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Critical Thinking and Child Welfare Training Dr. Carolyn Hilarski SUNY College of Buffalo School of Social Work

Critical Thinking and Child Welfare Training Dr. Carolyn Hilarski SUNY College of Buffalo School of Social Work. Critical Thinking and Child Welfare Training.

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Critical Thinking and Child Welfare Training Dr. Carolyn Hilarski SUNY College of Buffalo School of Social Work

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  1. Critical Thinking and Child Welfare TrainingDr. Carolyn HilarskiSUNY College of BuffaloSchool of Social Work © 2007 CDHS/Research Foundation of SUNY/BSC

  2. 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: • Develop a literature review on critical thinking and job training outcome studies • Summarize the literature review • Develop a power point presentation of suggestions for critical thinking methods that might be infused in child welfare training modules © 2007 CDHS/Research Foundation of SUNY/BSC

  3. 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). © 2007 CDHS/Research Foundation of SUNY/BSC

  4. 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. © 2007 CDHS/Research Foundation of SUNY/BSC

  5. 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. © 2007 CDHS/Research Foundation of SUNY/BSC

  6. 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) © 2007 CDHS/Research Foundation of SUNY/BSC

  7. 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 © 2007 CDHS/Research Foundation of SUNY/BSC

  8. Fatigue Unhappiness Strain Decreased interest in activities Loss Weight loss or gain Trauma Suicidal ideation Tension Attributes Antecedents Hopelessness Insomnia or hypersomnia Stress Beck’s Inventory Epidemiologic Studies Depression Scale Psychology Depression Empirical Referents Zung Depression Scale Integrated health care Disciplines consequences Hamilton Rating Scale of Depression suicide death Sociology Self-neglect All & Huycke (2007) Example of a spider concept map that shows system relationships © 2007 CDHS/Research Foundation of SUNY/BSC

  9. Beck’s Depression Inventory Chemical imbalance Hamilton’s Depression Scale Reaction to an event Trauma Substance Abuse Lack of coping Instruments Death Antecedents Negative Stress Consequences Depression Self Neglect Suicide Psychology Hopelessness Self Image change Contrary Case: Attributes Work difficulty Integrated health care Disciplines Self-Harm Anxiety Sense of Failure Sociology Less community involvement Social Withdrawal Invented Case: Borderline case: All & Huycke (2007) © 2007 CDHS/Research Foundation of SUNY/BSC

  10. 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) © 2007 CDHS/Research Foundation of SUNY/BSC

  11. Example of flowchart concept map © 2007 CDHS/Research Foundation of SUNY/BSC Developed by W. Huitt, 1999

  12. 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 © 2007 CDHS/Research Foundation of SUNY/BSC

  13. Real World Situation Model Plan If YES, inhibit Verify Quick Test Is cost of delay acceptableIs the cost of an error high?Is the situation unfamiliar or problematic Revise If YES If none… Look forIncompleteness:Missing arguments Look for Conflict:Arguments w/contradictory conclusions Critiquing Correcting 1. Collect more data 2. Shift focus/retrieve knowledge 3. Add/drop assumptions If none… Look for Unreliability:Arguments that depend on unconsidered assumptions Example of a hierarchy concept map 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. Cohen & Freeman, 1997 © 2007 CDHS/Research Foundation of SUNY/BSC

  14. Real World Situation Model Plan If YES, inhibit Verify Quick Test Is cost of delay acceptableIs the cost of an error high?Is the situation unfamiliar or problematic Revise If YES If none… Look forIncompleteness:Missing arguments Look for Conflict:Arguments w/contradictory conclusions Critiquing Correcting1. Collect more data2. Shift focus/retrieve knowledge3. Add/drop assumptions If none… Look for Unreliability:Arguments that depend on unconsidered assumptions 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). Cohen & Freeman, 1997 © 2007 CDHS/Research Foundation of SUNY/BSC

  15. Real World Situation Model Plan If YES, inhibit Verify Quick Test Is cost of delay acceptableIs the cost of an error high?Is the situation unfamiliar or problematic Revise If YES If none… Look forIncompleteness:Missing arguments Look for Conflict:Arguments w/contradictory conclusions Critiquing Correcting 1. Collect more data 2. Shift focus/retrieve knowledge 3. Add/drop assumptions If none… Look for Unreliability:Arguments that depend on unconsidered assumptions The critiquing process identifies problems in the arguments that support a conclusion (e.g., evil intent) within the situational model or plan. © 2007 CDHS/Research Foundation of SUNY/BSC Cohen & Freeman, 1997

  16. Real World Situation Model Plan If YES, inhibit Verify Quick Test Is cost of delay acceptableIs the cost of an error high?Is the situation unfamiliar or problematic Revise If YES If none… Look forIncompleteness:Missing arguments Look for Conflict:Arguments w/contradictory conclusions Critiquing Correcting 1. Collect more data 2. Shift focus/retrieve knowledge 3. Add/drop assumptions If none… Look for Unreliability:Arguments that depend on unconsidered assumptions Critiquing can result in the discovery of three kinds of issues: -Incompleteness, -Unreliability -Conflict © 2007 CDHS/Research Foundation of SUNY/BSC Cohen & Freeman, 1997

  17. Real World Situation Model Plan If YES, inhibit Verify Quick Test Is cost of delay acceptableIs the cost of an error high?Is the situation unfamiliar or problematic Revise If YES If none… Look forIncompleteness:Missing arguments Look for Conflict:Arguments w/contradictory conclusions Critiquing Correcting1. Collect more data2. Shift focus/retrieve knowledge3. Add/drop assumptions If none… Look for Unreliability:Arguments that depend on unconsidered assumptions Correcting can instigate external action. These processes in combination help to 1. Fill gaps in the model or plan 2. Resolve conflict among arguments 3. Search for more reliable arguments © 2007 CDHS/Research Foundation of SUNY/BSC Cohen & Freeman, 1997

