Systems:
Figure 1.1: Urie Brofenbrenner's Ecological Model
A system is, “an entity made up of components in interdependent relationship to each other, requiring constant adaptation among its parts to maintain organic wholeness and balance” (Galanes & Adams, 2010, p. 55). During my time in the Human Services Program, I have had the opportunity to take a core sequence of courses focused solely on systems.
The Council for Standards in Human Service Education (2009) National Standard #12 states that "knowledge and theory of human systems, including individual, interpersonal, group, family, organizational, community, and societal and their interactions" (p. 1). Figure 1.1 represents Urie Bronfenbrenner’s Ecological Model which demonstrates how various relationships and systems influence the individual. How I have come to understand systems and their influences is demonstrated in this model. In my efforts towards becoming a human services professional I have learned how systems influence each other and how, when we understand systems, we can work towards changing them.
While systems theory may not have been something that I understood before entering the Human Services Program, I did have an awareness about injustice and how family, educational and governmental structures influenced people’s lives and vice versa. During my freshmen year at Corban College, prior to entering the Human Services Program at WWU, I read Savage Inequalities by Jonathan Kozol. This book highlights the inequalities in the United States’ educational system. I remember reading this book and becoming overwhelmed by my “seeming inability to manifest change,” as I indicated in my essay, Why human services? in HSP 302, Introduction to Human Services. As I read this book, I could see very clearly how the educational and subsequent governmental system was impacting the lives and education of these children living in some of the US’s most impoverished cities. I think it was during this time that I began to see a glimpse of how systems influence each other.
In HSP 301, personal systems, I began my formal journey to understand systems and their impact. In my paper, The Big Picture of Small Systems, I wrote that, “by analyzing the impact of various systems on individuals we can begin to more fully understand the broad influence of various systems especially in regards to development and circumstances.” Even early in the program I knew understanding the impact of systems was significant, especially in considering their impact on each of our lives. I knew and continue to learn that when we, as Human Service Professionals, seek to understand ourselves and our clients we must look to the systems that have influenced them. CSHSE (2009) National Standard #20 states that “the program shall provide experiences and support to enable students to develop awareness of their own values, personalities, reaction patterns, interpersonal styles, and limitations." (p. 7). In HSP 301, Personal Systems, in my Who Am I? paper I highlighted why it is so important that we understand who we are and what systems have influenced us. But in writing this reflection I also realized that as I person I am not, nor is any other individual, stagnant. We are always changing and the ways in which systems influence us are also constantly shifting. So it is okay to not be able to say – this is who I am and this is exactly how I have gotten here. We can and should each be able to say, these are some things that have influenced who I am, though they do not have to define me, I am aware of them and I am going to use this awareness as I interact with others. The process of becoming more aware of my influencers has been very freeing and helpful in becoming the human services professional that I want to be.
In HSP 302, I had the opportunity to read two books that significantly influenced my understanding of systems and interpersonal systems specifically. The books were Hope’s Boy: A memoir by Andrew Bridge (2008) and The Working Poor by David Shipler (2005). Both of these texts provided examples of what various interpersonal relationships look like and what that could mean for the relationship. Bridge’s (2008) Hope’s Boy, was especially influential in shaping my understanding of interpersonal relationships. In my Interpersonal Systems Paper for HSP 303, Interpersonal Systems, I described the relationship between Andy and Jason and what their relationship looked like in regards to power and influence, but also how larger systems influenced their relationship such as their foster family and the foster care system. In this Interpersonal Systems Paper, I expressed, “When we take the time to consider our own interpersonal relationships more carefully we begin to equip ourselves with the necessary meaning and knowledge to give the gift of value and understanding to the people in our own interpersonal systems just like Ann gave to her children and, I believe, Jason and Andy desperately wanted from each other.” During HSP 302 I also participated in a Dyad Project called Project Help where a partner and I collected new and used coats to be distributed at Project Homeless Connect. Following our completion of this project I was able to assess our project and reflect in my in my Dyad Assessment, for HSP 303, Interpersonal Systems, where I shared how my partner and I worked together effectively and how we were able to accomplish that. Carl Zaiss (2002) says, “The main reason people don’t accomplish more is that we fail to focus on what really matters – the quality of our relationships, which is shaped by the assumption and beliefs we bring to the table, how we speak and how we listen, and how we approach disagreements and conflicts,” (p. 9).CSHSE (2009) National Standard #17 states that "learning experiences shall be provided for the students to develop his or her interpersonal skills" (p. 5). Practicing interpersonal skills such as communication, conflict management and a sense of self-awareness were the keys to my success in completing this dyad project.
