Melanie Jones - Reflective Entry - 3rd Blog

Melanie Jones - Reflective Entry - 3rd Blog: 

Ethical Dilemmas and Critical Thinking in Health and Social care

What is an Ethical Dilemma?

Ethics and ethical principles are fundamental within health and social care practice, as they underpin professional behaviour and ensure the safety, respect, and dignity of both service users and practitioners. Ethical practice promotes integrity, fairness, and accountability, helping professionals provide care that is both compassionate and measured (Beauchamp, 2019).

An ethical dilemma occurs when a professional is faced with a situation involving two or more conflicting moral principles, and there is no single clear or “right” answer (Johnstone, 2016). In these situations, each possible course of action may have both positive and negative consequences, requiring the practitioner to carefully evaluate which decision aligns most closely with ethical and professional standards. For example, dilemmas often arise when balancing a person’s right to autonomy with the professional’s duty of care and responsibility to prevent harm (Banks, 2012).

Health and social care professionals must therefore use critical thinking, reflection, and ethical frameworks to guide their decision-making. This involves considering individual rights, professional codes of conduct, and the potential impact of their actions (Department of Health and Social Care, 2015). Ultimately, resolving ethical dilemmas requires striking a balance between respecting service users’ choices, maintaining professional integrity, and safeguarding wellbeing, ensuring that care remains person-centred, fair, and ethically sound (Cowley, 2013).

 

(SlidesCarnival, 2025)

 

Example: Reflection on Ethical Dilemma

During my attendance at the hospital for cataract surgery, I observed an ethical dilemma involving an elderly patient who initially refused to proceed with the operation despite receiving clear medical advice. The healthcare team respected her autonomy, in line with professional obligations and the Mental Capacity Act (2005). However, her deteriorating vision presented significant risks, including progressive vision loss, increased likelihood of falls, reduced independence, social isolation, and potential medication errors.

Observing this situation, I felt conflicted as the staff balanced the patient’s right to make her own decisions with their duty of care to safeguard her wellbeing. Using Gibbs’ Reflective Cycle (1988), I explored my feelings of frustration, empathy, and concern, and questioned whether the patient was fully informed, whether fear or misunderstanding influenced her decision, and if improved communication could have affected the outcome.

Through critical reflection, I recognised that cultural beliefs, past medical experiences, and the need to build trust were influencing the patient’s decision. The team arranged a family meeting, providing a safe space for her to express her fears. With empathetic support from the professionals and encouragement from her family, the patient ultimately agreed to proceed with the surgery.

This experience highlighted the importance of ethical reflection, empathy, and collaborative problem-solving in health and social care. It demonstrated how patient-centred communication and teamwork can resolve ethical dilemmas while respecting autonomy, promoting safety, and achieving positive outcomes.

The Impact of Misinformation on Health and Social Care Practice

Throughout the last 20 years, social media has become an influential tool in health and social care, providing opportunities for education, communication, and public health promotion. However, there have also been a number of significant ethical dilemmas raised that can affect professionals, service users, and the wider community (Beauchamp, 2019).

Such dilemmas involve the newfound ability of unqualified individuals giving critical medical information and advice online. Influencers or social media users without professional training are able to share personal experiences and opinions that appear credible but are not based on evidence (Tarlier, 2010). This undermines trust in qualified professionals and creates confusion for vulnerable people seeking help (Banks, 2012).

Ethically, professionals must navigate these challenges by promoting truthfulness, integrity, and accountability online. They should engage with social media responsibly using it to educate, raise awareness, and advocate for public health while maintaining professional boundaries and respecting confidentiality (Bradshaw, 2010). Preventing ethical dilemmas related to social media use requires clear professional boundaries, education, and responsible online behaviour (Fawcett, 2012). Health and social care organisations should provide training and guidance on professional use of social media, ensuring staff understand confidentiality laws, data protection, and organisational policies. This helps prevent accidental breaches of patient privacy or the sharing of sensitive information online (Johnstone, 2016).

References:

Banks, S. (2012) Ethics and Values in Social Work. 4th edn. Basingstoke: Palgrave Macmillan.

