Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.795199
Title: Exploring the social processes occurring within and beyond Reflective Practice Groups : perspectives of attendees and non-attendees
Author: Janally, S.
ISNI:       0000 0004 8502 5820
Awarding Body: University of Exeter
Current Institution: University of Exeter
Date of Award: 2019
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Abstract:
Aims: The aim of the research was to explore healthcare staff members' perceptions and experiences of reflective practice groups (RPGs) that had been conducted in a learning disability service. The research also aimed to gain the perspective of both RPG attendees and non-attendees (people who did not engage in the groups). Obtaining the perspective of non-attendees provided a valuable and often overlooked insight into the social processes occurring outside the RPGs. Methods: A qualitative grounded theory method was adopted to address the research aims. The study took place within a learning disability service that had implemented RPGs for five months. Observational data (including audio-recordings and field notes) were collected on three RPGs planning meetings and two facilitator supervision sessions. Semi-structured interviews were conducted with the RPG facilitators (N=3) attendees (N=5) and non-attendees (N=5). The observation and interview data were analysed using a social constructionist approach to grounded theory. Results: Three main themes emerged from the analysis. Theme 1 described the collective process occurring within the RPGs that attended to unmet needs and resulted in the development of shared connections, restorative experiences, as well as mutual support. Theme 2 illustrated how the RPGs led to the enhancement of personal, professional and team identities. The social processes occurring within the group also created conflicts in how people navigated their multiple identities. Theme 3 identified the divisions and differences that existed beyond the RPGs that may have impacted upon people's engagement in the group. Conclusion: Social identity theory and social capital theory offered useful frameworks to understand the collective processes occurring with and beyond the RPGs in a learning disability service. The findings suggest that RPGs could represent a significant team-based intervention that promotes collaborative working, solidarity, and commitment. Further research is needed to explore the relevance and strength of these theories to the implementation of and staff engagement with RPGs.
Supervisor: Frampton, I. ; Wainwright, T. ; Smithson, J. Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.795199  DOI: Not available
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