critical thinking

in sum, B and K are asking us to consider that

-not all experts can be trusted, but some can if they have knowledge related to their claims -some critical thinkers use their skills to build themselves up, while putting others down (weak sense) -while the best crtical thinkers do not do this (strong sense) -values are related to standards of conduct, especially professional ethics given our interests (asha code of ethics)

start of chapter 13- 1.What are speed bumps, as characterized by Browne and Keeley?

-obstacles to thinking -knowing they are there, doesnt mean they disappear -but can handle them if you slow down

What is the halo effect?

-overgeneralize from one personal characteristic - positive or negative - to entire person

example of system one and two interacting

-poop scenario -our system one thinking tell us this is disgusting and this is from an expert so go with what he says/trust him -system two thinking slows us down and says wait a minute- we must think about this- is there another reason for his stuttering? novice clinicians/critical thinkers may jump to system one- we have to help them shift to using system two thinking to consider other options - the systems can work togther-lets think it thru a lil further after initial inclination

quote from Francis Bacon (1620): when we chnage our minds in light if a superior argument, we deserve to be proud that we have resisted the temptation to remain true to long-held beliefs. Such a change in mind deserves ti be seen as reflecting a rare strength

-possibly most challenging bias for critical thinkers to overcome is belief perseverance -(can change your mind about something that matters= that is a real strength)

2. What is a descriptive issue?

-questions about accuracy of information -in other words: questions related to credibility of facts that are relevant to csd

Browne and Keeley describe the features of System 1 and 2 thinking. metaphor/image

-system one thinking is kind of like rabbit and without thinking and tortoise is system two thinking slow down and think

1.What are some of the potential problems with relying on experts? What are some situations where you found that experts could not agree on some issue?

-they sound like they know a lot -they sound confident and certain -they may disagree with each other -at the same time, it is important to listen and then make up your own mind

Browne and Keeley asked you to write a list of your own values. Write a list for yourself, if you like. However, I'd like you to write a second list as well for whats important to our field/helping professions -asha code of ethic is his paraphrased example for our helping profession and they are what

-we have values in how we act as helping professionals -honest, competent, fair, responsible, professional -honey comb feeds regular people

6. What is a conclusion?

-what the author wants you to accept as believable ORwants you to do

-honest

-will not gurantee the results of any treatment or charge for services not rendered (some people in past said provided services when they did not- and asha called them out by posting name on website)

emotional competence is related to

1. awareness of emotion and what triggered it 2. recognize and understand others' emotions (how are they feeling?) 3. compassion to form relationships 4. control emotions using self-regulation strategies

what do you think wade et al was trying to tell us with the definition: - critical thinking is the ability and willingness to assess claims and make objective judgements on the basis of well supported reasons and evidence rather than emotion and anecdote

1. be careful not to let emotions hinder your decision making or to rely on unverifiable information (subjective/anecdote/emotion) 2. be careful not to let others persuade you to believe or do something (claim) on the basis of emotional reasons ALONE (sad dog commerical, politicans, etc just play on your emotions, the poop report tries to trigger our emotions in a way as it tries to make us feel bad for him/disgust and paints mother as evil)

in sum (ch13) b and k are asking us to appreciate that even critical thinkers may find challenges overcoming

1. belief perseverance- bc it reuires us to accept that sometimes we may be wrong 2. wishful thinking- bc it requires us to accept that our hopes may not always match real-world/reality

Then Browne and Keeley suggest some strategies to "keep the conversation going."- what are they (5 of them)

1. clarify understanding- ask what would you change your mind? 2. time out- ask why you think my evidence is weak 3. put the best of both views together 4. be calm and curious 5. watch your body language claire timeout you get the best of both world when you are calm and curious so dont slump

in sum critical thinking is important ti YOU because it is

1. essential part of higher education 2. relevenat to becoming an slp/aud 3. may be required by employers 4. essential for increasing chances of making best choices for people you want to help 5. essential for reducing chances you will unintentionally make poor choices

why should we take a course on critical thinking in the helping profession? reason number one and explanation