Beauchamp, T.L. and Childress, J.F. (2019) Principles of Biomedical Ethics. 8th edn. New York: Oxford University Press.

Bradshaw, A. and Stratford, N. (2010) The Reflective Practitioner in Health and Social Care. London: Learning Matters.

Cowley, S., Whittaker, A. and Whittaker, S. (2013) Ethics in Health and Social Care Practice. London: Routledge.

Department of Health and Social Care (2015) Code of Conduct and Professional Standards for Health and Social Care Practitioners. London: DHSC.

Fawcett, J., Desanto-Madeya, S. and Watson, J. (2012) Contemporary Nursing Knowledge: Analysis and Evaluation of Nursing Models and Theories. 3rd edn. Philadelphia, PA: F.A. Davis.

Gibbs, G. (1988) Learning by Doing: A Guide to Teaching and Learning Methods. Oxford: Oxford Polytechnic.
UK Government (2005) Mental Capacity Act 2005. London: The Stationery Office. Available at: https://www.legislation.gov.uk/ukpga/2005/9/contents (Accessed: 13 November 2025).

Johnstone, M.J. (2016) Bioethics: A Nursing Perspective. 6th edn. Chatswood, NSW: Elsevier.

SlidesCarnival (2025) Simple Ethical Dilemmas Infographics [online image]. Available at: https://www.slidescarnival.com/wp-content/uploads/Simple-Ethical-Dilemmas-Infographics-9.jpg (Accessed: 14 November 2025).

Tarlier, D.S. (2010) ‘Ethical reasoning in nursing practice: A reflection on patient autonomy’, Nursing Ethics, 17(4), pp. 419–431.

Melanie Jones - reflective entry - 2nd Blog:

 Melanie Jones -  Reflective Entry - 2nd Blog:

The Value and Application of Critical Thinking in Practice

What is Critical Thinking?

Critical thinking is essential in health and social care practice, as it enables professionals to thoroughly analyse situations and consider all potential approaches to supporting individuals. This process ensures that care is delivered in a structured and goal-oriented manner, aligning with principles such as being specific, measurable, achievable, relevant, and time-bound (SMART) (Cottrell, 2017). Central to critical thinking is the delivery of care that is safe, effective, and consistently person-centred, placing emphasis on practitioners seeking the best outcomes for their service users (Higgs et al., 2008).

Critical thinking requires professional curiosity, encouraging practitioners not to accept information at face value but to question, reflect, and reason in order to determine the most appropriate course of action. This is particularly important within multi-disciplinary teams, where collaborative decision-making can lead to better outcomes for service users (Facione, 2015).

The benefits of critical thinking in health and social care are extensive. It enhances decision-making and allows us as practitioners to anticipate potential consequences and weigh the positive and negative implications of their choices (Cottrell, 2017). Critical thinking supports problem-solving, facilitates adaptability, and promotes consistent improvements in care provision. Ultimately, critical thinking empowers professionals to deliver high-quality, responsive, and evidence-informed care that meets the complex needs of those they support (Facione, 2015).

(VTJ, 2023)

 

How is Critical Thinking Applied in Practice?

Understanding the importance of critical thinking is essential, but it is equally important to recognise how practitioners apply it effectively in health and social care. Various models can support this process, such as Gibbs’ Reflective Cycle (Gibbs, 1988) and the Paul-Elder Critical Thinking Framework (Elder, 2014).

In practice, critical thinking requires practitioners to analyse and assess all relevant information, drawing on sources such as observations, records, and professional knowledge (Brookfield, 2012). They must then engage in decision-making and problem-solving tailored to the individual, carefully weighing potential benefits and risks before determining a course of action. Reflection on personal and professional experiences further enhances practice by enabling practitioners to evaluate past interventions and outcomes, supporting continuous improvement (Mann, Gordon and MacLeod, 2009). Ethical reasoning is also integral, ensuring that core principles such as autonomy, non-maleficence, and justice guide decisions.

Through critical thinking, practitioners are better equipped to collaborate and communicate effectively with multidisciplinary teams and partner agencies. This ensures that care is delivered in a timely, safe, and person-centred manner, optimising outcomes for service users (Manley, McCormack and Wilson, 2008).

