect of palliative care training on perceived self-efficacy of the nurses . BMC Palliative Care, 19 , 63. Web.

Font-Jimenez, I., Ortega-Sanz, L., Acebedo-Uridales, M. S., Aguaron-Garcia, M. J., & de Molina-Fernández, I. (2019). Nurses’ emotions on care relationship: A qualitative study . Journal of Nursing Management, 28 (8), 2247-2256. Web.

Galehdar, N., Kamran, A., Toulabi, T., & Heydari, H. (2020). Exploring nurses’ experiences of psychological distress during care of patients with COVID-19: A qualitative study . BMC Psychiatry, 20 , 489. Web.

Hagqvist, P., Oikarainen, A., Tuomikoski, A.-M., Juntunen, J., & Mikkonen, K. (2020). Clinical mentors’ experiences of their intercultural communication competence in mentoring culturally and linguistically diverse nursing students: A qualitative study . Nurse Education Today, 87 , 104348. Web.

Lotfi, M., Zamanzadeh, V., Valizadeh, L., & Khajehgoodari, M. (2019). Assessment of nurse–patient communication and patient satisfaction from nursing care . Nursing Open, 6 (3), 1189-1196. Web.

Madsen, R., Larsen, P., Carlsen, A. M. F., & Marcussen, J. (2023). Nursing care and nurses’ understandings of grief and bereavement among patients and families during cancer illness and death – A scoping review . European Journal of Oncology Nursing, 62 , 102260. Web.

Markkanen, P., Välimäki, M., Anttila, M., & Kuuskorpi, M. (2020). A reflective cycle: Understanding challenging situations in a school setting . Educational Research, 62 (1), 46-62. Web.

Matthews, T., Baken, D., Ross, K., Ogilvie, E., & Kent, L. (2019). The experiences of patients and their family members when receiving bad news about cancer: A qualitative meta-synthesis . Psycho-Oncology, 28 (12), 2286-2294. Web.

Rathnayake, S., Dasanayake, D., Maithreepala, S. D., Ekanayake, R., & Basnayake, P. L. (2021). Nurses’ perspectives of taking care of patients with Coronavirus disease 2019: A phenomenological study. PLoS ONE, 16 (9), e0257064

Van Keer, R. L., Deschepper, R., Huyghens, L., & Bilsen, J. (2019). Challenges in delivering bad news in a multi-ethnic intensive care unit: An ethnographic study . Patient Education and Counseling, 102 (12), 2199-2207. Web.

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• Chicago (A-D)
• Chicago (N-B)

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Home — Essay Samples — Education — Class Reflection — What I Learned in Communication Class: a Reflection

What I Learned in Communication Class: a Reflection

• Categories: Class Reflection Communication Skills

About this sample

Words: 632 |

Published: Mar 18, 2021

Words: 632 | Page: 1 | 4 min read

Works Cited

• Peterson, C. M., & Ray, M. N. (2019). Communication Skills for Success: Student Workbook. McGraw-Hill Education.
• Beebe, S. A., Beebe, S. J., & Ivy, D. K. (2018). Communication: Principles for a Lifetime. Pearson.
• Sole, K. (2017). Making Connections: Understanding Interpersonal Communication. Oxford University Press.
• DeVito, J. A. (2016). The Interpersonal Communication Book. Pearson.
• Guerrero, L. K., Anderson, P. A., & Afifi, W. A. (2019). Nonverbal Communication in Close Relationships. Routledge.
• Floyd, K. (2019). Interpersonal Communication: The Whole Story. McGraw-Hill Education.
• Pearson, J. C., & Nelson, P. L. (2017). An Introduction to Human Communication : Understanding and Sharing. Oxford University Press.
• O'Hair, D., Wiemann, M., Mullin, D. I., & Teven, J. (2017). Real Communication. Bedford/St. Martin's.
• Miller, K. (2019). Organizational Communication: Approaches and Processes. Cengage Learning.
• Guffey, M. E., Loewy, D., & Almonte, R. (2019). Business Communication: Process and Product. Cengage Learning.

