Summer 2026 SOWk 588 Week 03 - Using Metacognition to Check Biases

A presentation at Heritage University in June 2026 by Jacob Campbell and is tagged with Heritage University, MSW Program, SOWK 588

A silhouette of a head with a visible brain thinks about another brain inside an oval. Text reads: 'Summer 2026, SOWK 588, Week 03. Using Metacognition to Check Biases. Jacob Campbell, Ph.D. LICSW, Heritage University.'

The image shows a presentation slide. The left side features a clipboard with an 'Agenda' detailing activities related to metacognition and systems thinking. The right side lists 'Plan for Week Three' learning objectives, including differentiating thinking systems and recognizing cognitive traps.

Slide features text prompts about metacognition, encouraging graphical representation of cognitive processes, considering speed, emotion, and motivation. Main prompt: 'How does your mind process information under pressure?'

A man and woman in traditional attire smile beside a water barrel, with mountains and flowers in the background. Text: 'COGNITIVE REFLECTION TEST SYSTEM 1 VS 2 THINKING... If John can drink one barrel of water in 6 days, and Mary in 12 days, how long to drink one together?'

A cartoon boy points at a 'Class Rankings' board listing names, with 'Jerry' at number three. Text on the slide reads: 'Jerry received both the 15th highest and the 15th lowest mark in the class. How many students are in the class?'

Two men shake hands over a pig, exchanging money in a fenced farm setting. Text reads: 'Cognitive Reflection Test - System 1 vs 2 Thinking. A man buys a pig for $60, sells it for $70, buys it back for $80, and sells it finally for $90. How much has he made? (Toplak et al., 2014)'.

Diagram shows 'System 1' with a straight arrow from A to B, and 'System 2' with a convoluted path. Text explores benefits, challenges, and policy implications of these cognitive systems.

A slide titled 'Cognitive Dissonance' defines it as an internal dilemma over conflicting beliefs or concepts, with context on influences like actions, views, ideology, and identity.

A presentation slide displays text about 'Cognitive Dissonance,' describing it as an internal dilemma between beliefs. It includes prompts for small group discussions and a bullet list explaining influencing factors.

A presentation slide displays two sections: a social media post discussing executive orders and biases, and a news article about phasing out artificial dyes. Text reads, 'WE HAVE TO BE ABLE TO CHECK OUR BIASES.'

A man intensely confronts a boy indoors. The background is blurred and appears to be a brick wall. Text reads: 'SCARED STRAIGHT 1999.'

Text on a presentation slide states, 'SCARED STRAIGHT PROGRAMS AS A STAND-ALONE STRATEGY ARE NOT EFFECTIVE.' The slide details a study showing these programs may increase future criminality compared to no intervention.

A slide lists five points detailing limitations of interventions. It explains they often address symptoms, achieve short-term gains, have unintentional consequences, and seem obvious but lead to irresponsibility. (Stroh, 2015, Chapter 1).

Text in the image reads: 'Thinking of the whole as an interconnected set of elements organized in a way that it understands the connections so as to achieve a desired purpose.' (Stroh, 2015)

A presentation slide compares conventional and systems thinking. Conventional thinking focuses on direct causes and isolated initiatives. Systems thinking emphasizes indirect influences, unintended consequences, and relationships for comprehensive change.

The image features a diagram of an iceberg illustrating organizational learning. Top sections represent 'Events' leading to reactions; middle covers 'Trends & Patterns' for forecasting; bottom shows 'Systems Structure' influencing change. Key terms include pressures, policies, and power dynamics. Adapted from Innovation Associates Organizational Learning as cited in Stroh, 2015.

The slide displays a list of cognitive traps in three categories: 'Downsides of Defending Against Dissonance,' 'Mood-Driven Mistakes,' and 'Mental Missteps,' with examples under each category.

Dr. Jacob Campbell

17 slides

Description

Week three is a synchronous class week, with class taking place on Saturday (06/13/26). In reading Edin and Shaefer (2016), students will have the opportunity to learn about the challenges faced by those who live on $2 per day, and there will be a forum for them to relate to rural and migrant communities. In Linquiti (2022), he focuses on understanding cognitive dissonance and its effect on biases. There are forums for students to consider their way of thinking and reflect on the textbook content. During class we will continue to consider thinking styles and biases. Students will also be introduced to system thinking. The agenda for the synchronous class includes:

Engage in activities that illustrate metacognitive processes and thinking styles.
Explore cognitive reflection and the difference between intuitive and analytical reasoning.
Reflect on the impact of cognitive dissonance and bias in policy analysis.
Apply systems thinking concepts to examine the limitations of conventional problem-solving.

The learning objectives this week include:

Differentiate between System 1 and System 2 thinking and identify how each influences policy analysis and decision-making.
Identify common forms of cognitive dissonance and describe how dissonance can cause bias.
Recognize common cognitive traps and reflect on their potential impact.
Apply principles of systems thinking to reframe conventional problem-solving approaches and anticipate unintended consequences in policy interventions.
Share relevant experiences and challenges faced by people in our community.
Define metacognition and explain its relationship to policy analysis