ABSTRACT
This chapter explores specific examples and key aspects of embedding critical reflection in a social work curriculum. It begins by outlining the specific definition of critical reflection used, the underlying theories and related processes. The theories underlying critical reflection do help students take further their understanding of their experience and it helps to make the links explicit. The process of being able to critically reflect is powerfully enabled by making connections with and recognising feelings and then understanding what these feelings are, where they have come from and why and the implications for change. Ideally embedding critical reflection in the social work curriculum generates for students and for staff a general attitude of being critically reflective. The inclusion of critical reflection in social work education has become an expectation but there is not always clarity about what this means or how to include critical reflection effectively.
