Though social work professionals and educators mostly now agree on the importance of evidence-based work and have always valued critical thinking skills, the best way to develop them in students is not obvious or easy to put into use. Gibbs and Gambrill have shown one effective way, and in this new edition they develop it even further with their broad array of engaging and educational exercises. Critical thinking values, knowledge, and skills are integral to evidence-based practice in the helping professions. Practitioners must be able to think clearly, on a daily basis, about decisions…mehr
Though social work professionals and educators mostly now agree on the importance of evidence-based work and have always valued critical thinking skills, the best way to develop them in students is not obvious or easy to put into use. Gibbs and Gambrill have shown one effective way, and in this new edition they develop it even further with their broad array of engaging and educational exercises.Critical thinking values, knowledge, and skills are integral to evidence-based practice in the helping professions. Practitioners must be able to think clearly, on a daily basis, about decisions that may change their clients' lives. Critical Thinking for Helping Professionals, 3rd Edition, is designed to engage readers as active participants in honing their critical thinking skills, mastering a coherent decision-making process, and integrating the evidence-based practice process into their work with clients.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Eileen Gambrill is the Hutto Patterson Professor of Child and Family Studies at the School of Social Welfare, University of California at Berkeley, where she teaches both research and practice. Her research interests include professional education and decision making, evidence-informed practice and the role of critical thinking within this and the ethics of helping. She served as Editor-in-Chief of the Journal of Social Work Education, 2000-2003 and Social Work Research and Abstracts, 1984-1988. She received Pro Humanitate Awards from the Center for Child Welfare Policy of the North American Resource Center for Child Welfare in 2001 and 2004. The late Leonard Gibbs focused on ways to improve decision-making in practice through applied research, informal logic, and critical thinking. He also did a great deal of practice research, primarily in alcohol and other drug abuse, and published articles regarding ways to improve clinical reasoning
Inhaltsangabe
* PART 1 CRITICAL THINKING: WHAT IT IS AND WHY IT IS IMPORTANT * Introduction: The Role of Critical Thinking in the Helping Professions * Exercise 1 Making Decisions About Intervention * Exercise 2 Reviewing Your Beliefs About Knowledge * PART 2 RECOGNIZING PROPAGANDA IN HUMAN SERVICES ADVERTISING * Exercise 3 Evaluating Human-Services Advertisements * Exercise 4 Does Scaring Youth Help Them "Go Straight"?: Applying Principles of Reasoning, Inference, Decision Making, and Evaluation * PART 3 FALLACIES AND PITFALLS IN PROFESSIONAL DECISION MAKING * Exercise 5 Using the Professional Thinking Form * Exercise 6 Reasoning-in -Practice Game A: Reasoning-in -Practice Game A: Common Practice Fallacies * Exercise 7 Reasoning-in-Practice Game B: Group and Interpersonal Dynamics * Exercise 8 Reasoning-in-Practice Game C: Cognitive Biases in Practice * Exercise 9 Preparing a Fallacies Film Festival * Exercise 10 Fallacy Spotting in Professional Contexts * Exercise 11 Avoiding Group Think * PART 4 EVIDENCE-INFORMED DECISION MAKING * Exercise 12 Applying the Steps in Evidence-Based Practice * Exercise 13 Working in Interdisciplinary Evidence-Based Teams 1 * Exercise 14 Working in Evidence-Based Teams 2 * Exercise 15 Preparing Critically Appraisal Topics (CATs) * Exercise 16 Involving Clients as Informed Participants * Exercise 17 Asking Hard Questions * Exercise 18 Evaluating An Agency's Services * PART 5 CRITICALLY APPRAISING