According to Galanes and Adams (2010) a group is defined as “three or more people with an interdependent goal who interact and influence each other” (p. 7). Honestly, group work and group project are words that used to make me shutter. In my Culmination Paper for HSP 305, Small Group Systems, I described how groups have an unfair reputation for being challenging and not worth the effort they take. But if I learned one thing about group systems, it is this, that, “small groups have the potential to create products that are greater than just the sum of each member’s parts; people are able together to create something better than any of them might be able to alone.” The idea I am expressing is that of nonsummativity and I discussed its impact in my Culmination Paper. And Margaret Mead shared an insightful thought about groups when she said, “Never doubt that a small group of thoughtful concerned citizens can change the world; indeed it is the only thing that ever has.”
In HSP 402 the focus shifted to organizational systems and specifically how to initiate and sustain change within them. In my paper, Organizational Change: Bellingham Boys and Girls Club, I described the two types of change: evolutionary and revolutionary as well as the three types of change resistance which include blind, political and ideological (Burke, 2008). CSHSE (2009) National Standard #11 states that, “curriculum shall include the historical development of human services” (p. 5). As a part of an analysis of an organization and change it is necessary to consider the history and subsequent events which contributed to the current state of being. This is true for smaller organizational systems and also larger governmental systems. One approach to organizational change is called appreciative inquiry. According to McAdam and Mirza (2009), “Rather than focusing on failures and frustrations, [AI] tends to explore and appreciate success, rekindle the ability to hope and dream for a different future, and help people to materialize their hopes and aspirations through large system changes” (p. 185). In my paper, Appreciative Inquiry, I discussed AI and its application in more detail. I also had the opportunity to interview Linda Tyler, Boys and Girls Club Branch Director, and Rhonda Schaffer, BGC Program Director, using the AI interviewing model. Through this model, I learned about an assets-based approach to change and change sustainability.
I learned the most about community systems during my experiences at Love INC. One of my objectives for this internship was to, “Gain knowledge about the resources available in Whatcom County as well as the networking process between referral agencies” through a process of creating a referral handbook and attending community meetings such the Homeless Coalition meetings, Asset-Building Coalition meetings, Community Resource Network meetings and Love INC Care and Resource Support meetings. In order to create Love INC’s new resource handbook I made phone calls, networked and researched. Through this process I was able to more fully understand the broad scope of services available as well as the uniqueness of various programs. As I attended these meetings, created the resource handbook and completed client intakes I most certainly met CSHSE (2009) National Standard #13 which is to “address the conditions that promote or limit human functioning” (p. 2).
Learning about systems has helped me understand their interconnectedness. Because of my understanding about systems I have been able to communicate and understand clients’ perspectives more than before. At Love INC, when I answered the phone and learned about clients’ situations, because of my systems knowledge, I was able to provide better referrals, listen more closely and simply see how systems may have impacted that client more clearly. My understanding about systems has shaped how I understand systems change. And I realized in my Love INC Reflection 3 that our systems do not function in a way that supports the values we as a society claim to hold. And more than just shaping what I think, my understanding about systems has shaped how I think and because of this my ideas about helping and system change have shifted.
Bridge, Andrew. (2008). Hope’s boy: A memoir. New York: Hyperion.
