TPC Journal V8, Issue 2 - FULL ISSUE

202 The Professional Counselor | Volume 8, Issue 2 of counselors who are reflective practitioners. Griffith and Frieden (2000) suggested four strategies that might be used to help nurture reflection. These strategies include Socratic questioning, journal writing, interpersonal process recall (IPR), and reflecting teams. Additionally, others have suggested that centering supervision on dilemmas encountered in fieldwork can serve as a useful strategy for encouraging reflective practices (Koch, Arhar, &Wells, 2000; Neufeldt, 1999). Finally, Ward and House (1998) described the use of reflective supervisory dialogue that focuses on themes that occur within or across counseling sessions in order to move students away from focusing exclusively on session content, and toward reflecting on the counseling process. Conceptual Roots of DDR Prior to a more detailed description of the process and uses of DDR, it is important to delineate its conceptual roots and describe how DDR emerged. The concepts and approaches that provided some of the theoretical and pragmatic foundation for DDR are: reflective journaling, dialogic reflection, IPR, and reflecting teams (see Figure 1). Figure 1. Conceptual Roots of DDR Reflective journaling. Reflective journaling seems to have had its origin in the teaching of English (Mills, 2008), but its use rapidly spread to other disciplines both within and beyond education. The designed purpose of reflective journals was to facilitate student self-awareness and professional and personal growth (Oxendine, 1988). Reflective journals have taken various forms. Among these are dialogue journals, in which teachers and students exchange entries in response to the other; response journals, in which students write their reactions, questions, and reflections regarding experiences or content; practice-based journals, in which students reflect on their field experiences; and collaborative and interactive journals, in which students exchange their journals with peers and create ongoing exchanges that build upon one another’s reflections (Lee, 2008). Like many other counselor preparation programs and scholars (e.g., Bernard & Goodyear, 2014; Griffith & Frieden, 2000), we emphasized student use of reflective journaling, particularly as part of