Intro -- Critical Thinking in Clinical Practice -- Contents -- Preface -- Part I Lay of the Land -- Chapter 1 The Need for Critical Thinking in Clinical Practice -- The Importance of Thinking Critically About Decisions -- Hallmarks of Critical Thinking -- Critical Thinking Is Integral to Evidence-Based Practice -- Related Values, Attitudes, and Styles -- Related Skills and Knowledge -- Barriers to Making Sound Judgments -- Clinical Reasoning as a Teachable Skill -- Costs and Benefits of Critical Thinking -- Benefits of Critical Thinking -- Costs of Thinking Critically About Decisions -- How Skeptical Should Clinicians Be? -- Summary -- Chapter 2 Sources of Influence on Clinical Decisions -- Changing Views of Problems and Their Prevalence -- Flawed People and/or Flawed Environments? -- Problems as Socially Constructed -- Political, Economic, and Social Influences on Problem Framing and Proposed Remedies -- The Language of Problem Definition -- Different Problem Framings Have Different Consequences -- Influence of Agency and Service System Variables -- Status and Power Differences -- Available Resources -- Access to Information -- Preferred Views of Clients -- Agency Culture and Climate -- Technology Development -- The Interaction Between Clients and Clinicians -- Psychological Factors That Influence Judgments -- Summary -- Chapter 3 Reasons and Reasoning: The Heart of Making Decisions -- Views of Intellectual Competence -- Reasons -- Helpful Distinctions -- Reasoning Compared to Rationalizing -- Propaganda/Bias/Point of View -- Reasoning and the Truth -- Logical Reasoning and Creativity -- Consistency/Corroboration and Critical Testing -- Critically Appraising Claims Compared to Seeking Support -- Facts, Beliefs, and Preferences -- Arguments -- Analyzing Arguments -- Kinds of Arguments: The Importance of Context -- Explanations.

Individual and Cultural Differences -- Summary -- Chapter 4 Different Views of Knowledge and How to Get It: ExploringYour Personal Epistemology -- Different Views of Knowledge and How (or If) It Can Be Gained -- Evaluating Knowledge Claims -- Avoiding Harming in the Name of Helping -- Questionable Criteria -- Authority -- Popularity/Consensus -- Tradition -- Newness -- Manner of Presentation -- Good Intentions -- What Makes Sense: Plausibility -- Entertainment Value -- Emotional Influences -- Testimonials -- Case Examples -- Problems With Learning From Experience -- Intuition -- Uncritical Documentation -- Science and Scientific Criteria -- Misunderstandings and Misrepresentations -- What Is Science? -- Testable Theories and Criticism as the Essence of Science -- A Search for Patterns and Regularities -- Parsimony -- Scientists Strive for Objectivity -- A Skeptical Attitude -- Other Characteristics -- The Rise of Big Science -- The Difference Between Science and Pseudoscience -- Scienticism -- Antiscience -- Relativism -- Quackery -- Propaganda -- Fraud -- Knowledge Valued in Evidence-Informed Practice -- User and Service Provider Knowledge -- Research Related to Information Needs -- Kinds of Research Needed to Critically Appraise Different Kinds of Claims -- Mistakes and Errors -- Kinds and Degrees of Uncertainty -- Ignorance as Knowledge -- Other Kinds of Knowledge -- Critical Appraisal of Practices and Policies as an Ethical Obligation -- The Burden of Knowledge -- Summary -- Glossary -- Part II Common Sources of Error -- Chapter 5 The Influence of Language and Persuasion Strategies -- The Influence of Language -- Fallacies Related to Language -- Predigested Thinking: Oversimplifications -- Missing Language (Censorship) -- Pseudotechnical Jargon/Bafflegab -- Misleading Use of Medical and Scientific Discourse -- Use of Emotional Buzzwords or Images.

Metaphors -- Naming/Labeling -- The Assumption of One Word, One Meaning -- Use of Vague Terms -- Reification, Word Magic -- Confusing Verbal and Factual Propositions -- Influence of Semantic Linkages and Cuing Effects -- Misuse of Verbal Speculation -- Conviction Through Repetition -- Bold Assertions -- Primacy Effects -- Newspeak -- Manner of Presentation -- Euphemisms -- Failure to Recognize Palaver -- Other Sources of Fallacy Related to Language -- Making Effective Use of Language -- The Influence of Social-Psychological Persuasion Strategies -- Summary -- Chapter 6 Formal and Informal Fallacies: Mistakes in Thinking and How to Avoid Them -- False Even Though Valid -- Doubtful Evidence -- Suppressed Evidence -- Irrelevant Appeals -- Emotional Appeals -- Ad Hominem Arguments -- You Would Do It, Too -- Vacuous Guarantees -- Appeal to Common Practice -- Fallacy of Ignorance -- Fallacy of Special Pleading -- Appeal to Will -- Attacking the Example -- Evading the Facts -- Begging the Question -- Overlooking the Facts -- Distorting Facts/Positions -- Straw Person Arguments -- Forcing an Extension -- The Fallacy of False Cause -- Irrelevant Conclusion -- Inappropriate Use of Analogies -- Diversions -- Answering a Question With a Question -- Appeal to Emotion -- Red Herring -- The Use of Confusion -- Summary -- Examples of Questionable Appeals and Faulty Inferences -- Chapter 7 Classification, Authority, and Focusing on Pathology -- Concerns and Fallacies Related to Classification -- Classification as a Method of Control -- Use of Classification to Expand Turf -- Classification as Stigmatizing -- Misleading Assumption of Understanding -- Classification Based on Consensus Rather Than Empirical Data -- Classification as Offering an Illusion of Objectivity -- Incorrect Classification of People -- Blurring the Difference Between Degrees of Avoidable Suffering.

