Learning Objectives Define critical thinking and its relationship to outcomes of safety permanence and wellbeing Discuss how the parallel process applies to the use of critical thinking in an ID: 268401
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700: Supporting Supervisors in Using Critical Thinking SkillsSlide2
Learning Objectives
Define critical thinking and its relationship to outcomes of safety,
permanence,
and well-being; Discuss how the parallel process applies to the use of critical thinking in an agency; Discuss potential uses of the Enhancing Critical Thinking: A Supervisor’s Guide; andIdentify questions to use during supervision with supervisors to stimulate critical thinking.
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Agenda
Welcome and
Introductions
Defining Critical ThinkingThe Enhancing Critical Thinking: A Supervisor’s GuideThe Parallel Process Supporting Critical ThinkingAction Planning
Summary and Workshop Closure
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Critical Thinking Defined
Seeing
both sides of an issue, being open to new evidence that disconfirms
your ideas, reasoning dispassionately, demanding that claims be backed by evidence, deducing and inferring conclusions based on available facts (and) solving problems.
(Willingham, 2008).
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“Thinking is the hardest work there is, which is the probable reason so few engage in it.
”
Henry Ford
“ Many people think they are thinking when they are merely rearranging their prejudices.” William James
Thinkers’ Thoughts on Thinking
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What gets in the way
of critical thinking and
sound decision
making?Thinking Errors
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Munro’s Findings re: Thinking Errors
Errors not random but predictable
Not using full range of evidence
Persisting influence of 1st impressionShortcuts made: use facts most vivid, concrete or most recentSimplifying reasoning processes involving complex judgments
Common Errors or Reasoning in Child Protection Work : Eileen Munro: 1999
From conference workshop presented by Action for Protection at the National Conference on Child Abuse and Neglect, Portland, Oregon, 2007.
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Munro’s Findings re: Thinking Errors (continued)
Errors can be reduced
Case conferences, one-on- one supervision safer, more effective
Common Errors or Reasoning in Child Protection Work : Eileen Munro: 1999From conference workshop presented by Action for Protection at the National Conference on Child Abuse and Neglect, Portland, Oregon, 2007.
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Provide a clear focus on the question or
problem
Increase
self-awareness and the recognition of cognitive biasesJudge the credibility of sources of informationAnalyze and evaluate informationFormulate well-reasoned conclusions and decisionsCommunicate clearly and thoughtfully
(University of Pittsburgh, 2011)
Tasks of Critical Thinkers
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Guiding Critical Thinking
Thinking
is not driven by
answers, but by questions. The Critical Thinking Community (2013)
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Child/Youth and Family Status Indicators
Safety: Exposure to Threats of Harm
Safety: Risk to Self/Others
StabilityLiving ArrangementPermanencyPhysical HealthEmotional Well-BeingEarly Learning and DevelopmentAcademic StatusPathway to Independence
Parent or Caregiver Functioning
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Practice Performance Indicators
Engagement Efforts
Role & Voice
TeamingCultural Awareness & ResponsivenessAssessment & UnderstandingLong-Term ViewChild/Youth & Family Planning ProcessPlanning for Transitions & Life AdjustmentsEfforts to Timely PermanenceIntervention Adequacy & Resource AvailabilityMaintaining Family Relationships
Tracking & Adjusting
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Ways a Supervisor Can Use the
Enhancing Critical Thinking: A Supervisor’s Guide
Worker need
Department/unit focus area Supervisory skill development
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“Quick Tool”
Follows the same type
of sequencing that the Supervisor Guide follows:
Description of Family/Current StatusPerspective of the Team Worker Analysis Evaluation Decisions and Next Steps
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Supervisors Have the Most Influence Over Practice
On
a scale of 1-10, with 1 being “never” and 10 being “always”, how would you
rate the frequency of your supervisors’ use of the Supervisor’s Guide in supervision?What could you do as their supervisor to move up their use of the Supervisor’s Guide one step?
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Practice Performance Indicators Pair Activity
With your partner, review the sections of
Handouts #4
and Handout #5 pertaining to your assigned indicator(s) and discuss with your partner.With your partner, develop questions for each assigned indicator that you could ask supervisors to support the use of critical thinking skills and to help you assess how well he/she has implemented the practice model.
Be prepared to join other teams in a group discussion.
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Walk Around
With your partner, place
a check mark next to the best five questions that
you think would be good critical thinking questions to use to address this situation in supervision. 18Slide19
Questions to Consider
On a scale of 1 to 10, with 1 you have very little commitment to using these identified questions in supervision and 10 being you are strongly committed to using them in supervisory sessions – how would you rate yourself?
What would it take to move up the scale one point?
How will you monitor that supervisors are using critical thinking questions? How will you share with one another? What will we see?
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Action Planning
Identify
at least three questions
you will use during your next supervisory conference to support your staff’s current work efforts. 20Slide21
You Must Have Questions!
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