Effect Of Parental Mental Health On Wider Family Postnatal Depression

Description:

After submitting my assignment on the impact of postnatal mental health, I was quite sure about the positive feedback from my tutor. Moreover, I expected good comment about the assignment from my tutor as I have used all the sources and information well that my tutor has facilitated. However, the experience I gather was completely different from what I expected. I was shocked and disappointed after getting feedback from the tutor. This feedback made me anxious, highly depressed and hopeless. The failure to achieve what I wanted made me highly devastated. I desperately tried to find out the reason behind this type of feedback from the tutor. In my search for answers, I realised that seeking healthcare dissertation help could provide valuable insights and support to better understand and improve my work.

Reflection:

In order to reflect on what went wrong and what are the correct in my assignment, I made the group discussion with fellow peers. I compared all my facilitation with my peers in order to analyse what mistake I had done. Then I understood that, although I had used all information and sources provided by the tutor, I was unable to make the critical discussion of different sources regarding the postnatal mental health. As stated by Bassot (2016), reflection process is not only associated with finding what went wrong or right but also associated with strategies and activities that could be taken to solve the issues. I realized that I need to make clear discussion with my tutor in the class about how to make proper critical analysis of the topic. Throughout the module, I also find out that, I have used relevant sources and information, but did not use any kind of examples in order to make clear understanding of postnatal and prenatal mental health. In order to make my progress, I would have read different news and current articles in order to use real example, regarding the topic On the contrary Hayden and Chiu (2015) argued that, in reflection process, it is not enough to find out the issues and out proper solution, rather the individual also focus on the drawback in order to ensure that this issue will not happen again. Identifying the drawback in my writing would assist me to change my writing styles by using the critical points about topic and avoiding unnecessary statements that are irrelevant to the topic.

Theory:

After expecting the good remark from the tutor, it was quite difficult for me to accept the feedback. The failure assists me to rethinks about my preparation for the assignment. Processes of thinking about the experience assist individual to realise the drawback and gaps in their work (Bassot, 2015). Moreover, I rethink the way in which I used all the sources and information facilitated to me by tutor. Throughout the thinking process, I realised that I should have gathered in-depth knowledge about the topic in order to make proper critical analysis. I also realised that I would have a focus on group discussion with fellow peers in order to get their opinion regarding the preparation of assignment

Preparation:

For achieving what I expect from the tutor, I need to improve communication skills in order to make proper group discussion with fellow peers and with the tutor about the overall topic. Moreover, I would read not only the facilitation that is provided by the tutors but also different sources and books, in order to grab the deep knowledge about the overall topic. This process will assist me to use the case scenarios and make proper critical discussion. Moreover, I would also focus on comparing my previous work with that of my fellow peers in order to improve the pattern of writing.

Reference list:

• Bass, J., Fenwick, J. and Sidebotham, M., 2017. Development of a model of holistic reflection to facilitate transformative learning in student midwives. Women and Birth, 30(3), pp.227-235.
• Bassot, B., 2015. The reflective practice guide: An interdisciplinary approach to critical reflection. Routledge.
• Bassot, B., 2016. The reflective journal. Macmillan International Higher Education.
• Hayden, H.E. and Chiu, M.M., 2015. Reflective teaching via a problem exploration–teaching adaptations–resolution cycle: A mixed methods study of preservice teachers’ reflective notes. Journal of Mixed Methods Research, 9(2), pp.133-153.
• Mann, S. and Walsh, S., 2017. Reflective practice in English language teaching: Research-based principles and practices. Routledge.