reflective communication

reflective communication

A general term for a format of client-oriented psychotherapy in which the client is afforded the opportunity to examine his or her behaviours and interactions with others while the therapist acts as a verbal “mirror”, often by restating what the person has just said. In reflective communication, therapist “interjection” is minimal or nonexistent, as it encourages a person to take responsibility for his or her actions, shows the client that he or she can be entrusted with his or her own destiny, helps the client view his or her circumstances in a different light, and promotes insight into negative behaviour patterns.
Segen's Medical Dictionary. © 2012 Farlex, Inc. All rights reserved.

reflective communication

Client-oriented psychotherapy in which the client is afforded the opportunity to examine behaviors and interactions with others, while the therapist acts as a verbal 'mirror,' often restating what the client has just said. See Humanistic psychology, Natural psychotherapy.
McGraw-Hill Concise Dictionary of Modern Medicine. © 2002 by The McGraw-Hill Companies, Inc.
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Aukes, Geertsma, Cohen-Schotanus, Zwierstra, and Slaets (2007) developed the Groningen Reflection Ability Scale (GRAS) in Dutch to measure the self-reported self-reflection of medical students across three dimensions: self-reflection (10 items), empathetic reflection (six items), and reflective communication (seven items).
They often cite other researchers and writers in the various Christian faith traditions to illustrate the points that they make, thus providing students with an implicit introduction to many other works in this tradition of religiously reflective communication thinking.
Reflective Communication Scrum: Recipe for Accountability
Reflective Communication Scrum: Recipe for Accountability is a pocket-sized guide to a new methodology for planning communication actions in which execution is governed by strict rules, but none of the content is prescribed in advance.
At best it is reflective communication that relies heavily on our common sense and intuition.
The editors divided the 17 chapters into four sections: knowledge building, dynamic models of meta-communication and reflective conversations, designing online messages for reflections and assessments and reflective communication skills.
Chapter 6 asks, "How much do online instructional designers consider learners' cultural and linguistic backgrounds?" and advocates additional and better reflective communication. The rest of this section addresses issues related to online discourse in the dissertation process (one-to-one mentoring) and describes a model for planned interactivity (with a helpful checklist).
In particular, the guiding question for the part of the study reported here asked: How do video-elicited reflective debriefings contribute to the reflective communication of novice teachers?
Comparing Reflective Communication in OBD and VER Interactions
Effective and collaborative supervision of language teachers involves understanding teacher and learner characteristics and needs, approaching supervision from a developmental rather than an evaluative perspective, and engaging in reflective communication. Teacher observation is an important component of supervision, and there are various ways that teacher supervisors can approach this task.
Using Cognitive Reflective Communication, staff members are trained to understand that communication and related human connections are complex and multifaceted.
The lack of computer-mediated reflective processes as a focus of study leaves many questions about the capacity of computer networks to host critically reflective communication. The excitement that computer networks have generated around communication coupled with the role of critical reflection in improving teacher practice suggest that more inquiry is necessary to illuminate the potential that computer networks have for hosting collaborative, collegial reflection.

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