Bringing reflective practice into the health psychology classroom

Elizabeth Jenkinson, Julian Bath, James Byron-Daniel and Sarah Brown

Chapter 17 in Teaching Health Psychology, 2026, pp 245-258 from Edward Elgar Publishing

Abstract: Reflection is a valuable skill for health psychology students and health psychologists to develop. Nevertheless, in the experience of the authors, reflective practice is underdeveloped in undergraduate and postgraduate teaching despite the clear potential for educators to foster critical thinking and more effective practice. However, attempting to embed reflective skills training in the health psychology curriculum can be daunting for educators and challenging for students used to more traditional methods. In this chapter, the authors describe the approach they use at the University of the West of England, Bristol, United Kingdom, to develop the reflective practice skills of undergraduate and postgraduate students. They introduce and define reflective practice, highlight why it is important, and how they scaffold student learning using reflective models. They also describe three examples of their reflective practice assessments along with their corresponding learning objectives. The authors hope that this will help educators to effectively embed reflective skills training in their health psychology teaching.

Keywords: Health Psychology; Reflective Practice; Reflective Models; Behaviour Change; Critical Incident Analyses; Work-based Learning (search for similar items in EconPapers)
Date: 2026
ISBN: 9781035359851
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