© 2007 CDHS/Research Foundation of SUNY/BSC 1 Critical Thinking and Child Welfare Training Dr. Carolyn Hilarski SUNY College of Buffalo School of Social Work
© 2007 CDHS/Research Foundation of SUNY/BSC
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Critical Thinking and Child Welfare Training
Dr. Carolyn HilarskiSUNY College of BuffaloSchool of Social Work
© 2007 CDHS/Research Foundation of SUNY/BSC
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Critical Thinking and Child Welfare Training Child welfare service providers need to be empowered with
effective thinking skills to increase the likelihood of child safety, permanence, and well being (Brandon et al., 2005).
But, how is this done? What professional training programs have included critical thinking and what were their outcomes?
Objectives:1. Develop a literature review on critical thinking and job training outcome studies2. Summarize the literature review
3. Develop a power point presentation of suggestions for critical thinking methods
that might be infused in child welfare training modules
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Critical Thinking is Imperative
The department of defense asserts that critical thinking skills are essential in this time of global complexity and ambiguity (Gerras, 2006).
A review of the literature suggests that critical thinking is crucial “not only in the clinical practice setting but also as a daily experience in nursing education…” (Simpson & Courtney, 2002, p. 96).
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Can Better Thinking be Learned? Lehmann and Nisbett (1995) examined the
spontaneous transfer of selected thinking skills both in and out of the classroom.
Results were supportive that critical thinking can be learned and used in novel domains as students reported using the thinking skills taught in class several months after the semester ended across milieus.
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What Models are Useful in Teaching/learning Critical Thinking (CT)? Active Learning Promotes Critical Thinking (Burbach,
et al, 2004) The professional is actively involved in acquiring and
applying new knowledge through active learning approaches
Active learning may include but is not limited to the following teaching methods *
Concept mapping Problem-based or case based instruction, and Logic modeling.
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Concept Mapping Concept mapping can promote critical thinking through the
visual representation of relationships among ideas or suppositions (Hsu, 2004; Plotnick, 2001) procedures, or principles (Akinsanya & Williams, 2004).
New meanings are constructed regarding events or objects based on the professional’s prior beliefs or experiences (All, et al, 2003).
The theoretical framework for concept mapping comes from the Constructivist learning theory, Cognitive continuum theory, and Experiential learning theory (Sewchuk, 2005)
Concept mapping is suggested as an easy teaching strategy when complex material or circumstances are at issue (Fonteyn, 2007)
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Concept Maps Four basic concept maps are described in the
literature (All et al., 2003; Ferrario, 2004; Glendon & Ulrich, 2004)
Basic Maps Hierarchical Spider Flowchart Systems concepts
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All & Huycke (2007)
Example of a spider concept map that shows system relationships
Loss
Strain
Trauma
Tension
Stress
Antecedents
Psychology
Integrated health care
Disciplines
Depression
Attributes
consequences
Empirical Referents
Weight loss or gain
Fatigue UnhappinessDecreased interest in activities
Suicidal ideation
Hopelessness
Insomnia or hypersomnia
Beck’s Inventory Epidemiologic
Studies Depression Scale
Zung Depression Scale
Hamilton Rating Scale of Depression
Sociology
suicide
Self-neglect
death
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All & Huycke (2007)
Reaction to an event
Chemical imbalance
Trauma
Lack of coping
Stress
Psychology
Integrated health care
Sociology
Beck’s Depression Inventory Hamilton’s
Depression Scale
Substance Abuse
Death
Negative
Hopelessness
Suicide
Self Neglect
Self Image change
Contrary Case:
Self-Harm
Sense of Failure
Anxiety
Work difficulty
Social Withdrawal
Less community involvement
Invented Case:Borderline case:
AttributesDisciplines
DepressionConsequences
Instruments
Antecedents
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Research and Concept Mapping A quasi-experimental study evaluated the effectiveness of
concept mapping in a convenience sample of 76 nursing students.
The experimental group (n=44) was taught to use concept mapping as a tool for clinical assessment while the control group (n=32) used traditional methods.
Results suggested that concept mapping was effective in helping to develop critical thinking skills in the clinical experience (Wheeler, & Collins, 2003)
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Developed by W. Huitt, 1999
Example of flowchart concept map
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Concept Mapping a CT modelMilitary Based on interviews with active duty naval officers
(N=31), a framework was developed for decision making called Recognition/Meta-cognition R/M) model (Cohen, et al, 1996).
