Module 10: The Reflective Use of Language

Language is never neutral. The way we speak, write, and frame behaviour shapes the emotional and legal significance of our work. A reflective supervisor uses language intentionally: to describe rather than judge, to clarify rather than assume, to illuminate rather than obscure.

In reflective access work, this means:

• Replacing vague descriptors (e.g., “difficult session”) with specific, observable terms (e.g., “child turned away and whispered, ‘I want to go home’”).
• Avoiding diagnostic language unless quoting professionals.
• Using “I noticed” instead of “I felt” in professional reports.
• Separating emotional reflections from formal documentation.

Supervisors are trained to speak and write in ways that honour the child’s voice, uphold parental dignity, and withstand legal scrutiny. Language is an ethical tool. When used reflectively, it protects both families and professionals.

Citations:

• Fook, J., & Gardner, F. (2007). Practising Critical Reflection: A Resource Handbook. McGraw-Hill/Open University Press.
• Williams, C., & Soydan, H. (2005). When and How Does Ethnicity Matter? European Journal of Social Work, 8(1), 5–18.