Example: A work-Related Dilemma which Required Critical Thinking

This reflection examines my experience of being diagnosed with cataracts and requiring surgery in both eyes, which presented a range of emotional, physical, and practical challenges. Critical thinking was essential in enabling me to analyse the situation thoroughly, evaluate the decisions made, and derive both personal and professional learning from the experience (Facione, 2015). It was applied through reflective analysis, consideration of emotional and systemic factors, ethical reasoning, and the formulation of actionable strategies to inform future social care practice. By engaging critically with the experience, I was able to translate personal insight into professional growth, enhancing my empathy, communication, and ability to deliver person-centred care. The application of critical thinking also allowed me to reframe the situation, reflect on my own thoughts and feelings, and assess the options available, weighing their potential benefits and risks (Brookfield, 2012). This process ultimately enabled me to make informed decisions regarding my care while reinforcing the skills necessary to strengthen and improve my professional practice in the future (Cottrell, 2017).

Conclusion and Professional Development

Through structured reflection and critical analysis, I have gained a deeper understanding of the role of critical thinking in health and social care practice. It underpins ethical decision-making, promotes empathy, enhances communication, and strengthens professional judgement (Higgs et al., 2008). By applying critical thinking to both personal and observed experiences, practitioners can improve the quality of care, respond effectively to complex situations, and continuously develop their professional competence. Moving forward, I plan to engage in regular reflective practice, seek feedback from colleagues, and pursue training to enhance emotional resilience and critical reasoning skills, ensuring I provide safe, effective, and person-centred care in all aspects of my professional role (Bulman and Schutz, 2013).

References:

Brookfield, S.D. (2012) Teaching for Critical Thinking: Tools and Techniques to Help Students Question Their Assumptions. 2nd edn. San Francisco: Jossey-Bass.

Bulman, C. and Schutz, S. (2013) Reflective Practice in Nursing. 5th edn. Oxford: Wiley-Blackwell.

Cottrell, S. (2017) Critical Thinking Skills: Developing Effective Analysis and Argument. 3rd edn. London: Palgrave.

Facione, P.A. (2015) Critical Thinking: What It Is and Why It Counts. 2nd edn. Millbrae, CA: Insight Assessment.

Gibbs, G. (1988) Learning by Doing: A Guide to Teaching and Learning Methods. Oxford: Oxford Polytechnic.

Higgs, J., Jones, M., Loftus, S. and Christensen, N. (2008) Clinical Reasoning in the Health Professions. 3rd edn. Oxford: Elsevier.

Manley, K., McCormack, B. and Wilson, V. (2008) International Practice Development in Nursing and Healthcare. Oxford: Blackwell.

Mann, K., Gordon, J. and MacLeod, A. (2009) ‘Reflection and reflective practice in health professions education: a systematic review’, Advances in Health Sciences Education, 14(4), pp. 595–621.

Paul, R. and Elder, L. (2014) The Miniature Guide to Critical Thinking Concepts and Tools. 7th edn. Tomales, CA: Foundation for Critical Thinking.

Vietnam Teaching Jobs (2023) How to Teach Critical Thinking [image]. Available at: https://vietnamteachingjobs.com/wp-content/uploads/2023/08/how-to-teach-critical-thinking-1.jpg (Accessed: 13 November 2025).

Applying Critical Thinking to Mental Health Dilemmas. (2nd Blog )

 

Applying Critical Thinking to Mental Health Dilemmas.

(Blog Entry 2) Omozee. 

2.1 From Reflection to Critical Thinking

Part 1 demonstrated my reflection on an incident, which is a significant initial step. But the critical thinking as I would have been taught in this module challenges us to take it a lot further. Reflection may sometimes merely be on my feelings and my actions. Instead, critical thinking is concerned with doubting the whole situation, the assumptions and structures that brought about the situation in the first place. According to the Foundation of Critical Thinking (2019), it is the act of analysing and evaluating thinking as a way of enhancing it. It is a more vigorous and demanding process. One of the authors in this field, Stephen Brookfield (2012) says that the most significant aspect of critical thinking is hunting assumptions. This implies that we need to actively seek the latent beliefs and values that inform our practice and the practice of our surrounding. It is not merely about what happened, but asking the question why things are the way they are.

