ABSTRACT
The previous action research cycles had demonstrated that, through the reflective teaching model, most of the students were becoming increasing able to achieve simple model rotation - specifically seeing themselves and their professional persona from the service users' perspective. This degree of model rotation had begun to introduce students to a new level of reflection that made it less likely for them to accept an 'easy', one-dimensional, technically rational explanation of parents' attitudes and behaviour. I now wanted to capitalize on this increase in their reflective capabilities to address certain key issues. Could professionals identify their own tacit attitudes towards service users through a reflective analysis of their own practice? Also, could the evolving teaching and learning model continue to help professionals identify more effective and equitable practice approaches in their own work?