Burke, W. W. (2008). Organization change: Theory and practice. Thousand Oaks, CA: Sage Publishing
McAdam, E., & Mirza, K. (2009). Drugs, hopes and dreams: appreciative inquiry with
marginalized young people using drugs and alcohol. Journal of Family Therapy, 31(2), 175-193. doi:10.1111/j.1467-6427.2009.00461.x.
Shipler, David. (2005). The working poor. New York: Vintage Publishing.
Zaiss, C. (2002). True partnership: Revolutionary thinking about relating to others. San Francisco: Barrett-Koehler.
While systems theory may not have been something that I understood before entering the Human Services Program, I did have an awareness about injustice and how family, educational and governmental structures influenced people’s lives and vice versa. During my freshmen year at Corban College, prior to entering the Human Services Program at WWU, I read Savage Inequalities by Jonathan Kozol. This book highlights the inequalities in the United States’ educational system. I remember reading this book and becoming overwhelmed by my “seeming inability to manifest change,” as I indicated in my essay, Why human services? in HSP 302, Introduction to Human Services. As I read this book, I could see very clearly how the educational and subsequent governmental system was impacting the lives and education of these children living in some of the US’s most impoverished cities. I think it was during this time that I began to see a glimpse of how systems influence each other.
In HSP 301, personal systems, I began my formal journey to understand systems and their impact. In my paper, The Big Picture of Small Systems, I wrote that, “by analyzing the impact of various systems on individuals we can begin to more fully understand the broad influence of various systems especially in regards to development and circumstances.” Even early in the program I knew understanding the impact of systems was significant, especially in considering their impact on each of our lives. I knew and continue to learn that when we, as Human Service Professionals, seek to understand ourselves and our clients we must look to the systems that have influenced them. CSHSE (2009) National Standard #20 states that “the program shall provide experiences and support to enable students to develop awareness of their own values, personalities, reaction patterns, interpersonal styles, and limitations." (p. 7). In HSP 301, Personal Systems, in my Who Am I? paper I highlighted why it is so important that we understand who we are and what systems have influenced us. But in writing this reflection I also realized that as I person I am not, nor is any other individual, stagnant. We are always changing and the ways in which systems influence us are also constantly shifting. So it is okay to not be able to say – this is who I am and this is exactly how I have gotten here. We can and should each be able to say, these are some things that have influenced who I am, though they do not have to define me, I am aware of them and I am going to use this awareness as I interact with others. The process of becoming more aware of my influencers has been very freeing and helpful in becoming the human services professional that I want to be.
In HSP 302, I had the opportunity to read two books that significantly influenced my understanding of systems and interpersonal systems specifically. The books were Hope’s Boy: A memoir by Andrew Bridge (2008) and The Working Poor by David Shipler (2005). Both of these texts provided examples of what various interpersonal relationships look like and what that could mean for the relationship. Bridge’s (2008) Hope’s Boy, was especially influential in shaping my understanding of interpersonal relationships. In my Interpersonal Systems Paper for HSP 303, Interpersonal Systems, I described the relationship between Andy and Jason and what their relationship looked like in regards to power and influence, but also how larger systems influenced their relationship such as their foster family and the foster care system. In this Interpersonal Systems Paper, I expressed, “When we take the time to consider our own interpersonal relationships more carefully we begin to equip ourselves with the necessary meaning and knowledge to give the gift of value and understanding to the people in our own interpersonal systems just like Ann gave to her children and, I believe, Jason and Andy desperately wanted from each other.” During HSP 302 I also participated in a Dyad Project called Project Help where a partner and I collected new and used coats to be distributed at Project Homeless Connect. Following our completion of this project I was able to assess our project and reflect in my in my Dyad Assessment, for HSP 303, Interpersonal Systems, where I shared how my partner and I worked together effectively and how we were able to accomplish that. Carl Zaiss (2002) says, “The main reason people don’t accomplish more is that we fail to focus on what really matters – the quality of our relationships, which is shaped by the assumption and beliefs we bring to the table, how we speak and how we listen, and how we approach disagreements and conflicts,” (p. 9).CSHSE (2009) National Standard #17 states that "learning experiences shall be provided for the students to develop his or her interpersonal skills" (p. 5). Practicing interpersonal skills such as communication, conflict management and a sense of self-awareness were the keys to my success in completing this dyad project.