The next slide uses mapping to explain the model’s ideas and processes
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The map highlights the distinction between recognition and meta-cognitive processes (shaded boxes). The meta-cognitive levels exert control over the recognition levels.
The R/M model is dynamic and interactive and explains how experienced decision makers are able to exploit their experience in a specific domain and at the same time handle uncertainty and novelty.
Example of a hierarchy concept map
Real World
Situation Model
Plan
Quick Test
Is cost of delay acceptableIs the cost of an error high?
Is the situation unfamiliar or problematic
If YES, inhibit
ReviseIf YES
If none…
Critiquing
If none…
Look forIncompleteness:Missing arguments
Look for Conflict:Arguments
w/contradictory conclusions
Correcting1. Collect more data
2. Shift focus/retrieve knowledge
3. Add/drop assumptions
Look for Unreliability:Arguments that
depend on unconsidered assumptions
Verify
Cohen & Freeman, 1997
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Critical Thinking Training based on the R/M model has been developed and positively evaluated with active duty officers at two Navy training facilities. The officers increased their notations of conflicting evidence (58%); their understanding of underlying assumptions regarding their initial hypothesis (27%), and the number of alternative assessments they generated ((41%) while making decisions under stressful circumstances. CT improved the accuracy of assessments by 79% (Cohen & Freeman, 1997; Cohen, et al., 1996, 1998).
Real World
Situation Model
Plan
Quick Test
Is cost of delay acceptableIs the cost of an error high?
Is the situation unfamiliar or problematic
If YES, inhibit
ReviseIf YES
If none…
Critiquing
If none…
Look forIncompleteness:Missing arguments
Look for Conflict:Arguments
w/contradictory conclusions
Correcting1. Collect more data2. Shift focus/retrieve knowledge3. Add/drop assumptions
Look for Unreliability:Arguments that depend
on unconsidered assumptions
Verify
Cohen & Freeman, 1997
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Cohen & Freeman, 1997
The critiquing process identifies problems in the arguments that support a conclusion (e.g., evil intent) within the situational model or plan.
Real World
Situation Model
Plan
Quick Test
Is cost of delay acceptableIs the cost of an error high?
Is the situation unfamiliar or problematic
If YES, inhibit
ReviseIf YES
If none…
Critiquing
If none…
Look forIncompleteness:Missing arguments
Look for Conflict:Arguments w/contradictory
conclusions
Correcting1. Collect more data
2. Shift focus/retrieve knowledge
3. Add/drop assumptions
Look for Unreliability:Arguments that depend on unconsidered assumptions
Verify
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Cohen & Freeman, 1997
Critiquing can result in the discovery of three kinds of issues:
-Incompleteness,-Unreliability-Conflict
Real World
Situation Model
Plan
Quick Test
Is cost of delay acceptableIs the cost of an error high?
Is the situation unfamiliar or problematic
If YES, inhibit
ReviseIf YES
If none…
Critiquing
If none…
Look forIncompleteness:Missing arguments
Look for Conflict:Arguments w/contradictory
conclusions
Correcting1. Collect more data
2. Shift focus/retrieve knowledge
3. Add/drop assumptions
Look for Unreliability:Arguments that depend on unconsidered assumptions
Verify
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Real World
Situation Model
Plan
Quick Test
Is cost of delay acceptableIs the cost of an error high?
Is the situation unfamiliar or problematic
If YES, inhibit
ReviseIf YES
If none…
Critiquing
If none…
Look forIncompleteness:Missing arguments
Look for Conflict:Arguments
w/contradictory conclusions
Correcting1. Collect more data2. Shift focus/retrieve knowledge3. Add/drop assumptions
Look for Unreliability:Arguments that depend
on unconsidered assumptions
Verify
Cohen & Freeman, 1997
Correcting can instigate external action. These processes in combination help to1. Fill gaps in the model or plan2. Resolve conflict among arguments3. Search for more reliable arguments
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Real World
Situation Model
Plan
Quick Test
Is cost of delay acceptableIs the cost of an error high?