DIFFERENT KINDS OF RESEARCH REPORTS AND MEASURES * Exercise 19 Evaluating Effectiveness Studies * Exercise 20 Critically Appraising Research Reviews * Exercise 21 Critically Appraising Self-Report Measures * Exercise 22 Estimating Risk and Making Predictions * Exercise 23 Evaluating Diagnostic Tests * Exercise 24 Evaluating Classification Systems * Exercise 25 Evaluating Research Regarding Causes * PART 6 REVIEWING DECISIONS * Exercise 26 Reviewing Intervention Plans * Exercise 27 Critical Thinking as a Guide to making Ethical Decisions * Exercise 28 Critically Appraising Arguments * Exercise 29 Error as Process: Templating, Justification, and Ratcheting * Exercise 30 Thinking Critically About Case Records * Exercise 31 Critically Appraising Service Agreements * Exercise 32 Claim Buster: Spotting, Describing and Evaluating Claims * PART 7 IMPROVING EDUCATIONAL AND PRACTICE ENVIRONMENTS * Exercise 33 Encouraging a Culture of Thoughtfulness * Exercise 34 Evaluating the Teaching of Critical Thinking * Exercise 35 Forming a Journal Club * Exercise 36 Encouraging Continued Self-Development Regarding the Process of Evidence-Informed Practice * Exercise 37 Increasing Self-Awareness of Personal Obstacles to Critical Thinking
* PART 1 CRITICAL THINKING: WHAT IT IS AND WHY IT IS IMPORTANT * Introduction: The Role of Critical Thinking in the Helping Professions * Exercise 1 Making Decisions About Intervention * Exercise 2 Reviewing Your Beliefs About Knowledge * PART 2 RECOGNIZING PROPAGANDA IN HUMAN SERVICES ADVERTISING * Exercise 3 Evaluating Human-Services Advertisements * Exercise 4 Does Scaring Youth Help Them "Go Straight"?: Applying Principles of Reasoning, Inference, Decision Making, and Evaluation * PART 3 FALLACIES AND PITFALLS IN PROFESSIONAL DECISION MAKING * Exercise 5 Using the Professional Thinking Form * Exercise 6 Reasoning-in -Practice Game A: Reasoning-in -Practice Game A: Common Practice Fallacies * Exercise 7 Reasoning-in-Practice Game B: Group and Interpersonal Dynamics * Exercise 8 Reasoning-in-Practice Game C: Cognitive Biases in Practice * Exercise 9 Preparing a Fallacies Film Festival * Exercise 10 Fallacy Spotting in Professional Contexts * Exercise 11 Avoiding Group Think * PART 4 EVIDENCE-INFORMED DECISION MAKING * Exercise 12 Applying the Steps in Evidence-Based Practice * Exercise 13 Working in Interdisciplinary Evidence-Based Teams 1 * Exercise 14 Working in Evidence-Based Teams 2 * Exercise 15 Preparing Critically Appraisal Topics (CATs) * Exercise 16 Involving Clients as Informed Participants * Exercise 17 Asking Hard Questions * Exercise 18 Evaluating An Agency's Services * PART 5 CRITICALLY APPRAISING DIFFERENT KINDS OF RESEARCH REPORTS AND MEASURES * Exercise 19 Evaluating Effectiveness Studies * Exercise 20 Critically Appraising Research Reviews * Exercise 21 Critically Appraising Self-Report Measures * Exercise 22 Estimating Risk and Making Predictions * Exercise 23 Evaluating Diagnostic Tests * Exercise 24 Evaluating Classification Systems * Exercise 25 Evaluating Research Regarding Causes * PART 6 REVIEWING DECISIONS * Exercise 26 Reviewing Intervention Plans * Exercise 27 Critical Thinking as a Guide to making Ethical Decisions * Exercise 28 Critically Appraising Arguments * Exercise 29 Error as Process: Templating, Justification, and Ratcheting * Exercise 30 Thinking Critically About Case Records * Exercise 31 Critically Appraising Service Agreements * Exercise 32 Claim Buster: Spotting, Describing and Evaluating Claims * PART 7 IMPROVING EDUCATIONAL AND PRACTICE ENVIRONMENTS * Exercise 33 Encouraging a Culture of Thoughtfulness * Exercise 34 Evaluating the Teaching of Critical Thinking * Exercise 35 Forming a Journal Club * Exercise 36 Encouraging Continued Self-Development Regarding the Process of Evidence-Informed Practice * Exercise 37 Increasing Self-Awareness of Personal Obstacles to Critical Thinking
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