The conditions for the students to participate in a reflexive process do not necessarily depend on high skills such as further academics or experience in practice. Reflection as such, is not dependent on age therefore participation in reflection is not to be construed as an examination or even pointing towards a priori results.
Rather, it is about the opposite, mastering the complexity that inevitably occurs when experiences, situations and concepts are put into play between people. Reflecting requires basically a special culture where disagreements and confusion are perceived positively as benefits of being human and not as a problem. We can also say it in this way, that reflective practice is tantamount to complicating things.
This means, on the other hand, that the participants prior to the processes should not be too prepared about what to talk about and how the process should end. This may lead to a premature conclusion at the expense of nuances and differing paths, but need not necessarily do so. In any case, the underlying message of this guideline for the performance of reflections is the need to train agents in building a culture based on a perception of reflection processes as belonging to the professional life and not as an exception.
Based on our experience as teachers and facilitators as well as our professional experience, we propose a model for the implementation of reflective sessions. Please ensure that these guidelines are seen in relation to Guidebook, Reflective Sessions - Content and Process (see Reflective Sessions – materials).