Engaging the reflexive self: the role of reflective practice for supporting professional identity development in graduate students

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dc.contributor.authorLuft, Toupey M.
dc.contributor.authorRoughley, Robert
dc.date.accessioned2019-08-29T21:14:40Z
dc.date.available2019-08-29T21:14:40Z
dc.date.issued2016
dc.descriptionPermission to archive final published version granted by Dr. K. Kirstein, editor.en_US
dc.description.abstractReflective practice can enhance the professional identity development (PID) of graduate students. Struggling with one’s self-awareness and related academic assignments are part of a necessary process for ensuring student success as developing professionals. Yet, there are many salient barriers that can interfere with graduate students undertaking this process. Graduate students need to have the opportunity to engage in a reflective process, but they also require emotional safety to take the risks required. Appropriate faculty involvement and modeling of desired qualities is also fundamental. Strategies are suggested to address student needs.en_US
dc.description.peer-reviewYesen_US
dc.identifier.citationLuft, T., & Roughley, R. (2016). Engaging the reflexive self: The role of reflective practice for supporting professional identity development in graduate students. In K. A. Flores, K. D. Kirstein, C. E. Schieber, & S. G. Olswang (Eds.), Supporting the success of adult and online students, 53-62. Scotts Valley, CA: CreateSpaceen_US
dc.identifier.urihttps://hdl.handle.net/10133/5534
dc.language.isoen_USen_US
dc.publisherCreateSpaceen_US
dc.publisher.facultyHealth Sciencesen_US
dc.publisher.institutionCity University of Seattleen_US
dc.publisher.institutionUniversity of Lethbridgeen_US
dc.subjectStudent reflectionen_US
dc.subjectStudent successen_US
dc.subjectReflective thinkingen_US
dc.subjectProfessional identity developmenten_US
dc.subject.lcshGraduate students
dc.subject.lcshCritical thinking
dc.titleEngaging the reflexive self: the role of reflective practice for supporting professional identity development in graduate studentsen_US
dc.typeBook Chapteren_US
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