1. in your future, you will need to manage and evaluate an expanding and evolving body of complex information that will come at you from different soruces and directions - some of that information will come from sources that are reasonably trustworthy and some from sources that should be judged for credibility -and critical thinking will help you evaluate the trustworthiness of these sources and the quality of their information (help you tell paart the misinformation and disinformation)

characteristics of system one thinking include

1. rapid (fast thinking/comes to mind/no effort) 2. no cognitive effort ( no thinking required/snap judgement) 3. no attention required 4. no conscious intention (no real goal/direction) 5. working memory unnecessary (what is in my mind at the moment) -2 thru 5 are all interrelated 6. spontaneous feelings (just generated and thoughts/feelings go together)

research suggests you are more likely to learn how to think critically when it is

1. taught directly as a set of skills 2. practiced within specific knowledge area- like us in cmsd/helping professions!

in sum b and k are asking s to appreciate what in chapter 2 -when beginning to evaluate an argument or claim, make sure you understand the:

1. the issue- the question or controversy under consideration 2. the conclusion= what you are being asked to believe or do based on that issue

system two thinking characteristics

1. time consuming (paper/calculate it out) 2. noticeable cognitive effort ( i know that i am having to think) 3. focused attention (gotta do all the steps of whatever) 4. conscious and intentional (want to get an answer correct/follow directions) 5. working memory is necessary (have in conscious workspace/what have in mind) -2 thru 5 are interrelated-( have goals in mind/thought) 6. conscious process of feelings (when i am checking my answer on a test, I take time to consider if I feel confident in my answer/unsure and should change it)

system one thinking examples

1. what is your name? Kara comes out without any effort required- overlearned association 2. identify emotion related to this facial expression- we automatically said happy/sad- no cognitive effort to recognize emotion 3. who is this/raise hand- we all knew it was abraham lincoln even tho blurred out= pattern recognition- we recognize right away bc of prior experience 4. in you car get to point b from point a without even realizing it/not consciously paying attention- we overlearned driving and do that route a lot, despite it being a very complex process that once had to think a lot about- system one thinking can do remarkable things like this and speech- make them automatic 5. 2x2= 4- bc so much practice in elementary school 6. 27x42=?? system one thinking probably did not give an answer; need to mentally shift to system two thinking- we might answer with system two thinking on paper, use calculator, etc

why should we take a course on critical thinking in the helping profession? reason number two and explanation

2. because research shows smart, good-intentioned people make foolish decisions and hold false beliefs -these smart people can even include: physicians, psychologists, wall street, politicians, scientists example: william james is the father of modern psychology, yet he believed he could talk to the dead; wall street missed the recession of 2008, his personal example was horoscope ct been shown to minimize the likelihood of developing false beliefs and making poor choices

belief perseverance is also called

Myside Bias (my side is good your side is trash)- lets the bias divide us

whats an example of a need for emotional comptence he gave in class

a client who stutters tells you that he has been bullied and that makes you angry that others treat him that way; especially the teacher: 1. recognize that i feel angry and ask why-whats making me angry= this situation 2. recognize they feel the same way and maybe embarrassed/had to deal with whole life= frustrated 3. show them compassion and express you angry to and gonna help= form relationship 4. control and regulate my emotion cannot be throwing coffee so take a breath and make it professional and appropriate kind of what i said in number three- deal with it

start of chapter two: 1. What is an issue?

a question or controversy under consideration -in other words, an event that reuires system two thinking and doesnt have a ready answer and ideally will encourage you to think critically

claim defintion

a statement that something is true or a fact -also a right to have something or get something (i lay claim to the throne; patients have a claim to your help?) -in other words: a claim is related to something you are being asked to believe or do or you are asking others to believe or do ( we make claims and so do other people)(what the person wants you to believe)

emotion definition

a strong instinctive feeling deriving from one's circumstances, mood, or relationships with others

emotion is related to the term

affect

example one of smart, good-intentioned people make foolish decisions and hold false beliefs

an example of a common false belief held by physicians and non-physicians is we only use 10% of our brain (was even published in british pub med)- research to disprove this

subjective (opposite)