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Gibbs' Reflective Cycle

One of the most famous cyclical models of reflection leading you through six stages exploring an experience: description, feelings, evaluation, analysis, conclusion and action plan.

Gibbs' Reflective Cycle was developed by Graham Gibbs in 1988 to give structure to learning from experiences.  It offers a framework for examining experiences, and given its cyclic nature lends itself particularly well to repeated experiences, allowing you to learn and plan from things that either went well or didn’t go well. It covers 6 stages:

• Description of the experience
• Feelings and thoughts about the experience
• Evaluation of the experience, both good and bad
• Analysis to make sense of the situation
• Conclusion about what you learned and what you could have done differently
• Action plan for how you would deal with similar situations in the future, or general changes you might find appropriate.

Below is further information on:

• The model – each stage is given a fuller description, guiding questions to ask yourself and an example of how this might look in a reflection
• Different depths of reflection – an example of reflecting more briefly using this model

This is just one model of reflection. Test it out and see how it works for you. If you find that only a few of the questions are helpful for you, focus on those. However, by thinking about each stage you are more likely to engage critically with your learning experience.

This model is a good way to work through an experience. This can be either a stand-alone experience or a situation you go through frequently, for example meetings with a team you have to collaborate with. Gibbs originally advocated its use in repeated situations, but the stages and principles apply equally well for single experiences too. If done with a stand-alone experience, the action plan may become more general and look at how you can apply your conclusions in the future.

For each of the stages of the model a number of helpful questions are outlined below. You don’t have to answer all of them but they can guide you about what sort of things make sense to include in that stage. You might have other prompts that work better for you.

Description

Here you have a chance to describe the situation in detail. The main points to include here concern what happened. Your feelings and conclusions will come later.

Helpful questions:

• What happened?
• When and where did it happen?
• Who was present?
• What did you and the other people do?
• What was the outcome of the situation?
• Why were you there?
• What did you want to happen?

Example of 'Description'

Here you can explore any feelings or thoughts that you had during the experience and how they may have impacted the experience.

• What were you feeling during the situation?
• What were you feeling before and after the situation?
• What do you think other people were feeling about the situation?
• What do you think other people feel about the situation now?
• What were you thinking during the situation?
• What do you think about the situation now?

Example of 'Feelings'

Here you have a chance to evaluate what worked and what didn’t work in the situation. Try to be as objective and honest as possible. To get the most out of your reflection focus on both the positive and the negative aspects of the situation, even if it was primarily one or the other.

• What was good and bad about the experience?
• What went well?
• What didn’t go so well?
• What did you and other people contribute to the situation (positively or negatively)?

Example of 'Evaluation'

The analysis step is where you have a chance to make sense of what happened. Up until now you have focused on details around what happened in the situation. Now you have a chance to extract meaning from it. You want to target the different aspects that went well or poorly and ask yourself why. If you are looking to include academic literature, this is the natural place to include it.

• Why did things go well?
• Why didn’t it go well?
• What sense can I make of the situation?
• What knowledge – my own or others (for example academic literature) can help me understand the situation?

Example of 'Analysis'

Conclusions

In this section you can make conclusions about what happened. This is where you summarise your learning and highlight what changes to your actions could improve the outcome in the future. It should be a natural response to the previous sections.

• What did I learn from this situation?
• How could this have been a more positive situation for everyone involved?
• What skills do I need to develop for me to handle a situation like this better?
• What else could I have done?

Example of a 'Conclusion'

Action plan

At this step you plan for what you would do differently in a similar or related situation in the future. It can also be extremely helpful to think about how you will help yourself to act differently – such that you don’t only plan what you will do differently, but also how you will make sure it happens. Sometimes just the realisation is enough, but other times reminders might be helpful.

• If I had to do the same thing again, what would I do differently?
• How will I develop the required skills I need?
• How can I make sure that I can act differently next time?

Example of 'Action Plan'

Different depths of reflection

Depending on the context you are doing the reflection in, you might want use different levels of details. Here is the same scenario, which was used in the example above, however it is presented much more briefly.

Adapted from

Gibbs G (1988). Learning by Doing: A guide to teaching and learning methods. Further Education Unit. Oxford Polytechnic: Oxford.