| There is a limitless number of resources associated to reflective practices with an entire journal, Reflective Practice, devoted to the topic. Despite the abundance of resources, numerous models outlining reflective practices, and a recognition of the importance of reflective practice to counselor development (Griffith & Frieden, 2000; Hoshmand, 1994; Irving & Williams, 1995; Nelson & Neufeldt, 1998; Neufeldt, Karno, & Nelson, 1996; Orchowski, Evangelista, & Probst, 2010; Paré, Audet, Bailey, Caputo, Hatch, & Wong-Wylie, 2004; Wong-Wylie, 2007) there is a lack of literature regarding how an individual becomes a reflective counseling practitioner
(Wong-Wylie, 2006). Understanding what contributes to the construction of reflectivity can assist counselor educators in helping their students become reflective counseling practioners. The purpose of this study was to explore what contributes to the construction of reflectivity in students’ pre-practicum reflective journals. This study used Foucauldian Discourse Analysis
(FD) to explore the dominant discourses that construct reflectivity. Six dominant discourses were found in the analysis including Disposition as Discourse, Holistic Person as Discourse, Self-Care as Discourse, Consumer as Discourse, Student as Discourse, and Future Professional as Discourse. The results of this study provide counselor educators with greater insight into what contributes to reflectivity in student’s journals, a form of reflective practice. Several practical implications and guidelines for counselor educators and students have been found from this study.
Key Words: reflectivity, reflective practices, journaling, reflective counseling practioner, counselor education, discourse analysis |