Macro Social Worker Field Class

Field Class- Macro Social Worker 2

1. As critical thinking is not just thinking, but thinking which entails self-improvement, discuss how your judgment, problem-solving, and decision-making has improved since your understanding of the application of critical thinking to your learning and practice of social work.

With the knowledge of critical thinking, I have since developed the tendency to analyze every piece of information before conceiving them to make proper decisions and judgments. I have to think creatively, logically, and deeply to understand issues better and make sound conclusions while solving any problem (Mathias, 2015). As a critical thinker, I usually ask many questions whenever faced with any problem or decision before making any form of judgment (Brown & Rutter, 2008). For instance, I mostly begin by asking myself such questions: How do I know what is happening? What do I know currently? To get a better knowledge and perspective of what I am working on (Mathias, 2015).

In a nutshell, whenever presented with any issue of judgment, problem-solving, and decision-making, to arrive at an actionable conclusion, I engage myself in: identification of the problem and defining it accurately, find a possible potential solution to the challenge, explore possible action plan that leads to in the evaluation of the possible solution, act upon the critical steps to finalize the action plan if found doable and logical, finally, I review the actions I took to determine if the identified problem is solved (Mathias, 2015). However, whenever making such critical decisions, I have to adopt certain key concepts to guide me. The ideas include one; I draw logic onto the causes and effects of the issue to make accurate predictions on the impact of the proposed solution on the people. Another essential concept is finding the truth and unbiased data concerning the event (Brown & Rutter, 2008). Thirdly, creating a list of possible effects the final decision may result in based on prior experience and finally finding a solution not currently in force. As a critical thinker, I mainly adopt new ways of solving challenges (Mathias, 2015).

2. Explain your understanding of the critical thinking process and its relevance to inform and communicate professional judgment as a social work student both in the classroom and at your field placement.

The critical thinking process enables students to reflect and ask questions on their knowledge and information. It is the ability to synthesize, evaluate, and analyze new data. In the social work practice, the critical thinking process involves looking at a situation or a person from an objective and neutral view without assumptions and premature conclusions. Critical thinking skills are vital to social work students conducting research, studying in class, working on assignments, performing analysis, or working in field placement. This is because social work students utilize their time experiencing, observing, and analyzing all the happenings around them. Subsequently, critical thinkers are considered valuable assets in the classroom and workplaces because they would assess different situations correctly and develop a logical resolution. Such students do not need close supervision while executing their roles but can make critical resolutions within reasonable time limits, thus, saving time (Mathias, 2015).

In addition, through the critical thinking process, students would gather and interpret information both at field placement and classroom but simultaneously evaluate data skeptically. Furthermore, through analytical thinking, students can differentiate information that applies to their situation during work topic research and one that does not. Equally, when students use critical thinking to analyze their works, they can formulate an intervention or a treatment plan to hand their clients. For instance, the student needs to consider thoughts, experiences, or beliefs that influence the client's actions, minus forming a snap decision. This is because, what may initially seem irrational or crazy to someone, may be better understood from the context of biopsychosocial and cultural factors that has a role in the client's life. Therefore, critical thinking would assist the student in examining such factors objectively and in looking into their importance and effect on the student's course of action while at the same time keeping a non-biased attitude and professional detachment (Brown & Rutter, 2008).

3. Give an example of how you have used critical thinking at your field placement. What was the outcome? What lesson did you learn? If faced with the same situation, what would you do differently? (Macro Social Work focus-give an in-depth example).

One day in my work at field placement, one of my clients shared with me an article to read. The article's headline drew my attention; the content also contained tangible information. Usually, I would accept the information as accurate. However, in this case, as a critical thinker, I analyzed the content information and asked questions like, what could be my client's motive for sharing the article? Is the headline misleading? Where could be the source of the article? Could the client's motive and belief influence the decision to share the article? Finally, I learned the article's article content was misleading and propagated fear among the people (Brown & Rutter, 2008).

From the case scenario above, I learned the importance of analyzing information presented before me by asking questions and conducting an objective and neutral search without assumptions or premature conclusions. Furthermore, the decision-making process needs effort and time to be able to evaluate all the available information. Moreover, judging a situation prematurely can be much tempting to proceed to something else. However, whenever a critical thinking approach is applied, a more satisfying outcome is usually realized. Finally, before settling on a particular decision, I realized that it is proper to list both the merits and demerits either on paper or mentally to critically evaluate issues presented before making conclusions (Mathias, 2015).