In optics, reflectivity is the reflectance (the ratio of reflected power to incident power, generally expressed in decibels or percentage) at the surface of a material so thick that the reflectance does not change with increasing thickness; i.e., the intrinsic reflectance of the surface, irrespective of other parameters such as the reflectance of the rear surface. The concept is of some importance in telecommunication.
Surface reflectance may be subdivided into diffuse or Lambertian reflectance and specular, or Phong reflectance. The apparent reflectance for an ideal Lambertian surface is independent of the observer. This means, for a matt surface, the object brighness will be the same regardless of the angle between the observer and the surface. This contrasts with a shiny surface, where the apparent brightness is highest when the observing angle is equal to the source angle. Most real objects have some mixture of Lambertian and Phong qualities.
In optics, reflectivity is the reflectance (the ratio of reflected power to incident power, generally expressed in decibels or percentage) at the surface of a material so thick that the reflectance does not change with increasing thickness; i.e.
Surfacereflectance may be subdivided into diffuse or Lambertian reflectance and specular reflectance.
The apparent reflectance for an ideal Lambertian surface is independent of the observer's angle of view.
Reflectivity is integral to therapist development across the life span and differentiates therapists who continue to grow and develop throughout their career from therapists who stagnate (Skovholt and Ronnestad, 1995; Neufeldt et al., 1997).
Given the importance of reflectivity to therapist development, the primary research goal was to understand and describe student perceptions of the ways in which this particular training context facilitated and/or hindered the learning and use of reflectivity.
A central assumption of the reflecting team format and a solution-focused approach to supervision is that the inquisitive, curious stance of mutual exploration between supervisor and trainee in a positive relational context will facilitate in the trainee the skill and long-term motivation for self-reflection.
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