Answer

Introduction

In this essay, I have used the Gibbs’ (1988) reflective model to reflect on my learning experience in this course. Gibbs’ (1988) reflective model is characterized by series of six reflective steps that is followed in a cycle. These steps include a description of one’s experience, thoughts as well as feeling relating to the experience, an evaluation of an experience, an analysis of the experience, framing a concluding statement, and an action plan (Gibbs 1988). This essay is also guide by HLT301 course philosophy, which is the social justice philosophy that aims to promote equity, respect, and recognition of similarities and differences across difference vulnerable groups in the communities (Gibbs 1988). The goal of this reflective learning experience is to challenge my assumptions, explore new/different approaches and ideas, and to promote self-improvement by identifying weaknesses and strengths and taking action to address them.

Use of the Gibbs’ Reflective Model to Reflect on My Learning Experience

Description

Step one of the Gibbs’ (1988) reflective model requires a description of what has/have happened. My learning experience at the University of the Sunshine Coast, Queensland Australia, especially in course HLT301 has enabled me improve my knowledge and experience on how to interact and help people with mental health issues as well as prevent development of mental health issues by working effectively with vulnerable groups. This reflection focuses on my learning experience in HLT301 course. I have changed my attitude about mental health as a whole by developing a good understanding of the factors that contribute the development of mental health disorders. These factors are diverse but can be classified into psychological, biological, and environmental factors. Before this course, I used to think that mental illness was caused by unfavourable or negative social and behavioural factors only. My view about mental health was limited. Besides, I used to judge that a person was having a mental health condition by how they present themselves or even speak but in this course I have been introduced to mental health assessment skills and tools for objective assessment of persons who need to go through a mental exam.

Feelings

Step two of the Gibbs’ (1988) reflective model entails description of one’s feelings and thoughts about an experience. During my learning process, the course instructor through presentation and class notes made me feel a sense of guilt and self-pity on the manner in which I have been viewing and thinking about mental health consumers. My previous feelings and thoughts about mental health issues had been missed-informed and judgmental in nature due, in part, to influence from the media and presentation of mental health in movies. The external environment had been teaching me that people with mental health issues are unwanted, unproductive, and burdensome members of the society. But in this course, I have learnt that anyone can be diagnosed with one form or the other of mental illness. In fact, even productive members of the society can present with some forms of mental health issues such as anxiety, depression, and/or paranoia.

Evaluation

Step three of the Gibbs’ (1988) reflective model entails evaluation of aspect about the experience that are considered as good and others that are considered as bad. I can confidently state that the theoretical aspects of this course have been information, educative, and acting as eye-openers for me into the world of mental health. It has been a positive experience; however, I do stress that more could have been done to ensure that students improve their practical experience in the actual practice setting. The practical experience was limited but was appreciated all the same. Risk screening tools made me discover my aggression risk as well as my suicide risk. My scores were 8 in both aggression and aggression risk indicating low risk in both aspects. I could have been happy to apply the same assessment tools on other individuals especially in a mental health or psychiatric setting.

Analysis

Step four of the Gibbs’ (1988) reflective model entails analysis of the sense that can be made from a given experience. This course has transformed me from subjective observer of mental health issues to an object analyser/critical thinker of mental health issues. In terms of causes of mental illness, the stress vulnerability model have informed me that the risk of developing mental illness is determined the coping ability of one in the face of stressors. As I have learnt, coping abilities tend to differ from one person to the other. My thoughts on about the potential causes of mental illness has been expanded to include vulnerabilities such as genetic predisposition, situations in the country of birth (malnutrition, war, political discrimination, trauma and many more), situation in the family of birth (learned behaviour and adverse interpersonal environment), substance abuse/use, presence of physical disease/conditions, and learning difficulties. 

Conclusion

Step five of the Gibbs’ (1988) reflective model requires generation of a concluding statement; especially on what alternative ways in which it could have improved the learning experience. It is important to acknowledge the fact that I have long been having a missed-placed perception and attitude about mental health. The learning experience in this course has been a positive experience. I can now attest that may learning experience can position me as an important mental healthcare and service provider through the development of the following action plan.

Action Plan

Step six of the Gibbs’ (1988) reflective model requires development of an action plan. The action plan is meant to manage similar situations in the future. My action plan focuses on education of the public to develop an objective view and a positive attitude about mental health. Public education will make individuals become self-aware and self-assess whether they are at risk of developing mental health issues. It will promote self-care abilities among vulnerable groups. I also stress the importance of prevention strategies as informed by the stress-vulnerability-coping model. Protective factors such as social support, good physical health, stress management skills, mindfulness skills, problem solving skills, and strong family relationships need to be reinforced to lower the incidences and prevalence of preventable mental health issues in vulnerable communities.

My action plan also focus on achievement of recovery for mental illness consumers. In this course, I have learnt that mental illness patients can completely recover; even from serious cases such as schizophrenia. As such, stigma, which is a barrier to recovery, must be eliminated at all cost. Elimination of stigma will promote help-seeking behaviour among mental health patients. One of the strategies of eliminating stigma is to reshape mental health-associated language in the media, social life, and in medical/psychiatric practice. The language used should not have a negative connotation to mental health. This is because the course instructor informed us (the class as whole; me included) that a great deal of recovery occurs outside the mental health services. Thus, the recovery environment should be positive and supportive as much as possible. Another strategy for eliminating stigma is through ethical practice.

Ethical practice is in line with HLT301 course philosophy since it requires recognition of losses of roles, rights, responsibilities, potential, decisions, and support. Besides, the course philosophy stress on the importance of respect of rights, elimination of social obstacles to achieve equity, improved access, participation of mental health patients in their own health care needs, and self-determination to achieve person-centred care as well as reduce stigma at social, political, and individual level (Nelson & Creagh 2013).

Therapeutic use of self helps establish and sustain a therapeutic relationship.

As a healthcare profession I should always strive to initiate, develop, and maintain a therapeutic relationship with mental health patients.  I can do this though implementation of active listening skills and by reflecting on my practice. Active listening skills will enable me show empathy to my patients; thus, improve my interpersonal therapeutic relationship with my clients. Besides, the use of Johari Window helps in examination and solving of stereotypes and attitudes in one-to-one or intergroup dialogues (Shamoa-Nir 2017). Johari Window will help me identify and adapt effective communication patterns when addressing different individuals. Communication will be characterised by giving out of feedbacks or self-disclosure and soliciting for feedback depending on the personality characteristics of individuals. I understand that improvement of interpersonal therapeutic relationships with my clients will translate into better treatment outcomes and recovery.

Conclusion

            In conclusion, my learning experience in HLT301 course has been an eye-opener. The Gibbs’ reflective model has proved useful in developing a structured reflection of my learning experience. I am ready to apply my learning experience and acquired skills in actual practice setting and for helping mental health patients recover from mental illnesses. Besides, I strongly advocate for implementation of population health preventive programs that focus on mental health. Mental illness can be effectively treated and prevented through person-centred care and active involvement of all persons/stakeholders.