Thinking about Thinking after Munro: The Contribution of Cognitive Interviewing to Child-Care Social Work Supervision and Decision-Making Practices
Thinking about Thinking after Munro: The Contribution of Cognitive Interviewing to Child-Care Social Work Supervision and Decision-Making Practices
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门罗之后的思考：认知访谈对儿童保育社会工作监督和决策实践的贡献
DOI：
10.1093/bjsw/bcv001
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发表时间：
2016
影响因子：
1.8
通讯作者：
Turney D
中科院分区：
文献类型：
--
作者：
Turney D
在福利服务机构所知的引人注目的儿童死亡事件之后，在调查报告中一再认识到社会工作者的分析和评估技能存在缺陷。迫切需要探索怎样才能帮助监管者和从业者“思考他们的思维”。本文借鉴认知访谈(CI)，探讨其在幼儿社会工作督导专业领域的适用性和可转移性。这种方法着眼于实践者如何理解他们的实践，立足于认知理解，但通过这样做，提高了实践者对实践的情感和情感维度以及他们的思维的意识。认知和情感认知方式的整合与心理-社会知情的观点产生了共鸣，这些观点认为思维和感觉之间的相互关系，以及情绪控制对有效思维的重要性。本文认为，将竞争情报的心理学基础与心理-社会知情概念(如遏制)相结合，为支持竞争情报在实践中的应用创造了一个更稳健、更全面的理论框架。本文提出，在监督实践中采用认知和情感方法具有相当大的潜力，可以提高从业者的批判性思维技能和决策能力，从而造福于与他们合作的儿童和家庭。
There has been a recurrent recognition in inquiry reports following high-profile deaths of children known to welfare services of shortcomings in social workers' analytical and assessment skills. There is an urgent need to explore what might help supervisors and practitioners ‘think about their thinking’. This paper draws on cognitive interviewing (CI) and examines its applicability/transferability to the professional domain of child-care social work supervision. Focusing on how practitioners make sense of their practice, this approach homes in on cognitive understandings but, in so doing, heightens practitioners' awareness of the emotional and affective dimensions of practice and of their thinking. The integration of cognitive and affective ways of knowing resonates with psycho-socially informed ideas about the interrelationship between thinking and feeling and the importance of emotional containment for effective thinking. This paper suggests that combining the psychological underpinnings of CI with psycho-socially informed concepts, such as containment, creates a more robust and holistic theoretical framework for supporting the application of CI in practice. The paper proposes that the adoption of a cognitiveandaffective approach to supervisory practice has considerable potential for enhancing practitioners' critical thinking skills and decision-making capabilities, to the benefit of the children and families with whom they work.