© 2007 cdhs/research foundation of suny/bsc slide 1 critical thinking and child welfare training...

© 2007 CDHS/Research Foundation of

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Critical Thinking and Child Welfare Training

Dr. Carolyn HilarskiSUNY College of BuffaloSchool of Social Work


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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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Cohen & Freeman, 1997

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


SUNY/BSCSlide 14Cohen & Freeman, 1997

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



If YES, inhibit

ReviseIf YES

If none…

Critiquing

If none…




Correcting1. Collect more data2. Shift focus/retrieve knowledge3. Add/drop assumptions

Look for Unreliability:Arguments that depend

on unconsidered assumptions

Verify


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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



If YES, inhibit

ReviseIf YES

If none…

Critiquing

If none…


Look for Conflict:Arguments w/contradictory

conclusions




Look for Unreliability:Arguments that depend on unconsidered assumptions

Verify


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Critiquing can result in the discovery of three kinds of issues:

-Incompleteness,-Unreliability-Conflict

Real World

Situation Model

Plan

Quick Test



If YES, inhibit

ReviseIf YES

If none…

Critiquing

If none…


Look for Conflict:Arguments w/contradictory

conclusions




Look for Unreliability:Arguments that depend on unconsidered assumptions

Verify


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Real World

Situation Model

Plan

Quick Test



If YES, inhibit

ReviseIf YES

If none…

Critiquing

If none…







Verify


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



If YES, inhibit

ReviseIf YES

If none…

Critiquing

If none…







Verify


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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ASSUMPTIONS

POINT OF VIEW

INFERENCES

CLARIFYCONCERN

ArgumentAnalysis


IMPLICATIONS



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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ASSUMPTIONS

POINT OF VIEW

INFERENCES

CLARIFYCONCERN

ArgumentAnalysis


IMPLICATIONS



Gerras, 2006

Egocentric tendencies are a significant barrier to effective CT (Gerras, 2006).


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ASSUMPTIONS

POINT OF VIEW

INFERENCES

CLARIFYCONCERN

ArgumentAnalysis


IMPLICATIONS



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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(Medeiros, et al., 2005)

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.

© 2007 cdhs/research foundation of suny/bsc slide 1 critical thinking and child welfare training...

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