Use of Vague Terms -- False Dilemma (Either/Or-ing) -- Confusing Inclusion and Exclusion Tests -- Incorrect or Misleading Classification of Procedures -- Fallacy of Stereotyping -- Other Sources of Fallacy -- Appeals to Authority -- Popular Sentiments -- Misleading Aura of Authority -- Popular People and Irrelevant Authority -- Titles and Supposed Experts -- Traditional Wisdom -- Appeals to Consensus (Authority of the Many) -- Provincialism -- Bandwagon Appeal -- Imaginary Authority -- Other Kinds of Appeals to Authority -- A Focus on Pathology -- Factors That Encourage an Overemphasis on Pathology -- The Rule of Optimism -- Summary -- Part III Decision Aids -- Chapter 8 Content and Procedural Knowledge -- Is Knowledge Important in the Helping Professions? -- Differences Between Novices and Experts -- What Competencies Contribute to Success? -- How Should We Assess Professional Competence? -- To Keep Up-to-Date or Not -- Deciding What Information to Seek and Where to Seek It -- Credibility as a Guide -- Mysticism -- Science/Critical Rationalism -- Anecdotal Empiricism -- Analogy -- Authority -- Clarity -- Is It Important? Will It Help Us to Help Clients? -- Knowledge as Entertainment -- Active Versus Passive Learning -- Comprehension Monitoring -- Elaboration Strategies -- Avoiding Confirmation Biases -- Be Charitable -- Other Helpful Habits -- Remembering What We Read -- Problem-Based Learning -- Becoming a Lifelong Learner -- The Problem of Belief Perseverance -- The Influence of Professional Education Programs -- Summary -- Chapter 9 Taking Advantage of Research on Judgment, Problem Solving, and Decision Making -- Problem Solving Is Uncertain -- Situations Change -- Structuring Problems Is a Critical Phase -- Domain-Specific Knowledge and Skills Are Important -- Many Influences Lie Outside Our Awarenes.

The Influence of Goals and Conflicts Among Them -- Influence by Affect -- Influence by Task Demands -- Confirmation Biases Abound: Partiality in the Use of Evidence -- Situation Awarenes is Vital -- Ecological Rationality -- There Are Different Decision-Making Styles -- We Use Simplifying Strategies (Heuristics) -- Approaches Focusing on Bias -- Availability -- The Influence of Preconceptions and Preferred Theories -- Achoring and Insufficient Adjustment -- Vividness -- Influence by Resemblance -- Fast and Frugal Heuristics -- We Tend to Make Certain Kinds of Errors -- Memory as Reconstructive -- Perspective Makes a Difference: Self Versus Others -- There Are Cultural Differences -- Creativity and Intuition Play an Important Role -- Failures Are Inevitable -- Some Barriers Are Self-Imposed -- We Can Learn to Become Better Decision Makers -- Learning Through Mistakes -- Summary -- Chapter 10 Evidence-Based Practice: A Philosophy and Process for Making Informed Decisions -- An Alternative to Authority-Based Practice -- Three Philosophies of Evidence-Based Practice -- Steps in Evidence-Based Practice -- Different Kinds of Questions -- Different Styles of Evidence-Based Practice -- Examples of Evidence-Based Decision Making -- Origins of Evidence-Based Decision Making -- Variations in Services Offered -- Gaps Among Ethical, Evidentiary, and Application Concerns -- Increased Attention to Harming in the Name of Helping -- Limitations of Traditional Methods of Knowledge Dissemination -- Invention of the Systematic Review -- The Internet Revolution -- Other Factors -- Other Views of Evidence-Based Practice -- Hallmarks and Implications of the Philosophy of Evidence-Based Practice and Care -- Move Away From Authoritarian Practices and Policies -- Honor Ethical Obligations -- Making Practices, Policies, and Their Outcomes Transparent.

Encourage a Systemic Approach for Integrating Practical, Ethical, and Evidentiary Issues.

"Eileen Gambrill is unparalleled in her ability to describe common flaws and biases in clinical decision-making. The result in this revised edition is a steadfast call for change that also acknowledges the demands of practice. A must-read for clinicians and researchers alike." -Elizabeth K. Anthony, PhD, Assistant Professor, School of Social Work, Arizona State University "This third edition builds upon the impressive strengths of Gambrill's prior treatments of the topic to support the notion that critical thinking is a teachable skill, and one essential for contemporary practice in the human services. This book should be the default authority on the topic of critical thinking for human service professionals, and would be an excellent textbook." -Bruce A. Thyer, Ph.D., LCSW, Professor and former Dean, College of Social Work, Florida State University "I was skeptical about how Critical Thinking in Clinical Practice could be improved, but Eileen Gambrill has succeeded! Her articulation of critical thinking skills for clinical decisions ultimately will benefit the people whom we serve." -Joanne Yaffe, PhD, ACSW, Associate Professor of Social Work, Adjunct Associate Professor of Psychiatry, College of Social Work, University of Utah "A remarkable book and an invaluable resource for students, practitioners, teachers, and researchers. It is the best available resource for teaching practitioners across all disciplines how to think scientifically about their subject matter. If Critical Thinking in Clinical Practice were required reading in all social work, psychology, and counseling graduate programs, these fields - and the state of mental health care - would be in far better scientific shape." -Scott O. Lilienfeld, Ph.D., Department of Psychology, Emory University.

Description based on publisher supplied metadata and other sources.

Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2018. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.