based on or influenced by personal feelings, tastes, or opinions (with bias/influence) in other words: something that cannot be verified ( or is hard to verify) ex: I can see it or sense it, but you cannot ( i can see a smile and infer someone is happy, but dont know how they really feel: i can say mint chip is the best ice cream in the world, but cannot be verified as other people may not sense or feel the same way)

why should we take a course on critical thinking in the helping profession? reason number three and explanation

because most of our future employers want you to have critical thinking skills -picture shows ct skills at the top of list for employer desires- with 82% wanting ct skills in their workers; not to mention was basis of the other top five skills like analytical reasoning skills, complex prob solve, apply knowl and skills to real world setting; some employer may even test on ct before hire you

why should we take a course on critical thinking in the helping profession? reason number five and explanation

because of the belief that critical thinking will naturally emerge from higher education is based more on wishful thinking than actual evidence (-the book supports this bc first two years it seems like we may have had increase in ct, but their findings suggest we are not better at ct by the time we graduate-arum/roksa- instead today we just see higher eductaion as a career maker-cant just hope get ct as byproduct of going to college)

why should we take a course on critical thinking in the helping profession? reason number four and explanation

because the accuracy of your beliefs and your decision making skills are central to the quality of the choices you make for helping others in clinical practice (- he said in the ebp triangle-clinical expertise should really be at the center bc evidence and clients are not making the choice- you are with some of their info) and when we make decisions to help others we would like our beliefs to be based on clinical reality (i want my beliefs to be close to what is happening/what is needed- if my beliefs are based on nonsense then i am the one who made a mistake) and critical thinking helps to increase the likelihood that our clinical beliefs are as accurate as possible and the more accurate our clinical beliefs are, it increases the likelihood that our decisions to help will lead to desired outcomes for our clients (less likely to make diagnostic errors)

Stereotype definition

broad characterization about person based on group membership (like people with language disorders are not intelligent/sick/contagious)

how might defintion of ct be appplied in a helping relation- consider the poop example

come back to this

one goal of this class is to identify

common areas/ways our thinking may go wrong

system two thinking is

conscious and self-regulated

since critical thinker appreciate that emotions may help or hinder decision thinking it is essential that

critical thinkers develop EMOTIONAL COMPETENCE

2.What are the differences between weak-sense and strong-sense critical thinkers?

critical thinking for weak sense involves: -ct for own selfish needs -defend their own beliefs -while tearing down others' beliefs -in order to promote their views only (have dark side/destroy) critical thinking for strong sense involves: -ct to evaluate ALL claims -including one's own -protect against self-deception and conformity -open to other's views when well formed (if they have good reasons)

why should we take a course on critical thinking in the helping profession? reason number six and explanation

critical thinking is recommended as a general knowledge and skill for undergruadate education in csd by asha (2015) (-chart showing domain one with general knowledge, skills, aptitudes like ct, prob solve, logical reasoning)

while also appreciating that:

criticizing an argument is not the same as criticizing the person making it, and they are willing to engage in vigorous debate about validity of an idea

information literacy

ct skills that refers to your ability to locate, evaluate, and effectively use needed information

dual process theory

describes system 1 and 2 thinking in more detail (pennycook 2023)

mood

diffuse feeling lingering over time (i have been in a mood today/this week) (may not know where it comes from= diffuse meaning)

example: me after stetson bennett scores touchdown

emotion- excited in the moment=brief

in other words, helping relationships rarely occur in

emotionally neutral situations!!!! (emotion is here; no avoiding that-in both me and the client; ex: parent cries in session bc kid is not what expected them to be: im gonna be sad/oof and when stutter patient says you changed my life i feel great)

attitude

established feelings about someone or something

example two of smart, good-intentioned people make foolish decisions and hold false beliefs

even OUR professionals have held false beliefs about the best treatment choices such as - facilitated communication -nonspeech oral motor exercises-peep tracy

in sum the defintion of critical thinking is encouraging us to

examine the statements that we are being asked to believe or do (claim) based on info that can be verified (objective) versus info that cannot be verified (subjective)

