Critical Thinking Skills Analysis

d. Using an open question with a client could be useful in getting the client to discuss what is on their mind. Affirmations can instill self-efficacy in a client by boosting their confidence level. Reflections can be useful to reiterate what the client is discussing, such as repeating (reflecting) what the client says so the

In our lives there are many different cognitive biases that can interfere with our ability to solve problems and/or make rational decisions. One that I think is especially problematic, and has been for quite some time, is representativeness heuristic. This is defined as the tendency to make judgments about a group membership based on physical appearances or the match between a person and one’s stereotype of a group rather than on base rate information. And essentially, a stereotype is the use of concepts to make generalizations about a group of people. (pgs. 252-253) Stereotyping in this country is, and always has been, a huge problem.

Emily asked the group what they would do if a client was not ready to terminate with you as a social worker. I jumped in and told the group that I would explain to the client the goals that they have achieved; therefore, I would be reiterating all the progress they have made with our time together to show them they are ready to be on their own. However, Brittany said it should always be up to the client to choose whether they are ready to terminate with the social worker. I will incorporate what Brittany said into my practice as a social worker by ensuring that my client has the last input, as our time together is about them not me. Just because I think a client has reached their goals, the client may not be ready to terminate. Emily suggested that you could always make one more meeting with the client or meet with them less often; however, it should always be up to the client. Overall, they both made good points that I will be sure to remember in my practice as a social

1. In a college paper the audience is almost always the professor. Knowing this the author would keep his paper very formal by using proper grammar, and appropriate word choice.and would make sure to add literary devices that the professor looks for. For example, if the professor enjoys imagery, then the student would try to fill his/her paper with that literary device. In certain situations the student may have to read their writing in front of the class. When the audience involves the classroom, one should try to structure his/her paper in a way that would not generalize broad topics, because a classroom scene isn't whole there are many cultural backgrounds to take in consideration. A way to avoid generalization is to not give a single perspective on vast topics. For example, if one is talking about Trump, they should write about a liberal's perspective, as well as a conservative's perspective.

“Most: Conger (1991) states in many instances an executive will overtly or covertly influence a team’s proposal, perhaps by picking team members whose opinions are already known, making his or her preferences clear in advance, or signaling opinions during the recommendation phase. If that is the case, the decision maker becomes a de facto member of the recommendation team and can no longer judge the quality of the proposal because his or her own biases have influenced it”

Many different meanings come to mind when I think of critical thinking. Coming from a family full of educators, principals, and attorneys, I often would hear debates between my family members discussing ways to educate and motivate their students. Many different views and positions were established. I began to develop ideas from my family members and understood the possible relationships and differences that emerged between them. The critical thinking process has amplified my problem-solving skills as well as increasing my growth in continued learning and developing skills. In this unit, I've learned that decision-making is a process that is generally based on your attitude at that given time. Bethel University(2013). However, when I began to problem solve, I refer back to brainstorming, analyzing, evaluating, illustrating, and being persistent. Engaging in

clients feelings. While my client was speaking, I used non-verbal words, such as I see, uh huh, and oh yea? I wanted to make sure my client could count on me to pay attention and trust I wasn’t just talking with her because it’s my job. I wanted her to feel that I really cared.

Although we are capable of thinking critically alone it is also good to seek help in solving a problem. When you think critically with others you may be able to think a solution that you wouldn't have thought of alone.

The first four stages of critical thinking development are, the unreflective thinker, the challenged thinker, the beginning thinker, and the practicing thinker. When it comes to the unreflective thinker, "we are unaware of significant problems in our thinking" (Paul & Elder, 2012 P.28). An unreflective thinker doesn't question their beliefs or decisions, due to the fact that they lack intellectual standards. The unreflective thinker does not realize that they are lacking skills. Egocentric tendencies play a dominant role in this type of thinking for the reason that, they lack skills and motivation to notice how self-centered and prejudice they are. The next stage is the challenged thinker, meaning "that we become aware of problems in our

the assignment. I was not expecting this outcome after completing all the necessary parts of the

Nonetheless, I learned several significant things from this experience, mainly how to connect with my client more and establish an efficient helping relationship. Since I was more relaxed this time around, I found talking with the client easier and effortless. Rather than listening to

Goal for the interaction: My goals for the interaction was to create and build a therapeutic relationship with the client. I hoped to use multiple communication techniques such as the use of open ended questions and general leads.

Considering myself to be an intelligent human being I am going to explain my thought process and how I made decisions before the reading of Critical Thinking. A personal problem arises in my life. I first look at where it came from and make sure I know the source of where it came from. If it is a negative problem I recount in my mind if we have been around this mountain before determining what type of response they will receive from me. If it is a new issue I will try to handle it where both parties will be in a win win situation. If nothing can be resolved, then I do not want to try due to fear of being rejected and failing.

In applying critical thinking models to analyze professional problems, challenges, or issues in education, I have learned that there are several methods to critical thinking that must take place before one can be a scholarly writer. For instance, Paul and Edler discussed the Elements of reasoning as a precursor in developing the thoughts and ideas in order to become a powerful writer in a deeper level. I must be able to apply all the fundamental of the elements such as the purpose, interpretation and inference, key question, assumptions, essential concepts, implications and consequences, point of view, and information. With these key elements in mind, it will allow me to solve problems, challenges, and issues that may arise in the field of

Another element from the conversation that makes sense to me, and I will be more conscious of in the future, is the explanation of how our clients not reaching their goals, or not being able to achieve a certain task, as an opportunity to explore why not and to give them more positive reinforcements rather than to count not accomplishing tasks as failures against them (Quartz, March 7, 2016). I can see these practices as ways to build trust and cooperation within the worker-client relationship.