Is the situation unfamiliar or problematic
If YES, inhibit
ReviseIf YES
If none…
Critiquing
If none…
Look forIncompleteness:Missing arguments
Look for Conflict:Arguments
w/contradictory conclusions
Correcting1. Collect more data2. Shift focus/retrieve knowledge3. Add/drop assumptions
Look for Unreliability:Arguments that depend
on unconsidered assumptions
Verify
Cohen & Freeman, 1997
The quick test controls critiquing and correcting. This process considers the facts and if conditions are appropriate inhibits recognition based responding and interposes a process of critical thinking. The quick test allows immediate action based on the current best response.
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Another example of Concept Mapping a model
Gerras (2006) suggests the following CT model:
based on Halpern’s (2003) definition that critical thinking is a purposeful, reflective, and careful evaluation of information as a way to improve one’s judgment and
derived from Paul and Elder’s (2002) suggestions
But, how do we develop helpful judgment skills?
Logic and reasoning skills Self reflection and education
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Stimulus requiring judgment
Requires Critical Thinking
Make Decision/Clarify position/Use judgment
ASSUMPTIONS
POINT OF VIEW
INFERENCES
CLARIFYCONCERN
ArgumentAnalysis
EVALUATION OF INFORMATION
IMPLICATIONS
Impact of Bases and Traps
EgocentricTendencies
Gerras, 2006
Often the first step
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Stimulus requiring judgment
Requires Critical Thinking
Make Decision/Clarify position/Use judgment
ASSUMPTIONS
POINT OF VIEW
INFERENCES
CLARIFYCONCERN
ArgumentAnalysis
EVALUATION OF INFORMATION
IMPLICATIONS
Impact of Bases and Traps
EgocentricTendencies
Gerras, 2006
An assumption is something which is taken for granted and believed to be true. The more in touch we are with our assumptions, the better we are at critical thinking (CT). Our assumptions influence all aspects of the process of CT.
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Stimulus requiring judgment
Requires Critical Thinking
Make Decision/Clarify position/Use judgment
ASSUMPTIONS
POINT OF VIEW
INFERENCES
CLARIFYCONCERN
ArgumentAnalysis
EVALUATION OF INFORMATION
IMPLICATIONS
Impact of Bases and Traps
EgocentricTendencies
Gerras, 2006
Egocentric tendencies are a significant barrier to effective CT (Gerras, 2006).
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Stimulus requiring judgment
Requires Critical Thinking
Make Decision/Clarify position/Use judgment
ASSUMPTIONS
POINT OF VIEW
INFERENCES
CLARIFYCONCERN
ArgumentAnalysis
EVALUATION OF INFORMATION
IMPLICATIONS
Impact of Bases and Traps
EgocentricTendencies
People typically assess the likelihood of an event by 1. the ease with which examples of that event can be brought to mind, 2. prior experiences with the event, 3. overconfidence (look for supporting evidence of hypothesis), or 4. believing that people behave according to their personality type rather than from some type of external stimulus
Gerras, 2006
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Problem Based Learning (PBL) In PBL, issues encountered in clinical settings (scenario)
are presented or discussed first before the professional is exposed to new information (Winter, et al., 2002).
The scenarios becomes part of the explanation for new knowledge that is encountered through group interaction (Dane, 2000).
PBL improves clinical reasoning skills, increases retention of learned material, and enhances self-directed study (Williams, 2002, 2004).
Can be time consuming
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Case-Based Instruction (CBI) In CBI, professional learners are exposed to new concepts
or theories then introduced to cases as a way to develop critical thinking.
Case studies provide a participatory process that facilitates active and reflective learning (Gilboy & Kane, 2004).
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CBI and CT Physical therapy students explained that case based
instruction encouraged critical thinking behavior regarding how they approached and perceived a treatment plan (Hayward, 1999)
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Logic Model and Critical Thinking
Logic has been identified as a cognitive dimension of critical thinking and is a systematic appraisal used to analyze cause and effect relationships that then allows assumptions about inferences that are supported by the evidence (Scheffer & Rubenfield, 2000)
Logic models are tools that are useful to conceptualize actions (MacDonald & Hilton, 2001)
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Logic Models Using a logic model (e.g., the R/M model-slide 12) helps
the professional to
dialogue about a concern, think about context in relation to the concern, consider any time issues or ‘why now’, and reflect on personal assumptions, flaws, and plan; evaluate outcome the core elements of the critical thinking process (Forneris,
2004).
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(Alter & Egan, 1997)
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More information about LM Logic modeling…
Is a technique that can help professionals think critically about social work practice.