bias blindspot

example of ways thinking can go wrong- we all have it; cannot just say other people have it

thus critical thinkers appreciate emotions may

help or hinder decision thinking ex: poop mom and kid get referred to me by psychologist 1. first i must recognize my bias against the mom 2. i must be open-minded to consider other explanations and hear their side/see their warm relationship 3. get more info? -they usually tell you something important about the situation/that something is not right/this is real=when they are hepful- justifies that this is a real situation

rather it is understood that emotion may

help or hinder thinking and it should be regulated when necessary

thus critical thinkers need to understand what

how emotions may play a role in their ability to interpret, evaluate, and make decisions, especially in helping relationships and feelings of compassion and desire to help people are emotions that typically underlie most people's reasons for choosing helping professions as a career

3. According to Browne and Keeley, values shape our conclusions. What are the key components of their definition of "values" in this context?

ideas we view as worthwhile, but not always state -provide basis for evaluation of behavior of others and ourselves (if i value loyalty im gonna judge my friends by how loyal they are)

emotion

in the moment, relatively brief, automatic response (funny joke- i repsond spontaneously- dont think about and say im gonna laugh)

this means that (expand) critical thinkers are able to

look for flaws in arguments and to resists claims that have no support

in sum (ch13) b and k are asking us to appreciate that system two or slow thinking

may help us correct those speed bumps, especially when it includes critical thinking (again cannot just assume system two thinking is the answer-it decreases the chance you make a mistake, but not 100%- still a chance to mess up)- still might get something wrong despite-slowing down and thinking it through with effort=does not gurantee will get the correct answer

example me after won second natty that week/versus tcu's

mood- i was happy all week, and tcu was sad all week

side note whta did he classify compassion as

more of an attitude bc established feeling of I want to help people in my life and job

and keep in mind that critical thinking is not merely/why

negative thinking because.... it includes the ability to be creative and constructive, the ability to come up with alternative explanations for events, think of implications of research findings, and apply new knowledge to social and personal problems

does this mean never trust an expert?

no, still listen and then make up your mind after further research

affect refers to

positive or negative feelings including: emotion, mood, attitude

3. Based on the examples provided by Browne and Keeley of descriptive issues, what are some examples of these kinds of issues that you could imagine would occur in our professions?

possible examples: 1. what types of communciation disorder does a client have? (diagnostic issue) 2. what treatment approach is the most effective for managing this communication disorder

5. Based on the examples provided by Browne and Keeley of prescriptive issues, what are some examples of these kinds of issues that you could imagine would occur in our professions?

possible examples: 1. what should we do about clinicians who charge for services they never administered? 2. what should clinicians do when they know their client is unjustly denied services?

attitude about the dawgs

pride/love them/they are my team-established feel about the team

4. What is a prescriptive issue?

questions about how we should behave or act (connected to values from chapter one) -in other words: questions related to standards of conduct or ethics concerning csd professionals and scientists -(is it right or wrong)

responsible

shall engage in lifelong learning to maintain and enhance professional competence- ex= keeping up with the field via continuing education units- when he started aac and swallowing were not apart of our field)

professional

shall uphold dignity of profession and maintain harmonious relationships with others

who is the "author"- who could be the author that is presenting the claims/argument in our profession

some examples include: 1. a fellow helping professional 2. authors of a book, magazine, webage, podcast, journal article 3. you-when you are speaking face to face 4. someone on television or social media

system one thinking

sometimes referred to as intuition -consists of habits, overlearned associations (so used to two things going together), and pattern recognition based on prior experience

thus system one works well but we need blank to switch to system two thinking at times

strategies

is sys 1 or 2 more likely to be required for critical thinking

system 2 (over time may become more automatic with practice)

wishful thinking is an example of what system of thinking

system one

stereotypes are an example of what system of thinking

system one-mental shortcut

halo effect is an example of what system of thinking

system one; cannot break through to or with system two thinking until consider and realize there is more to that person

curse of knowledge

tend to forget what it is like when we did not know what we know now ex: seeing how big bird is operated now kinda ruins the cuteness/magic for you -for helping professions: this innvolves being able to talk to your client in a way that removes all jargon that you know/technical terms = use lay terms and can explain it so are not confused