2.2 Critical Analysis of a Workplace Dilemma

I am now able to re-analyse the incident with Mr. A, not in itself, as a one-off event, but as a dilemma that recurs time and time again: the issue of routine versus person-centred care. Applying the concept of Brookfield (2012), I can go in search of the assumptions that were present.

I assumed that a quiet ward is a safe ward. The assumption made by my senior colleague was that a service user, who feels heard, is a safe service user. But bigger, organisational assumptions were involved as well. The award was overstaffed and it creates an unspoken rule that tasks need to be finished in a short time. This culture of work, which Frohman and Lupton (2020) could refer to as task-oriented, is in direct opposition to the principles of person-centred care.

This is where my thinking will have to consider the critical. I would have to wonder whether the problem was Mr. A. The system that caused A to have to get agitated so that he could be heard. Other authors such as Aveyard, Greenway and Parsons (2023) believe that evidence-based practice is more than the application of clinical evidence, but also the challenge of whether our practice is correct or not. I had been acting under an unspoken principle, that agitation should be restrained, and the actual experience of the matter is that distress should be comprehended. My critical analysis demonstrates me that it is not the question of how we can stop patients getting agitated but how we can reform our system so that patients do not have to get agitated. This is a far more difficult question.

2.3 Deconstructing the Dilemma

Going even further, I may examine the language spoken on the ward. I referred to the actions of my colleague as de-escalation, even this is a problematic term. It presupposes that the individual is escalated, and he or she should be brought down as though he or she is dangerous. What would happen were we to view it as helping a person in distress? Our reality is created in the language we speak. The other concept that I am now able to question is that of resilience. Fisher and Jones (2025) discuss the burden of bouncing back and how the concept of resilience is commonly imposed on both nurses and service users. It puts staff in a stressful situation (such as understaffed ward) and then hopes that staff members are resilient enough to handle them, and that service users are resilient enough to tolerate bad care without making complaints.

This is one of the critical insights to me. The dilemma is not only concerning my personal deeds or Mr. The emotions of A; it is a system as a whole, which depends on people simply coping until they crack. Part 1 reflected on my personal response, which is good but this critical thinking in Part 2 challenged the whole context of the problem. It demonstrates that in order to become a really considerate practitioner, I will not only have to correct my actions, but I will have to be conscious of, and be able to challenge, the imperfect systems I am operating in.

 

Foundations of Reflective Practice in Mental Health.( Blog Entry1) Omozee

 

Foundations of Reflective Practice in Mental Health

1.1 Defining Professional Reflection 

( Blog Entry1) Omozee.

First, in order to embark on this journey, `I needed to know what professional reflection is. It is far beyond reminiscing of the day. According to Jasper (2013), it is one of the main professional skills, an organised approach to viewing our practice in order to be able to learn through it and improve. It is not a passive process but an active and disciplined process. Maintaining our competence and practise safely for our patients is our responsibility.  Bulman, Lathlean, and Gobbi (2012) found that students and teachers use reflection to learn new things and grasp tough situations.  In mental health, where things are complicated, it's important to relate our feelings and information.  Writing things down like we did in our blog is a strong way to do this.  Reflective journaling helps students bridge the gap between classroom theory and chaotic placement practice, according to Epp (2012).  It avoids theory as words and helps us observe how it works with a service user.

1.2 Selecting a Reflective Framework

A formal model is required in order to prevent reflection as a haphazard set of thoughts. Such models provide our minds with a coherent structure. To travel to my destination, I have decided to apply the Experiential Learning Cycle developed by Kolb (2015). Although other models such as the framework of critical reflection used by Fook and Gardner (2013) do a great job of breaking down social and power problems, the model by Kolb is highly effective in transforming one experience into future action. It consists of four distinct phases, which I have summarised in the table below. This cycle demonstrates that we cannot simply experience something and we have to see how we contribute to it, reflect on its meaning and make plans to behave differently in the future.

