Critical thinking is defined as “intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning or communication, as a guide to belief and action (http://www.criticalthinking.org). Each class in the Human Service program emphasized development of critical thinking abilities. The first two quarters of core I explored my individual standpoints that influence my critical thinking. The expressions of standpoints allow me to explore my point of view that impacts how I evaluate information. Other classes emphasized making assertions based on solid logic and evidence. The ability to judge solid evidence provided me the opportunity to use information effectively in projects. Direct service practicums provide real-world application of critical thinking.
The skill of critical thinking is first based on the ability to understand personal biases and standpoints. Junior year core classes place an emphasis on discovering our standpoints and worldview. I explored my standpoint on addiction in a presentation in the Human Service and the Person class final essay. Standpoint is what can and cannot be understood by an individual (Fabiano, 2005). Fabiano (2005) uses the metaphor of baseball to explain the concept of standpoint. The pitcher cannot see the same view of the game as the second-base player. The process of listening to the other students’ standpoints projects introduced me that my viewpoint was unique.
Every day we are presented with endless amount of information. Critical thinking requires a Human Service Profession to be able to judge what creditable information is. I had already known that peer-reviewed literature provide correct research. My ability to evaluate information was heightened by the Research Method class. I learned how to interpretive research studies. I can now judge if scholar research data or conclusions are complete. Not all peer-viewed research can have correct conclusions. We conducted a small research on student work and GPA data in Research Methods class.
Human Services Professionals must be able to evaluate present research. The Program Planning and Evaluation class taught me that finical funders require evident-based programs. Research Methods class required me to develop an annotated bibliography. My annotated bibliography is on trends of between the GLBT population and substance abuse trends. Annotated bibliography is a collection of paragraph-length summaries of scholar peer-reviewed studies. The process of developing an annotated bibliography illustrated what studies to include. It was through my annotated bibliography that I developed a literature review. Program Planning and Evaluation class I wrote a needs assignment on Whatcom County heroin users. My needs assignment was based on Whatcom County Health Department data and interviews with professionals in the field.
One unique aspect of the major was an emphasis academic researcher and nonprofit program development. My needs assessment justified a development of local prevention program and education on heroin addiction program plan. I based the design of the program from the effective Montana Anti-Meth ad campaign. The program plan required realistic finical budget and a logic model. Well-designed logic models require critical thinking. I develop a workable program with built in output assessments. Successful program designs demand critical thinking skills.
Critical thinking skills are also vital to direct service applications. My three quarter practicum experience provided hands-on application of critical thinking. I applied critical thinking to understanding group therapy sessions at Catholic Community Services. How can I influence change among the clients? How may I have the clients take ownership, value and individualize a substance free lifestyle? I also used critical thinking at my Pioneer Human Services site during staff planning meetings. The clinical director viewed me as an equal decision maker. When the team needed to vote on clients’ case management decisions, I had to make judgments that require critical thinking [reflection paper and practicum experiences]. My reflection essays reflect my critical thinking ability.
The helping field requires professionals to think and act creative. I first had to act during the Human Development Class. We were given case studies on an improvised family. I had to use critical and creative thinking to develop service recommendations for each family member [case studies]. The classroom practice assisted my ability to provide essential service recommendations while at Pioneer Human Services. I observed case-managers at PCN provide outpatient services, and housing referrals plans for clients. Clients have unique needs and strengthen: individuals may qualify to certain treatment programs due to funding, limitation of other program or criminal background that limit traditional housing programs. A social worker must practice critical thinking naturally to be able to advocate for clients’ needs. I am confident that my critical thinking skills will continue to develop with more experiences.
Reference
Fabiano, P. (2005). Baseball and roots: Two perspectives on standpoints. Unpublished manuscript.