what is critical thinking

the ability and willingness to assess claims and make objective judgements on the basis of well supported reasons and evidence rather than emotion or anecdote

critical thinking has been shown to do what in reference to number two

to minimize the likelihood of developing false beliefs and making poor choices

true or false system one and two often interact with each other

true (sys one often comes first then followed by system 2=we react quick then take time to think ------and eventually can help it become lile more auto/sys one i think)

how can system one thinking be good

we dont have to think of everything we do; we use this most of the day- our typical way of thinking bc automatic

wishful thinking

we interpret info according to what we hope it would mean rather than what it really means -ex from me: i said with idaho murders oof i would be scared to live in a house in athens bc i interpret this as menaing my apartment is still safe- when in reality- i am a girl in college who is also at risk- it could happen anywhere (we as helping professionals fall into wishful thinking bc we want to make a difference in this person's life so we will do anything to help them- can be dangerous/blinded and may keep you from realizing the condition is not fixable)

result of wishful thinking

we may mistakenly believe one thing when the reality is something else

What is the important question that they suggest you ask yourself at the end of the section on System 1 and 2 thinking?

why am i thinking what i am thinking -can also be said as why do i believe what i believe; why do i know what I know?

fair

will not discriminate in service delivery on basis of race, gender, gender identity/expression, sexual orientation, national origin, or religion

competent

will provide services to best of my ability

system two can become system one how?

with practice to become overlearned/habits like multiplication and vocab terms

in sum (ch13) b and k are asking us to appreciate that system one or fast thinking

works well, especially when we have lots of prior experience, but it may mislead us- as suggested by speed bumps: stereotype and halo effect (sometimes the short cuts mess you up)- they can be helpful at times so dont interpret system one thinking as villian/always bad

can emotions be helpful

yes, they often correspond with real world events -beliefs and evaluations that support emotions often correspond to actual events in the world (you often feel emotion bc the situation-it is justified and connected- like i feel angry when i encounter discrimination and am motivated to change it; justified by real world scenarios)

can emotions hinder

yes, they sometimes cloud our judgement or skew our perception of a situation and bias our evaluation in ways that might be incorrect ex: over excited and compassionate to help patient taht persist in doing something wrong bc beleive it is helping; or overly compassionate and sad when something doesnt work and get defeated- but my job is to be the positive one for my patient

are affect or emotion present in helping relationships

yes- ex: people come to you and you are compassionate/care/want to help them

is emotion a subjective experience?

yes- we dont know for sure if we feel the same way/ thing when happy or whatever, and again cannot always tells others

can system one thinking also switch back to system two thinking yes

-if on route always take and all of the sudden construction- have to snap out of it and think= go back to system two thinking

what did finn say an argument is/vs what it is not

-it is a claim/what people believe/want to do- not lay term of not getting along

in sum critical thinking in a helping relationship is not

"bloodless, solemn, or dispassionate"-carol wade 1995 -aka there is emotion in helping profession critical thinking

objective

(of a person or their judgement) not influenced by personal feelings or opinions in considering and representing facts in other words:something that can be verified ex: I can see it, and you can see it too - without bias

chapter three start: 1.What do Browne and Keeley define as "reasons?"

-basis for believing or supporting a conclusion

big heart, small brain clinical practice must make room for big heart, big brain practice.- Jenicek (2003)

-best clinical practice combines both compassion and scientific evidence and procedures. author is saying is not enough to just care about your patients, you have the scientific knwoledge and expertise to help them with interventions that are proven to work. however the author also warns us not to go too far and say that we must eradicate our emotion when making clinical decision bc inevitably we will always have emotions. therefore, being a good clinican who can think critical must balance both emotions and scientific knowledge

what is critical thinking NOT

-destructive, argumentative, opposing (not trying to destroy other people's views)- doesnt have to have negative connotation of the word critical

Browne and Keeley briefly address stereotypes. What are the dangers of stereotypes from the perspective of critical thinking?

-efficient mental shortcuts, but can be unfair!