Critical thinking
is essential to everyday life. However, most
of us do not think critically and tend to accept things at face value.
Throughout this journey in Human Services, I have learned to apply critical
thinking in everything I do. Kincaid (2009) explains how thinking critically,
asking questions and solving problems effects the success of our clients,
organizations, and communities. Critical thinking looks at the strengths and
limitations in everything (p. 19).
In Interviewing for Human Services (HSP 325), I was able to practice and record my recently learned interviewing skills. I used critical thinking to ask open-ended questions that allowed my classmate to elaborateon his plans for the future, this way I can learn about his motivation, barriers and philosophy, those things will help me to develop a solid plan he can be motivated to completes. In my Interview Self Evaluation (Appendix A), I analyzed my performance and discovered several areas that need improvement, such as effective time management so I do not cut the meeting short. It is my job as a human services professional to guide the conversation and tailor each question to obtain essential information that can help create an action plan to benefit my client. This class gave me tools to understand other people's circumstances.
I gained valuable knowledge from (HSP 385) Applied Research Methods; one of the main objectives of that class is to analyze information critically. My research proposal (Appendix B) focused on assessing the risks associated with elder self-neglect and the assignment required me to examine several scholarly journal articles and evaluate whether the information provided within them was relevant to my topic, I looked for studies that backed up my claims of chronic health risks due to elder self-neglect. The material I found allowed me to evaluate flaws in research design, biases, and I was able to modify existing research methods to suit the target population I intend to study. Another component of the proposal that required insight into possible concerns were the ethical considerations. When designing a questionnaire, as was the case with my proposal, I had to consider my participants' level of education and comprehension. The language used in the surveys had to be clear and simple to account for any participants suffering from cognitive impairment. In order to design the survey, I had to make sure I covered common things such as general knowledge, current date, the name of the state we live in. Requesting the participants to draw commonly known geometrical shapes can give us a glimpse into their level of comprehension.
In the spring quarter of my junior year, I was able to apply several of the skills mentioned above through (HSP 341) Practicum & Seminar. My first internship, at Hope Options, gave me the opportunity to practice interviewing skills and to interpret notes and data from case managers previously serving the individuals I met with my field supervisor. I was encouraged to propose an action plan based on the case notes I reviewed. Hope Options is a program that provides intervention and case management to seniors with behavioral or cognitive challenges whose housing has become unstable. I interacted with at least four different clients, and I had to be ready to react and communicate effectively with them despite their behavioral challenges. In one of my IDAGs (Appendix C), I documented some of the experiences I had while attempting to perform an intake interview with a prospective client in a crisis. I had to be prepared for the unexpected since this was a prospective new client and we did not know what type of behavioral issues we would be encountering. This woman had contacted the Everett Housing Authority, and they referred her to Hope Options. Her mood constantly changed, and she displayed signs of paranoia. I was unable to fill out any forms and decided along with my field supervisor to leave some information about the program and have the woman call back when she was calmer. As I recall, when we arrived we had to assess whether the situation and the place were safe for both of us. We also had to evaluate if this woman was in any danger or if the people in the house were any threat that would require having the authorities involved. We then had to look at the woman's behavior to determine if her cognition was compromised and try to estimate her ability to live alone since the program promotes independent living for all clients. Critical thinking was a skill used throughout this visit, as we had to be ready for the unexpected and react accordingly.
Critical thinking is a valuable intellectual process that is helpful beyond the Human Services practice; it gives us the power to make informed decisions in every situation we encounter. Academically, I can recognize and use reliable information that supports my hypotheses and my learning. I have learned to question every news story I find, asking questions as to who is publishing it, why now. Who benefits from this information being spread? How does this affect others or me? I am grateful to this program to have stressed the importance of analysis through critical thinking.
References
Kincaid, S. O. (2009). Student guide to capstone portfolio. Bellingham, WA: Western Washington University.
In Interviewing for Human Services (HSP 325), I was able to practice and record my recently learned interviewing skills. I used critical thinking to ask open-ended questions that allowed my classmate to elaborateon his plans for the future, this way I can learn about his motivation, barriers and philosophy, those things will help me to develop a solid plan he can be motivated to completes. In my Interview Self Evaluation (Appendix A), I analyzed my performance and discovered several areas that need improvement, such as effective time management so I do not cut the meeting short. It is my job as a human services professional to guide the conversation and tailor each question to obtain essential information that can help create an action plan to benefit my client. This class gave me tools to understand other people's circumstances.
I gained valuable knowledge from (HSP 385) Applied Research Methods; one of the main objectives of that class is to analyze information critically. My research proposal (Appendix B) focused on assessing the risks associated with elder self-neglect and the assignment required me to examine several scholarly journal articles and evaluate whether the information provided within them was relevant to my topic, I looked for studies that backed up my claims of chronic health risks due to elder self-neglect. The material I found allowed me to evaluate flaws in research design, biases, and I was able to modify existing research methods to suit the target population I intend to study. Another component of the proposal that required insight into possible concerns were the ethical considerations. When designing a questionnaire, as was the case with my proposal, I had to consider my participants' level of education and comprehension. The language used in the surveys had to be clear and simple to account for any participants suffering from cognitive impairment. In order to design the survey, I had to make sure I covered common things such as general knowledge, current date, the name of the state we live in. Requesting the participants to draw commonly known geometrical shapes can give us a glimpse into their level of comprehension.
In the spring quarter of my junior year, I was able to apply several of the skills mentioned above through (HSP 341) Practicum & Seminar. My first internship, at Hope Options, gave me the opportunity to practice interviewing skills and to interpret notes and data from case managers previously serving the individuals I met with my field supervisor. I was encouraged to propose an action plan based on the case notes I reviewed. Hope Options is a program that provides intervention and case management to seniors with behavioral or cognitive challenges whose housing has become unstable. I interacted with at least four different clients, and I had to be ready to react and communicate effectively with them despite their behavioral challenges. In one of my IDAGs (Appendix C), I documented some of the experiences I had while attempting to perform an intake interview with a prospective client in a crisis. I had to be prepared for the unexpected since this was a prospective new client and we did not know what type of behavioral issues we would be encountering. This woman had contacted the Everett Housing Authority, and they referred her to Hope Options. Her mood constantly changed, and she displayed signs of paranoia. I was unable to fill out any forms and decided along with my field supervisor to leave some information about the program and have the woman call back when she was calmer. As I recall, when we arrived we had to assess whether the situation and the place were safe for both of us. We also had to evaluate if this woman was in any danger or if the people in the house were any threat that would require having the authorities involved. We then had to look at the woman's behavior to determine if her cognition was compromised and try to estimate her ability to live alone since the program promotes independent living for all clients. Critical thinking was a skill used throughout this visit, as we had to be ready for the unexpected and react accordingly.
Critical thinking is a valuable intellectual process that is helpful beyond the Human Services practice; it gives us the power to make informed decisions in every situation we encounter. Academically, I can recognize and use reliable information that supports my hypotheses and my learning. I have learned to question every news story I find, asking questions as to who is publishing it, why now. Who benefits from this information being spread? How does this affect others or me? I am grateful to this program to have stressed the importance of analysis through critical thinking.
References
Kincaid, S. O. (2009). Student guide to capstone portfolio. Bellingham, WA: Western Washington University.