Working with vulnerable youth and their families has taught me that critical and creative thinking work best when they happen together. I have learned to stay curious, look for the purpose behind a behaviour, and test small ideas before committing to a full plan. This approach helps me remain flexible when the first strategy does not work and keeps me grounded in reflection rather than assumptions.
Anxiety is familiar to me both professionally and personally. When my daughter began struggling with school-related anxiety in 2023, I used co-regulation through doll play, role play, and breathing exercises. These moments, combined with what I saw in students, inspired me to write my book Anna-Lee and Her Anxiety (evidence 6.1). I drafted it, read it with my daughter, noticed what resonated, and rewrote what did not. Creating the book taught me how valuable trial and error can be. I learned that creative solutions often grow out of patience, observation, and a willingness to make small changes until the idea fits.
To deepen my understanding of childhood anxiety, I completed the Understanding Child Anxiety course through the Institute of Child Psychology (evidence 6.2). This training strengthened my ability to separate research from assumptions and helped me see that anxiety can easily be confused with defiance. I learned to slow down and scan for signs such as avoidance, body aches, or changes in breathing before drawing conclusions. When regulation brings behaviour down, I plan from an anxiety perspective rather than a compliance one. This shift has strengthened my judgement and helped me avoid misinterpreting emotional distress as misbehaviour.
I also completed the Resilience Scale Certificate with the Alberta Family Wellness Initiative (evidence 6.3). This course changed the questions I ask. Instead of wondering whether a child is resilient, I now look at what conditions help resilience grow, including predictable routines, safe relationships, and achievable goals. I became more aware of how easily a label such as “not resilient” could harm a child’s self-image or create bias. With this awareness, I started using a more holistic approach to understanding resilience and became more careful about how I talk about children’s strengths and challenges.
My work as a Social Work Technician has strengthened my critical thinking in situations that involve trauma, conflict, or legal considerations. Meeting with families, collaborating with Social Services, and participating in investigations have taught me to separate observable facts from emotional interpretations. I learned to pay close attention to subtle cues such as posture, tone, pacing, and trigger points. When reports from different sources conflict, I now look for what challenges my assumptions, identify what I truly know versus what I am guessing, and explain my reasoning clearly so families and colleagues can correct or confirm it. This practice has built trust and led to more balanced decisions.
Each school year, I conduct multiple suicide risk assessments. These situations require steady judgement and careful attention to detail. I learned how to distinguish real warning signs from what may be less concerning. My own experiences with losing loved ones to suicide have made me very aware of how easily signs can be overlooked. I use the ASQ screening tool (Ask Suicide-Screening Questions) to guide next steps and determine when to involve caregivers, our school psychologist, or emergency services. Through this work, I learned that nonverbal communication matters as much as the questions I ask. Students watch my face and body language closely, and I have learned to stay calm, open, and steady even in highly emotional situations. After each assessment, I debrief with myself and, when appropriate, with a team member to reflect on what informed my decision, where I hesitated, and what I would adjust in the future. This routine has strengthened both my confidence and my clarity in crisis situations.
Across these experiences, my critical and creative thinking have evolved through practice, reflection, and a willingness to revise my approach. I have learned that being curious, testing ideas gently, reviewing my own reasoning, and being transparent with others are essential parts of supporting students and families well. These habits allow me to approach stressful situations with sensitivity, openness, and professional confidence, and they make meaningful change more possible.
Evidence Relevant to Critical and Creative Thinking
evidence 6.1 – Children’s Book Anna-Lee and Her Anxiety
evidence 6.2 – Understanding Child Anxiety Course Certificate
evidence 6.3 – Resilience Scale Training Certificate