Reflective Journaling: A Theoretical Model and Digital Prototype for Developing Resilience and Creativity

Abstract

Reflection is commonly discussed as a tool for personal and professional development that is becoming increasingly important in today's global and digital world. In this paper, we propose a model that suggests ways in which reflection, in the form of Reflective Journaling, can support the development of creativity and resilience, which are needed to enable individuals to function effectively in a fast-changing environment. In addition, the model proposes ways in which external support and progress monitoring can be used in conjunction with skills in adaptive resilience and structured creativity, to support the maintenance of reflective journaling as a habit, in the longer term, thus creating virtuous cycles of skills and behaviours that can reinforce each other. Based on our model, and additional user research, we describe the design of a first digital prototype that aims to support the use of Reflective Journaling and to develop creativity and resilience through suggested mechanisms. Initial evaluations of our prototype are positive. It has been well-received by early test users, and has the potential to address all the connections defined. We therefore suggest that the theoretical model can be used to develop digital tools, such as the one included, to help those who wish to develop the habit of reflective journaling, and through that a range of other skills associated with resilience and creative thinking. We see this as a starting point for investigating this potential in more depth.

Exploring the Use of Gibbs’ Reflective Model in Enhancing In-Service Esl Teachers’ Reflective Writing

“…In some instances, teachers only described the incidents that happened in the classroom without critically analyzing their own teaching instructions (Ahmed, 2020;Maat & Zakaria, 2010). Therefore, a lack of reflective writing practices may lead teachers to become stagnant and less creative in their teaching (Jones, Rivera & Rooij, 2020). In other studies, similar findings show that teachers mostly reflected at technical and practical levels of thinking, but rarely rose to the critical level of reflection (Min et al, 2017;Ong et al, 2020;Yaacob et al, 2014).…”