It enables professionals to organize what are often vague and diffuse ideas about why we intervene, with whom, and to what end.
Rather than simply accumulate facts, professionals organize their ideas about practice into concise statements that, taken together, are hypotheses which can be tested and replicated (Alter & Egan, 1997)
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Flow chart concept map example
NutritionEducation
System Environmental &
Policy Change
Food Shopping Practices & Resource
Management
Food SafetyDietary Quality
andPhysical Activity
Health
IndependenceFood Safety
Inputs Outputs Outcomes
Activities Participants Short Medium Long
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(Medeiros, et al., 2005)
INPUTS OUTPUTSActivities Participation
OUTPUTS-ImpactShort Term Medium Term Long Term
The goal of community nutrition is to provide
educational programs that increase the likelihood of people making healthy food choices consistent
with the most reflected in the Dietary Guidelines for Americans and the Food Guide Pyramid, w/special
attention to people w/limited budgets
Individuals…
Dietary Quality Indicator Examples
Plan menus/choosefoods using Pyramid
Improve intake of food group servings
Decrease chronic disease risk factors
Food Security Indicator Examples
Food Safety Indicator Examples
Able to practice personal hygiene
Increase practice of personal hygiene
Decrease illness due to food contamination
Identify emergencyfood sources
Enroll in non emergency food programs
Reduce anxiety related to food security
Solve community problems
Indicators show: evidence of improved conditions related to core elements
Develop plans
Indicators show: Community group actions to adopt plans addressing core elements
Gain awareness
Indicators show: involvement of community groups in actions to address core elements
Identify & define issues
Indicators show: Identification of issues related to core elements
Work toward needed changes
Indicators show: Actions to address charges needed in core elements
Revise laws, policies and practices
Indicators show: Evidence of policy changes related to core elements
Agency partners…
Policy makers…
List available food resources
Use three careful shopping practices
Reduce reliance on others for food
Shopping Behavior/Food Resource Management Indicator Examples
Gain awareness knowledge & skills
Incorporate skillschange behaviors
Decrease risk factors for health problems
SITUATION
PRIORITIES
-Financial resources
-Planning processes
-Materials
-People
Individuals & household level
Educational programs on core elements using direct & indirect methods
Food Stamp individuals & households those eligible for Food Stamps
Community partnerships related to core elements
Agency Partners
Efforts to create/revise social systems & public policies related to core elements
Policy Makers
Communities & Institutions Level
Social Structures, policies, practices
ASSUMPTIONS EXTERNAL FACTORS
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Literature Review Regarding Logic Models and Critical Thinking Critical thinking is developed through consistent
application of logical systems thinking via conceptual mapping and reflection (Ellermann, et al., 2006)
Logic models enable the application of CT to assessment, intervention planning, and evaluation at the individual, organizational, and community level
Logic models make explicit the reciprocal connections among practice, program, and policy in addition to the connections between theories of human behavior and social interventions
The professional must be able to explain the underling logic of the action and outcome (causal relationships that support the intervention) (Alter, et al, 1997)
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Conclusion Critical thinking is an essential skill for professional
practice
logic models, concept mapping, problem based, and case based practice are empirically based methods intended to aid in the development of critical thinking that benefits both the consumer and the service provider.
Although these methods have been evaluated primarily in military and nursing milieus, it is reasonable to assume a successful outcome in other contexts such as child welfare training.
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CT Training Suggestions The literature suggests that Child Welfare workers
involved in CT training would benefit from teaching methods that include include concept maps, logic models, problem based and case based practice issues.
These teaching techniques are found to increase the frequency of critical thinking strategies, improve the accuracy of assessment, and ultimately appropriate interventions in real world venues (Cohen & Freeman, 1997).
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CT Training Suggestions As critical thinking skills develop in the trained supervisor,
for example, the ability to invite and empathize with other points of view will emerge empowering co-workers to contribute to the solution of issues and engage in CT themselves increasing job satisfaction (Gerras, 2006).
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CT Training Suggestions Dynamic, multidimensional, and creative critical thinking is
an essential part of effective practice. The use of various types of logic models encourage hypothesizing, gathering data, and focusing on the client’s entire context (Ellermann, et al., 2006).
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Finally Child welfare workers make critical decisions regarding the
care of their clients.
Enhancement of these decision making abilities is significant.