Figure 1 Kolb's Reflective Cycle (Kolb, 2014)

Kolb's (2015) Four-Stage Cycle	What it means in practice
1. Concrete Experience	What actually happened? (The event)
2. Reflective Observation	What did I feel and notice? (My reaction)
3. Abstract Conceptualisation	What can I learn from this? (The theory)
4. Active Experimentation	What will I do differently next time? (The plan)

1.3 Reflective Application: An Incident in Mental Health Practice

I will now use the cycle to an incident I had experienced as suggested by Kolb (2015).

(1. Concrete Experience) The situation occurred on a busy ward. A service user, 'Mr. A', got agitated with regards to his medication and felt neglected. He began pacing and his voice increased in volume. I was the first to respond. I attempted to reason with him by saying to him to lower his voice and that it would be sorted soon. This made him more agitated. Then one of the senior colleagues intervened. She sat near him (distantly) and simply requested him to tell her about his frustration. She heard and the situation diffused.

(2. Reflective Observation) I watched this and was ashamed of how I was contributing to the situation. My general supposition was that Mr. The issue was that A was agitated, and it had to be prevented in the interest of the ward. My colleague appeared to interpret the agitation as an effect of the problem: Mr. The helplessness of A. I was concentrated on the concept of control, whereas she was concentrated on the concept of understanding. I realised that my priority was the routine of the ward whereas his was his health.

(3. Abstract Conceptualisation) Reflecting on this, I can imagine how my actions were counterproductive. I was more of a give-orders person, rather than an empathetic one. This relates to person-centred care, which I had heard about, but had not put into practice. I had treated Mr. Not as a person with an authentic anxiety, but as an interruption. The moral of the story here is that de-escalation is not about telling commands, it is about justifying emotions. My colleague gave Mr. Listening gave him a feeling of control, which enabled him to regain his own sense of control.

(4. Active Experimentation) I would now approach my future practice in a totally different way. The next time I will stop briefly to deal with my own defence mechanism. I will then listen, not talk. Active listening skills, such as summarising his concerns (So, you feel ignored...), will be used to demonstrate to him that I have heard him. I will attempt to take my seat, when safe, to demonstrate that I am no danger. I will not only aim at stopping the noise but to discover what is the cause of the distress.

 

John Mental Health post-Holiday (Blog Entry 3:Critical Reflection on Solving HSC Dilemmas)Jose

Blog Entry 3:Critical Reflection on Solving HSC Dilemmas.

Jose Pereira (Group 4)

Title: John Mental Health post-Holiday 

Introduction  

John becomes mentally unhealthy after he comes back home from his vacation. The causes of such post-holiday downturns can include unmet expectations, the inability to maintain regular routines, fear of returning to normal life and environmental/social factors. Health and social care practitioners are in a dilemma on whether to fulfil the needs of John, his autonomy, or the demands of family or services when there are multiple types of support that could be suitable.

Understanding the Dilemma

The following are some of the dilemmas that are usually faced by practitioners: 

To stimulate John to resume daily activities sooner, or give him time to adapt. What to do about John to allow some autonomy, and at the same time some duty of care, should his decisions appear to be impeding the recovery.How to deal with conflicts with colleagues or family members regarding the most appropriate support to give John.

 Critical Reflection offers an organised manner of addressing the ethical, practical, and interpersonal facets of these dilemmas, enhancing the decision-making and care outcomes.  Putting Critical Reflection into Practice. 

 One of the most popular methods of critical Reflection is Gibbs Reflective Cycle, which includes description, feeling, evaluation, analysis, conclusion, and action plan Doe, J. (2025).

This can be applied to the case of John and may go as follows:

• Description:On coming back from holiday, John complains of anxiety and a low mood. Members of the family are in fear that he is backsliding. 
• Feelings: The practitioner is confused - whether to push John to participate or to leave him to his own speed? They will also be under the pressure of the expectations of John's support network. 
• Assessment: Short-term intervention may stabilise John, but failure to deal with underlying causes may lead to recurrent cycles. 
• Analysis: The practitioner considers the effects of that disruption of routine, expectations, potential guilt, and economic strain, as well as John's individual coping strategies. They will take multidisciplinary contributions from a psychologist, a social worker, or an occupational therapist.
• Conclusion: No one can be right or wrong, and as important as risk management is, it is necessary to respect the voice of John and make him a part of the planning.
• Action plan: Practitioner gets to organise a review of John's care plan, discuss with him graded exposure to routines, and make sure that he is included in all consultations and decisions.  