According to Galanes and Adams (2010) a group is defined as “three or more people with an interdependent goal who interact and influence each other” (p. 7). Honestly, group work and group project are words that used to make me shutter. In my Culmination Paper for HSP 305, Small Group Systems, I described how groups have an unfair reputation for being challenging and not worth the effort they take. But if I learned one thing about group systems, it is this, that, “small groups have the potential to create products that are greater than just the sum of each member’s parts; people are able together to create something better than any of them might be able to alone.” The idea I am expressing is that of nonsummativity and I discussed its impact in my Culmination Paper. And Margaret Mead shared an insightful thought about groups when she said, “Never doubt that a small group of thoughtful concerned citizens can change the world; indeed it is the only thing that ever has.”
In HSP 402 the focus shifted to organizational systems and specifically how to initiate and sustain change within them. In my paper, Organizational Change: Bellingham Boys and Girls Club, I described the two types of change: evolutionary and revolutionary as well as the three types of change resistance which include blind, political and ideological (Burke, 2008). CSHSE (2009) National Standard #11 states that, “curriculum shall include the historical development of human services” (p. 5). As a part of an analysis of an organization and change it is necessary to consider the history and subsequent events which contributed to the current state of being. This is true for smaller organizational systems and also larger governmental systems. One approach to organizational change is called appreciative inquiry. According to McAdam and Mirza (2009), “Rather than focusing on failures and frustrations, [AI] tends to explore and appreciate success, rekindle the ability to hope and dream for a different future, and help people to materialize their hopes and aspirations through large system changes” (p. 185). In my paper, Appreciative Inquiry, I discussed AI and its application in more detail. I also had the opportunity to interview Linda Tyler, Boys and Girls Club Branch Director, and Rhonda Schaffer, BGC Program Director, using the AI interviewing model. Through this model, I learned about an assets-based approach to change and change sustainability.
I learned the most about community systems during my experiences at Love INC. One of my objectives for this internship was to, “Gain knowledge about the resources available in Whatcom County as well as the networking process between referral agencies” through a process of creating a referral handbook and attending community meetings such the Homeless Coalition meetings, Asset-Building Coalition meetings, Community Resource Network meetings and Love INC Care and Resource Support meetings. In order to create Love INC’s new resource handbook I made phone calls, networked and researched. Through this process I was able to more fully understand the broad scope of services available as well as the uniqueness of various programs. As I attended these meetings, created the resource handbook and completed client intakes I most certainly met CSHSE (2009) National Standard #13 which is to “address the conditions that promote or limit human functioning” (p. 2).
Learning about systems has helped me understand their interconnectedness. Because of my understanding about systems I have been able to communicate and understand clients’ perspectives more than before. At Love INC, when I answered the phone and learned about clients’ situations, because of my systems knowledge, I was able to provide better referrals, listen more closely and simply see how systems may have impacted that client more clearly. My understanding about systems has shaped how I understand systems change. And I realized in my Love INC Reflection 3 that our systems do not function in a way that supports the values we as a society claim to hold. And more than just shaping what I think, my understanding about systems has shaped how I think and because of this my ideas about helping and system change have shifted.
Bridge, Andrew. (2008). Hope’s boy: A memoir. New York: Hyperion.
Burke, W. W. (2008). Organization change: Theory and practice. Thousand Oaks, CA: Sage Publishing
McAdam, E., & Mirza, K. (2009). Drugs, hopes and dreams: appreciative inquiry with
marginalized young people using drugs and alcohol. Journal of Family Therapy, 31(2), 175-193. doi:10.1111/j.1467-6427.2009.00461.x.
Shipler, David. (2005). The working poor. New York: Vintage Publishing.
Zaiss, C. (2002). True partnership: Revolutionary thinking about relating to others. San Francisco: Barrett-Koehler.
