Social Work Students’ Thoughts on Self-Reflection: A Qualitative Study Based on Reflective Journaling
Karmen Toros, Marju Medar

Abstract
This article examines Estonian undergraduate social work students’ (n = 39) thoughts on self-reflection through reflective journaling format. The study indicates that students found written words and graphics (reflective journaling and mind mapping) as most efficient forms of techniques of self-reflection. Students’ reflections suggest that comparing these to Schön’s explanation of the process of reflection, social work students relate to reflection-on-action. Overall, students reported that they need to develop self-assessment skills. Practice implications are discussed and recommendations for future research are outlined.

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