The strategy will avoid snap judgments and concentrate on custom-made solutions to be based on facts and mutual discussion.  

Ethical and Practice issues

Ethical principles, including autonomy, benefits (to be able to act in the best interests of John), and justice (treating him fairly), are emphasised in critical Reflection and can be in conflict with each other when it comes to care planning. As an example, the prioritisation of safety can be contradictory to the wishes and independence of John. The practitioners need to recognise their own biases and be aware of the power dynamics so that the decisions can be clear and justifiable. 

Developing and Enhancing Practice

 Considering practice-based dilemmas assists the practitioners: 

-Learn the influence of their personal values and past experiences on decision-making. 

-Can tell when systems or communication failures are causing poor results, e.g. by not including John in important meetings. Test ideas through supervision and peer support, and use continuous improvement and learning to promote continuous improvement and learning.

 Conclusion 

Dilemmas in mental health practice are unavoidable but can potentially be used as a source of development, enhanced knowledge, and more complex care. Critical Reflection provides the room to see the entire picture, which encompasses the opinion of John, and to incorporate ethics, evidence and compassion in the decision-making process. This self-reflection will not make such a process less challenging, but will enhance the professional support, and the mental health care provided to John after his holiday will be beneficial and person-centred.

John Mental Health post-Holiday : Critical thinking in practice(Blog Entry 2 Jose Pereira -Group 4)

Blog Entry 2: Critical thinking in practice

Jose Pereira (Group 4)

Title: John Mental Health post-Holiday

 

 Introduction 

Critical thinking entails objective contemplation and assessment of facts, relying on facts and reasoning to direct practice . Mental health care is one of the areas where it is especially important because of the uniqueness and complexity of cases. In the case of John, who has suffered a mental health downfall following his holiday, it is important that a subtle, critical judgmental approach is adopted. 
Learning about Post-Holiday Mental Health
 Although holidays can be a source of rest and renewal, some people may have low mood, anxiety, or depression when returning to their regular lives. Dr Ann Epstein at Harvard Medical School notes that holidays have the potential to increase the existing emotional condition, be it negative or positive, depending on the context of the person. Poorly set expectations, broken routine, or stressors left unresolved, among others, may lead to post-holiday challenges. Critical thinking in the case of John acknowledges that a holiday is not good across the board, and the practitioners should not assume how it is universally expected to affect him; they should look at the particular effects it will have on John, including the effect it will have on his routine, social environment or personal expectations Epstein, A. (2023) .

Evaluation by Critical Thinking
 The holistic evaluation of the needs of the person is one of the keystones of the successful practice. 
This implies that practitioners are supposed to: 
·       Active listening, observation (verbal and non-verbal) of signs of distress or insight . 
·       Obtain information about the patient through various sources, including family or past care history when applicable and ethically feasible . 
·       Trace any new medication, sleep, or daily organisation changes that might have contributed to the change in mood in John .
 Critical thinking is a process of doubting first impressions and looking at other possibilities of explanation, thereby justifying a more realistic and customised intervention strategy. 
Intervention and Decision-Making
 Selecting and adapting interventions involves the use of professional judgement that is informed by critical thinking.
For John: 
·       The technology, like mood diaries, can offer objective data on the progress, but the practitioner should not forget about their restrictions and possible side effects on John's anxiety.
·       The interventions may include cognitive behavioural therapy to change lifestyle and social support, tailored to the needs and preferences of John . 
·       The practitioners are expected to reflect on themselves over their own biases and also to make decisions that are person-centred instead of guided by generalisation. 
Ethical awareness is also an essential aspect, as the autonomy and confidentiality of John should be respected in all cases, but the professional and legal standards should be followed.
Critical Reflection and Review
 Critical reflection is the process which is cyclic and helps to achieve constant improvement and learning in practice . The practitioners are expected to evaluate the effectiveness of the interventions regularly, consult John, and change the plans when needed. Reflective models, e.g., the Reflective Cycle of Gibbs, allow organising the assessment of the actions, feelings, and results. Gibbs, G. (1988) and Harvard Medical School Mental Health Bulletin, 15(2), pp. 45-52.

