Abstract
Reflective thinking is an important skill in psychology, both as a tool in the therapeutic process and in professional development. The adapted 4Rs Model provides reflective writing structure and highlights the importance of Reporting & Responding, Relating, Reasoning and Reconstructing to students who are new to writing reflections. This chapter presents a case in which the 4Rs model (modified from the 5Rs model in Chap. 2 of this edition) was adopted to support reflective writing skills of undergraduate psychology students in a first year unit and in a final year unit. Although all students reflected on their learning within the units, the support activities leading up to the reflective tasks were adjusted to account for differences in the abilities of the cohorts and the focus of the units. In an evaluation survey, both groups of students endorsed statements about the importance of reflections and the utility of using the model. First year students also reported some difficulties understanding the 4Rs. This chapter will explore how first and final year students can be supported to develop reflection skills through scaffolding and modification of the same approaches and model.
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O’Connor, E., Obst, P., Furlong, M., Hansen, J. (2015). Using the TARL Model in Psychology: Supporting First and Final Year Students to Compose Reflections. In: Ryan, M. (eds) Teaching Reflective Learning in Higher Education. Springer, Cham. https://doi.org/10.1007/978-3-319-09271-3_6
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DOI: https://doi.org/10.1007/978-3-319-09271-3_6
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