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Running Head: Missing the Point

Missing the Point

Sienna Jeffers
Humber Institute of Applied Technology

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Missing the Point

The purpose of this paper is to integrate an evidence-based, reflective practice into my

own thought process. To do so I will be utilizing the article discussed in class, A model of
professional thinking: Integrating reflective practice and evidence based practice (Bannigan,
Moore, 2019). This article asks that therapists review the situation (the what portion), compare
it with other information (the so what portion) and finally create solutions for the future (the
now what portion.
Stage 1: What?
My second week of internship I had a returning patient. He comes in twice a week, and
he had been to see another student massage therapist (SMT) as well earlier in the week; she was
a third year. When I heard he was back and I would be treating him, I instantly got nervous.
Especially after I read the SOAP notes from the treatment he had with the 3rd year. It seemed to
me that the 3rd year had a stronger understanding of his condition. Even though he was paying
the reduced price of having a student treatment, I was worried he would feel ripped off in
comparison to his last treatment, due to the differing experience levels between myself and the
3rd year. My anxiety grew, and took away from my focus. I drew a blank on how to appropriately
start a treatment, and just jumped right into treating his main condition. As the massage went on,
I was drawing a blank on what to do for treatment rather than some general techniques. I ended
up asking my internship professor what she felt would be an effective treatment for him. She did
some amazing techniques, some of which Ive learned, and could have thought of if I was more
relaxed, and others that I hadnt. I felt unsure of how to do the techniques. To get a better hold on
it, I asked him for his feedback. I ended up learning a new skill for treatment. Initially this step
involves actually understanding what happened. (Banningan, Moores, p.346, 2009). Through
writing out what actually happened, it gives me some separation to better see what actually

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happened. Whereas when it is an unprocessed thought jumping around in my mind it is more

difficult to focus in on the important aspects of the interaction and create change.
Stage 2: So What
The main issue of this case was my own personal mindset. Because I allowed myself to
focus on my weaknesses, rather than my strengths, I ended up becoming frazzled. This impacted
the care I was able to provide my patient with. Rather than using the resources available to me,
and focusing on the patients care, I instead spent time and energy focusing on how much I
sucked. We learned a lot last semester about creating a growth mindset rather than a fixed
mindset. In essence this means building healthy attitudes around challenge and failure that
promote further learning, rather than focusing on the negatives and closing yourself off. The first
couple of weeks of internship, including the week that this event occurred, I didnt want to seem
like I didnt know what I was doing. But I feel like that was counter-productive now. There are
ways to achieve professionalism in the midst of uncertainty. This case helped me to realize that.
When I decided that I didnt know everything, and sought the help of my instructor my patient
got the care he needed, and I developed new skills that will help me in my future as well.
Furthermore, it helped me to reflect on what I do have to bring to a patient. I believe that this
behavior was more in line with the guidelines of Responsible caring and Integrity in
relationships from the Code of Ethics (CMTO, 1996). A part of me was worried that by asking
my instructor for the best treatment techniques to use, I would look like I wasnt competent to
my patient. But really that wouldnt have been in the best interest of my patient, but just would
have encouraged my own ego. It was a greater show of responsibility and integrity to ask for the
help. Furthermore the most significant predictors of positive therapeutic outcomes are the
empathy, warmth, and genuineness of the therapist (Fitch, 2015, p. 17). Even with the basic

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skills that I have, a huge element of the healing that happens in a therapeutic setting is actually
has nothing to do with technical skill and know-how of the therapist. Patients can benefit greatly
from the therapists focused attention on them alone. Generally in life I feel that I have a
developed sense of empathy, and am able to convey warmth and genuineness with ease when
helping my friends and family. I believe I could have focused more on these skills than the lack
of others, to imbue myself with more confidence. Confidence, I believe is another key
component of great care. But not to the point of blind confidence. I also could have asked my
teacher earlier for her opinion on how to approach the patient. By analyzing the event,
therapists are opened up to ideas beyond the scope of their current understanding and have to
relate what happened to knowledge that they previously may have been unaware of (Banningan,
Moores, p.346, 2009). This outlines one of the main points of a reflective practice. Through this
process of reviewing information, it helped me to deepen my sense that there are qualities
beyond years of experience in the field that I can utilize to care for my patients while I am
developing my skills.
Stage Three: Now What
At the seminar I reviewed the circumstances with my peers and got some positive
feedback which helped me to realize this was a normal situation for a SMT just beginning
internship. Also this past week in class my instructor asked us to come to her with our greatest
strengths and weaknesses. I told her that one of my weaknesses was being socially awkward. She
assured me that it was not something that I was expressing. She also said that, that inner angst
would dissipate as I continued to treat people and gaining confidence. She also suggested that I
practice on people more. Exploring the consequences for future practice is the final stage of the
model of professional thinking (Banningan, Moores, p.347, 2009). Another thing I have decided

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to do is create a journal of my experiences in internship, and general experiences with massage.

This will be a direct impact on my practice, in that it will keep me involved in a deep reflection
process. I believe it is true reflection that real learning takes place. Furthermore I will take more
time out of class practicing and developing my skills to a confident level. And lastly, I will create
scripts for myself on what I will be saying to my patients, so that I have an understanding of the
framework I am working in. I used to do theatre, and even when doing an improvisational piece,
which a massage therapy treatment is synonymous with we would create basic plot lines to flow
in between. This would cut down on anxiety considerably. All in all, I have found a lot more
tools to help me be a successful SMT.

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References

Bannigan, K., Moores, A., (2009). A model of professional thinking: Integrating reflective
practice and evidence based practice. Revue Cannadienne dergothrapi. 77(5).
Fitch, P. (2015). Talking body listening hands: A guide to professionalism, communication and
the therapeutic relationship. Upper Saddle River, New Jersey: Pearson.
Ontario, C. o. (1996). Standards of practice and code of ethics. Retrieved from
http://www.cmto.com/for-the-public/about-the-profession/policiespublications/standards-of-practice/.