Critical Reflections

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You will be completing short critical reflections each week to encourage you to reflect more deeply on the course material. You will complete six 1-page (2 page max. Anything over 2 pages will not be read) critical reflections papers during the term. You will generally complete one every two weeks.

For each module there will be some suggested topics; however, you are largely free to identify the topic of your own reflection, as long as it is related to course material from the two weeks leading up to the due date.
The goal of the critical reflections is to identify an idea that surprised you or that you had a reaction to in your readings or review of the lectures and course material, and to think more deeply about this idea. For instance, you may learn something that is contrary to what you previously thought or that goes against your assumptions, you may be surprised by how a particular theory or model works, or you may have had a strong reaction to a particular topic that was presented or information that was shared. You job is to analyze why you had this reaction to the ideal/information, describe why it matters, and then write up your reflection so that it is clear and articulate in a short 1-page document. You should include references to the specific course materials, provide a clear description of what you learned or your reaction, and apply the information or the implications of your learning to a broader context (e.g., how it will change your behaviour, how it could impact healthcare if more people were aware of this knowledge, etc.). While you will want to be striving for accuracy in your reflections, a willingness to think critically about the course material, as well as push yourself to think beyond the course material are more important goals.

You will be evaluate based on the following criteria:
• Relevance to course: Identification of topic that is relevant to the past two weeks’ content and demonstration of engagement with course materials (readings, lectures, and additional media).
• Self-reflection: Willingness to challenge thinking, identify areas where strong reactions occurred, identify areas that were contrary to previously held beliefs or knowledge.
• Critical thinking: Demonstration of trying to understand on a deeper level why the topic or issue is significant; what issues, problems, or ideas stem from this topic; how it relates to yourself or to others (e.g., patients, health systems, psychologists). •
Implications: Building on your critical reflections, how will this information help shape your future thinking and behaviours. How could others benefit from this knowledge?
• Presentation/Articulation of Idea: Presentation of thoughts in an organized manner with clear arguments, writing in generally free from grammatical or other errors, and the reader can understand what is trying to be conveyed. overly formal in your writing; however, you should still use appropriate writing mechanics and language.

4/10 You may find the following websites helpful as you develop your critical reflections: • https://uwaterloo.ca/writing-and-communication-centre/critical-reflection • http://www.writingcentre.uct.ac.za/sites/default/files/image_tool/images/167/Reflective% 20Writing.pdf

For each critical reflection, you will be rated in the 5 listed areas using a 5-point rating. The rubric will be available on Canvas. Due dates for critical reflections are listed under the “assignments” column in the table below. All reflection must be submitted through Canvas by the closing deadline at 11:59pm on the date listed in the table. There are no extensions on the critical reflection papers.

Please use the video below for the critical reflection paper
Introduction to Health Psychology
VIDEO: Are you a body with a mind or a mind with a body? Links to an external site.

VIDEO: Day-in-the-Life: Pediatric Psychology Links to an external site.
We ca use the topic below- The Role of clinical psychologist .eg clinical psychologist and relate in maintaining health and use the video to support our the point to discuss

Types of Health Psychologists
• Researchers in health psychology (hospital researchers, university researchers) • Applied subspecialties of health psychology
• Clinical health psychology: Addresses management of symptoms and psychological consequences of symptoms.
• Occupational health psychology: Addresses prevention and management of occupational stress.
• Community health psychology: Addresses community-wide health needs and healthcare systems.

 

 

 

Sample Solution

The chart below (Figure 1) helps understand the change in levels of education, over a period of 10 years across the world. As we can see, middle and low-income countries which typically experience the highest rates of migration have seen a significant increase in education, and hence, talent and skill levels. Thus, migration also acts a catalyst for talent augmentation.
While such a scenario makes a pressing case in favor of migration, this favorable outcome is not always achieved. Migration is a powerful concept, that can result in major set backs for source countries who are already in a disadvantageous position by creating a major impediment to their growth. Say, the initial outflow of talent from a poor country is large. These countries are unable to regain their original position through just talent building, because the gap left is far too wide (Collier). When the people left behind are those who could barely make ends meet, and proper education was a distant dream. In scenarios like these, the impact of brain drain is severely adverse. Thus, the impact of talent outflow is not straightforward and cannot be generalized across all nations. There are always two sides to the same coin, and for the purpose of this paper let them be the cases of Ireland and Uganda.

We can contrast the two different outcomes looking at two examples, Uganda and Ireland, in the same sector— healthcare. The World Health Organisation carried out case studies in both these countries and published the reports on their website. First, the case of Ireland, which experiences brain gain in this sector. The Irish medical workforce experienced a substantial outflow as those students and professionals trained within the country started seeking better opportunities and employment in other English speaking countries (“Ireland”) However, the government implemented a program— International Medical Graduate Training Initiative (IMGTI)— to attract and retain more foreign students, especially Pakistani and Sudanese Nationals. The program now also attracts professionals from eastern and central European countries. The number of students enrolled has increased from outside EU increased from 552 in 2014 to 1,09

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