scholarly journals Inter-Personal and Critical-Thinking Capabilities in Those about to Enter Qualified Social Work: A Six-Centre Study

2018 ◽  
Vol 48 (7) ◽  
pp. 1855-1873 ◽  
Author(s):  
Michael Sheppard ◽  
Marian Charles ◽  
Paul Rees ◽  
Mark Wheeler ◽  
Richard Williams
Keyword(s):  
Critical Thinking ◽  
Social Work ◽  
Centre Study

A Comparison of the Critical Thinking Skills of BSW and MSW Students

2002 ◽  
Vol 7 (2) ◽  
pp. 63-75 ◽  
Author(s):  
Hugh G. Clark
Keyword(s):  
Critical Thinking ◽  
Social Work ◽  
Social Work Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Skill Levels ◽  
Msw Students ◽  
Work Education

The Council on Social Work Education's standards requires the teaching and measurement of critical thinking skills at both the baccalaureate and masters level of social work education. How to measure those skills is a difficult question for educators. Equally difficult is determining whether the skills are being taught to social work students. This research is the result of a study begun in 1998 that compared scores on the California Critical Thinking Skills Test (CCTST) of recently graduated BSW students and MSW students who had completed their degree or were in their last semester. Surprisingly, little difference seems to exist between the critical thinking skill levels of BSW and MSW students.

scholarly journals THE IMPORTANCE OF CRITICAL THINKING IN SOCIAL WORKERS` EDUCATION

2020 ◽  
Author(s):  
Jovana Škorić ◽  
◽  
Marko Škorić ◽  
Keyword(s):  
Critical Thinking ◽  
Social Work ◽  
Social Workers ◽  
Educational System ◽  
Work Practice ◽  
Social Work Practice ◽  
The Other ◽  
Other Hand ◽  
History Of

In this paper, the authors discuss about the importance of critical thinking in the education of social workers, as well as its implications in the practice of this profession. Namely, the authors start from the assumption that students largely uncritically accept knowledge as true, reliable and accurate. On the other hand, the paper shows how critical thinking can be encouraged in the classroom. In the light of this, the authors analyze the components of critical thinking, a brief history of it (in context of social work practice), as well as various contemporary paradigms in this context. At the end of paper, there is a room for potential challenges, as well as barriers in the implementation of the above-mentioned paradigms in the educational system.

Bridging the Explicit and Implicit Curricula: Critically Thoughtful Critical Thinking

2011 ◽  
Vol 16 (1) ◽  
pp. 33-45 ◽  
Author(s):  
Shari Miller ◽  
Carolyn Tice ◽  
Diane Harnek Hall
Keyword(s):  
Critical Thinking ◽  
Social Work ◽  
Service Learning ◽  
Critical Theory ◽  
Social Work Education ◽  
Curriculum Design ◽  
Work Practice ◽  
Thinking Skills ◽  
Social Work Practice ◽  
Work Education

Critical thinking lies at the core of social work practice given that decision making often is swift and occurs in a climate of uncertainty. The recent changes to the Educational Policy and Accreditation Standards developed by the Council on Social Work Education emphasize critical thinking by promoting an integrative curriculum design that distinguishes between explicit and implicit elements. This article presents critical thinking, embedded in critical theory, as a discipline-specific construct central to effective social work education and practice that links the explicit and implicit curricula. Definitions of critical thinking and their relationship to critical theory are discussed. The article argues that a critical theory framework can be applied to social work education via service learning to enhance critical thinking skills among undergraduates.

Are We Teaching Critical Thinking in the Classroom?

2001 ◽  
Vol 7 (1) ◽  
pp. 53-67 ◽  
Author(s):  
Robert C. Kersting ◽  
Ann Marie Mumm
Keyword(s):  
Critical Thinking ◽  
Social Work ◽  
Pilot Study ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Future Research ◽  
Teaching Methodology ◽  
Social Work Programs ◽  
Generalist Practice ◽  
Work Education

The Council on Social Work Education (CSWE) requires social work programs to integrate critical thinking into their curriculum (CSWE, 1992). This article reports results from a pilot study designed to assess how well students integrate critical thinking skills after a one-semester generalist practice course. Forty-six students completed a pre- and posttest assessing critical-thinking skills and their attitudes about critical thinking. The results show some minimal changes in critical thinking. It is concluded that critical thinking is a difficult set of skills to develop and it requires more than a single, one-semester course to develop those skills. We suggest changes in teaching methodology. The article concludes with a discussion of issues regarding measurement of critical thinking for future research.

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