This may involve exploring what was effective, what has not worked and how the communication or intervention planning could be better next time. These types of critical reflection encourage improved judgment and improve the quality of care. 
Linking Theory to Practice 
According to the cognitive-behavioural theory, there is a relationship between thoughts, feelings and behaviours. In the case of John, negative self-talk regarding his failure to spend the best during his vacation, or fear of going back to work, may be caused by post-holiday sadness. Critical thinking contributes to making practitioners aware of such patterns and combining interventions together, i.e., goal-setting or experimenting with coping strategies . Critical thinking practitioners do not merely provide care but offer clients the ability to build life-long coping and resilience .
Conclusion
Mental health practice is based on critical thinking, which determines that care is unique and according to the case circumstances and underpins evidence-based, ethical and effective interventions. The case of John shows that critical thinking can be applicable at all levels of care delivery, such as assessment, intervention, review, and reflection.
 
         
         
    

Mental health of a friend

 

Introduction: The Imperative of Thoughtful Practice

cynthia kana. blog 1.

Its ever-changing nature defines the modern environment of the Health and Social Care (HSC), requiring professionals who are not only good but also considerate, able to reconsider and adjust to the environment (Aveyard, 2015). The present report is a reflective critical analysis of a non-professional, peer-support situation with a friend in severe mental distress, which falls into the essence of learning to develop critical thinking and reflective capability as the main components of professional practice. The lived experience of helping a close friend through acute anxiety and burnout is a powerful case study to deconstruct the intricate interdependency between personal ethics, professional boundaries, and the use of evidence-based reasoning. It is based on the process of transforming into a thoughtful practitioner, whereby one goes beyond description to challenge the norms and emotional reactions that we base our behaviour on, especially when we are not working within a professional setting (Fook, 2012).

Figure 1: Mental Distress (Aveyard, 2015)

The Reflective Context: Initial Responses to Mental Distress

The scenario began with an observed decrease in the daily functioning of a close friend, a strong withdrawal, continued feeling of fatigue, and feeling helpless. Being a peer, the first reaction was based on blind sympathies and the desire to fix the situation. This was the first stage of support, which was emotion-based but had no structural or theoretical basis. To critically discuss this experience, it is relevant to use the Gibbs Reflective Cycle (Free Ethical Learning and Development Resource for People and Organisations, 2025), which will provide an opportunity to systematise the emotional and practical reactions.

Figure 2: Gibbs’ Reflective Cycle (Free Ethical Learning and Development Resource for People and Organisations, 2025)

Description and Feelings

The major difficulty was to identify the underlying issue causing the distress, which initially presented as physical symptoms. The emotions witnessed were frustration, a sense of responsibility, and increased helplessness, as solutions could not be delivered immediately. This is a typical and human response; however, for the nascent thoughtful practitioner, it must be critically examined. Mantzoukas (2008) asserts that merely describing an event, or our feelings about it, is insufficient for professional growth; the act of reflection must lead to new knowledge.

Evaluation and Analysis

The positive aspect of the initial support was the provision of a safe, non-judgemental space, which is consistently cited as critical in initial mental health support (Wade & Halligan, 2017). The negative, however, was a tendency to absorb the friend’s distress, leading to personal fatigue and a loss of objective distance. The key assumption governing this initial phase was that personal proximity equates to primary responsibility. This is where critical thinking becomes essential, forcing an intellectual distance from the emotional reality (The Foundation for Critical Thinking website for Students and Professionals, 2025). The failure to implement critical thinking at this stage resulted in a lack of effective signposting and a blurred boundary between emotional support and the remit of professional care. The framework of Fook (2012) encourages us to carefully consider the situation and the friendship as a phenomenon, as well as the dynamics involved, which contribute to the extent of the support provided. Was it the fear of offending that prevented more profound and challenging questions from being stated?

The failure to completely disaggregate the emotional load is a pitfall that non-professional caregivers often find themselves in. This first meditation emphasises the need to shift from sympathetic engagement (an emotional state) to critical engagement (an intellectual process) (Aveyard, 2015).