Application of Theory

Cynthia kana. Blog 3

To transform this peer experience into professional learning, it is necessary to apply advanced theoretical models of reflection and integrate evidence-based knowledge relevant to HSC. The transition from reactive support to proactive, critically informed support was best understood through Schön’s concepts of reflection-in-action and reflection-on-action (Eraut, 2011; Ghaye, 2011).

Figure 5: Schön’s Concept of Reflection (Eraut, 2011; Ghaye, 2011)

Reflection-on-Action and The Learning Loop

Eraut (2011) describes how practitioners learn by reflecting on an event, reviewing their actions, and forming new knowledge, a process known as reflection-on-action. The initial chaotic support was subjected to this process: the realisation that the friend needed structured, professional help, not just empathetic listening. This led to a conscious shift in strategy: moving from offering non-expert solutions to offering expertly sourced resources. This application aligns directly with Fook’s (2012) methodology, which calls for continuous re-evaluation of practice based on context and outcomes.

The knowledge gained from the course materials, including the importance of early intervention (Department of Health [DH], 2011), provided a critical framework for problem-solving.

Figure 6: The Learning Loop (Eraut, 2011)

The dilemma, how to motivate a friend to seek help without violating their autonomy, was addressed by applying techniques learned from reflective practice:

Critical Questioning (The "Five Whys")

Instead of asking "Why are you sad?", which is judgmental, a critical approach asks "What underlying factors are contributing to this feeling?" (Free Ethical Learning and Development Resource for People and Organisations, 2025). This led to identifying financial stress and work pressure as root causes, externalising the problem from the friend's character.

Reflection-in-Action and Adapting Support

During the unfolding of the situation, there was a need to use reflection-in-action (Eraut, 2011). It is the skill to respond in the present time to the critical evaluation of the current situation. As an example, the reflective support system had to be changed immediately when the friend responded negatively to a suggestion. Rather than retiring, the practitioner had to critically evaluate the trigger of the negative reaction: was it shame, fear, or a feeling of being judged? This demanded a sensitive, humanised reaction as a step back and justification of their emotional condition, and then seeking to provide further assistance. The ability to make critical self-corrections in the moment is essential in frontline HSC work, where decisions made in a split second can have significant importance.

 

Figure 8: Reflection-in-Action Loop (Eraut, 2011)

The final problem-solving initiative was the effective transfer of the friend from being dependent on peer support to receiving professional services. This was achieved by critically examining the boundaries of peer relationships and applying a professional approach to signposting and boundary setting, despite the absence of a formal title. The entire process illustrates the cyclical nature of critical reflective practice: performance (support) triggers reflection (evaluation), which in turn prompts new critical thinking (analysis of ethics/evidence), leading to performance adjustments (professional signposting) and thereby completing the loop of continuing professional growth (Ghaye, 2011). This entire application is a dynamic manifestation that personal dilemmas can serve as a crucible for developing professional skills, putting theory into practice (iCare Health Blog, 2025).

Reflective Synthesis: Lessons for the Thoughtful Practitioner

It was both a deeply personal and a deeply professional experience that I gained in my support of a mentally distressed friend. The synthesis of this journey demonstrates the core competencies required of a thoughtful practitioner in HSC, particularly the integration of personal reflective capability and critical writing skills.

The primary reflective lesson centres on the distinction between being helpful and being effective. Initially, the support was emotionally satisfying but practically ineffective. Critical reflection, as championed by Fook (2012), forced the acknowledgement that effectiveness is derived not from emotional investment, but from the application of reasoned judgement and adherence to ethical boundaries. The personal sense of responsibility had to be critically reframed as a professional boundary: one can only be a conduit to help, never the sole source of it. This self-inquiry reveals that the most significant ethical challenge for the supporter was managing their own ego and the desire to be the hero, an internal bias that critical thinking is designed to dismantle (The Foundation for Critical Thinking website for Students and Professionals, 2025).