Donna Frost

Chapter 4 98 and difference and to articulation of experience, reaction, intentions, actions and responses. The intention was to make both experience and response available for questioning and critique (Darawsheh, 2014 ). The development of reflexivity was also integral to my own role as facilitator of the inquiry groups and researcher. Becoming aware of the various ways my actions and ways of being influenced the inquiry processes, and learning to change where needed, were critical to the success of the project and to my ability to act in ways congruent with my stated assumptions and ethical andmoral principles (Alvesson & Sköldberg, 2009 ; Darawsheh, 2014 ; Berger, 2015 ). I paid attention to structuring my reflections and being reflexive in my actions and responses in a number of ways. My intentions, actions, struggles and achievements, and the intended and unintended results of my actions, were recorded in a research journal. This supported self- appraisal of my actions as researcher (Berger, 2015 ) and I discussed these aspects of the research journey and of my journey as a facilitator with my supervisors at regular intervals. My reflective activities and supervision routinely involved the use of creativity, such as walking and reflecting in nature or using artistic materials, to facilitate the use of artistic critique as well as cognitive critique (Frost & Titchen, 2010 ). Although at the outset of the research I was only intellectually familiar with the principles underpinning my research practice, and that in a limited way, working reflexively enabled me to develop my facilitation practice to a point where I had ‘become the landscape’ of CCCI and was engaged with nurturing self, the conditions and other people in the inquiry, flowing and connecting with the co- inquirers and the swirling energies of the project itself. Examples of this progression as a facilitator of the collaborative investigation and as a researcher more generally are given in Chapter 5 , on pages 165 - 169 and 170 - 175 respectively. My reflections on my own role, as facilitator of the inquiry groups, as co-facilitator of the development of professional artistry and as researcher, were also sometimes entered into the collective inquiry record as data to be considered by the whole inquiry group, as described in the following sections. Cycles within cycles: repeating experience and reflection A collaborative inquiry cycle and its processes are complex. Simplistically the process could be described as looking like Figure 4 . 3 : inquiry group members agreeing together on an inquiry question to be investigated in their individual practice before the next group meeting, each individual taking the agreed upon action or paying attention to the agreed upon aspect of clinical practice in the