Reflective Entry 1 – A Challenging Encounter at a Bus Stop(Using Gibbs' Reflective Cycle

 

Part 2

Reflective Entry 2 – Critical Thinking in Practice

Title: Reflective Entry 2 – Using Critical Thinking to Navigate a Difficult Public Situation

 

1. Introduction

In the fields of health and social care, where choices frequently have dire repercussions right away, critical thinking is crucial. It entails scenario analysis, alternative evaluation, assumption testing, and reasoned decision-making (Paul & Elder, 2014). In this reflection, I'll look at how, while taking care of my own kids, I used—or found it difficult to use—critical thinking in a stressful circumstance involving a disturbed woman in public.

 

2. The Situation

While on holiday in London, I was at a bus stop with my children when I noticed a woman who appeared lost and was shouting. I felt compelled to help, believing I could calm her down. I approached her, but her reaction became more aggressive, which frightened my children. Feeling conflicted, I made the decision to move away and prioritise my children's emotional safety. Although I had good intentions, I later questioned whether I handled the situation appropriately .

 

3. Critical Thinking in Action (or lack of it)

Looking back, I realise that my initial reaction was more based on instinct and emotion than rational thought. I assumed that my presence would make her feel better – without considering the hazards, her potential mental health condition, or how my children would be affected. Critical thinking would have forced me to:

Pause and consider the problem rationally.

Consider alternative actions (for example, notifying nearby workers or calling a mental health help line).

Prioritise the safety of all those involved, rather than just the immediate emotional emotions.

At the time, I was torn between sympathy and terror, which made my thinking reactive. Brookfield (2017) states that "identifying and challenging assumptions" is a component of critical thinking.

 — In this situation, the belief that good intentions alone would be sufficient in a catastrophe.

 

4. Reflection and Learning

This experience taught me that critical thinking under pressure requires preparation and training. In future situations, I will aim to apply a more structured thinking process:

 

Recognise the signs of mental distress and assess if I am the best person to intervene.

Question my own abilities and limits, especially when others (like children) are involved.

Evaluate options before acting, such as involving bystanders or trained personnel.

 In health and social care, professionals often use frameworks like DECIDE (Define, Explore, Consider, Identify, Develop, Evaluate) to manage ethical and practical decisions. I now see the importance of learning and applying such tools in everyday life — not just in formal settings.

 

5. Conclusion

This reflection helped me understand how critical thinking differs from acting on impulse. While my desire to help was genuine, I failed to critically assess the risks and potential consequences. I learned that in both personal and professional contexts, critical thinking involves questioning, evaluating, and prioritising — especially when safety and wellbeing are at stake. Moving forward, I plan to build my confidence in high-pressure situations by learning practical decision-making tools and developing stronger emotional regulation.

 

6. References (Harvard Style)

Brookfield, S. D. (2017). Becoming a Critically Reflective Teacher. 2nd ed. Jossey-Bas

Paul, R. and Elder, L. (2014). The Miniature Guide to Critical Thinking Concepts and Tools. Foundation for Critical Thinking.