  18. Real World Situation Model Plan If YES, inhibit Verify Quick Test Is cost of delay acceptableIs the cost of an error high?Is the situation unfamiliar or problematic Revise If YES If none… Look forIncompleteness:Missing arguments Look for Conflict:Arguments w/contradictory conclusions Critiquing Correcting1. Collect more data2. Shift focus/retrieve knowledge3. Add/drop assumptions If none… Look for Unreliability:Arguments that depend on unconsidered assumptions 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. © 2007 CDHS/Research Foundation of SUNY/BSC Cohen & Freeman, 1997

  19. 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 © 2007 CDHS/Research Foundation of SUNY/BSC

  20. Make Decision/Clarify position/Use judgment Requires Critical Thinking Stimulus requiring judgment ASSUMPTIONS POINT OF VIEW INFERENCES CLARIFYCONCERN EVALUATION OF INFORMATION IMPLICATIONS EgocentricTendencies ArgumentAnalysis Impact of Bases and Traps Often the first step Gerras, 2006 © 2007 CDHS/Research Foundation of SUNY/BSC

  21. Make Decision/Clarify position/Use judgment Requires Critical Thinking Stimulus requiring judgment ASSUMPTIONS POINT OF VIEW INFERENCES CLARIFYCONCERN EVALUATION OF INFORMATION IMPLICATIONS EgocentricTendencies ArgumentAnalysis Impact of Bases and Traps 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. Gerras, 2006 © 2007 CDHS/Research Foundation of SUNY/BSC

  22. Make Decision/Clarify position/Use judgment Requires Critical Thinking Stimulus requiring judgment ASSUMPTIONS POINT OF VIEW INFERENCES CLARIFYCONCERN EVALUATION OF INFORMATION IMPLICATIONS EgocentricTendencies ArgumentAnalysis Impact of Bases and Traps Egocentric tendencies are a significant barrier to effective CT (Gerras, 2006). Gerras, 2006 © 2007 CDHS/Research Foundation of SUNY/BSC

  23. Make Decision/Clarify position/Use judgment Requires Critical Thinking Stimulus requiring judgment ASSUMPTIONS POINT OF VIEW INFERENCES CLARIFYCONCERN EVALUATION OF INFORMATION IMPLICATIONS EgocentricTendencies ArgumentAnalysis Impact of Bases and Traps 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 © 2007 CDHS/Research Foundation of SUNY/BSC

  24. 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 © 2007 CDHS/Research Foundation of SUNY/BSC

  25. 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). © 2007 CDHS/Research Foundation of SUNY/BSC

  26. 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) © 2007 CDHS/Research Foundation of SUNY/BSC

  27. 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) © 2007 CDHS/Research Foundation of SUNY/BSC

  28. 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). © 2007 CDHS/Research Foundation of SUNY/BSC

  29. (Alter & Egan, 1997) © 2007 CDHS/Research Foundation of SUNY/BSC

  30. 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) © 2007 CDHS/Research Foundation of SUNY/BSC

  31. Health System Environmental & Policy Change Food Shopping Practices & Resource Management Dietary Quality andPhysical Activity NutritionEducation Food Safety Food Safety Independence Outputs Outcomes Inputs Activities Participants Short Medium Long Flow chart concept map example © 2007 CDHS/Research Foundation of SUNY/BSC (Medeiros, et al., 2005)

  32. INPUTS OUTPUTSActivities Participation OUTPUTS-ImpactShort Term Medium Term Long Term Individuals… Decrease risk factors for health problems Gain awareness knowledge & skills Incorporate skillschange behaviors Individuals & household level Dietary Quality Indicator Examples Educational programs on core elements using direct & indirect methods Food Stamp individuals & households those eligible for Food Stamps Plan menus/choosefoods using Pyramid Improve intake of food group servings Decrease chronic disease risk factors Food Security Indicator Examples Identify emergencyfood sources Enroll in non emergency food programs Reduce anxiety related to food security SITUATION Food Safety Indicator Examples 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 Able to practice personal hygiene Increase practice of personal hygiene Decrease illness due to food contamination PRIORITIES -Financial resources -Planning processes -Materials -People Shopping Behavior/Food Resource Management Indicator Examples List available food resources Use three careful shopping practices Reduce reliance on others for food Agency partners… Communities & Institutions Level Community partnerships related to core elements Agency Partners Gain awareness Indicators show: involvement of community groups in actions to address core elements Develop plans Indicators show: Community group actions to adopt plans addressing core elements Solve community problems Indicators show: evidence of improved conditions related to core elements Policy makers… Social Structures, policies, practices 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 Efforts to create/revise social systems & public policies related to core elements Policy Makers ASSUMPTIONS EXTERNAL FACTORS (Medeiros, et al., 2005) © 2007 CDHS/Research Foundation of SUNY/BSC

  33. 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) © 2007 CDHS/Research Foundation of SUNY/BSC

  34. 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. © 2007 CDHS/Research Foundation of SUNY/BSC

  35. 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). © 2007 CDHS/Research Foundation of SUNY/BSC

  36. 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). © 2007 CDHS/Research Foundation of SUNY/BSC

  37. 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). © 2007 CDHS/Research Foundation of SUNY/BSC

  38. Finally • Child welfare workers make critical decisions regarding the care of their clients. • Enhancement of these decision making abilities is significant. © 2007 CDHS/Research Foundation of SUNY/BSC

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