No one is a lone creature independent of others and the environment. We are parts of a larger system. Individuals play certain roles to keep the system going. Professionals must be able to identify various systems. Great change for any person, family, neighborhood, community, or nation may require helpers to work within the greater systems. The individual takes part in mirco-system, meso-systems, exo-system and macrosystem levels (Huitt, 2003). The Council for Standards in Human Service Education standard thirteen states “curriculum shall knowledge and theory of the interaction of human systems including: individual, interpersonal, group, family organizational, community and societal” (CSHSE, 2009, p. 6). My six core classes, Human Development and Diversity/Social Justice classes addressed system theories. The Human Service program philosophy is highly influenced by the Ecological Systems Theory.
We may not be fully aware of the systems; however with a trained eye we recognize evidence of systems at work. The homeless person begging for change on the corner can be example of a failure of a system. Homelessness is often looked at as a choice. Others view it as a societal problem. Rarely can individuals recognize the roles of the other involved systems that influence homelessness. A common solution to fight homelessness is emergency, temporary housing programs. Providing temporary housing is also not an answer. Band-aid solutions do not create lasting results. Human Service Professionals understand that blaming individual without a home is fruitless. My homeless project forced me to define the problem, and provide possible solutions [homeless project]. I learned by the project that systematic change must be required to help people.
Communication styles influence systems. Standard thirteen states, “the curriculum shall address the scope of conditions that promote or inhibit human functioning” (CSHSE, 2009, p. 6). I felt that Interpersonal Systems and Small Group System classes challenged the way I hear and respond during dialog. I learn specific techniques to change my communication approach. We practice giving constructive criticism and switching words during classroom exercises. For example: “I love you, but you’re room needs cleanings” instead use “I love you and your room needs cleaning”. In Diversity and Social Justice Class, I learn about the proper words to use and history of racial grouping.
The state of our societal problems is overwhelming. Every day at my internship I witness chemically dependent individuals striving to be sober [practicum page]. It is apparent the barriers facing this population such as poverty, lack of healthcare, inability to access treatment services, criminal backgrounds and traumas. I knew I had skills to help the individual in need. The individual are not separate from greater systems thus those systems need great change.
My junior year core classes studies emphasis on chaos theory to understand systems and why systems change. In Briggs and Peat (1999, p. 6) states “the scientific term ‘chaos’ refers to an underlying interconnectedness that exists in apparently random events”. In the “Who Am I” presentation I had to interpret the events in my life through a chaos theory [who am I]. Bifurcation Point is when all elements of change are represented and change is possible (Briggs & Peat, 1999). Negative Feedback Loop is the internal regulation that allows for continue functioning (Briggs & Peat, 1999). Positive Feedback Loop is the “amplification effect” that direct change (Briggs & Peat, 1999, pp. 15-16). Butterfly Power is when seemingly random event that will influence great change (Briggs & Peat, 1999). No action is without a result. The “Who Am I” project allowed me to understand the implications of system theories. The project met CSHSE standard 13.
In program classes studied the person, family, small group, community, nation and globally systems. In the Human Service and Community Systems class, we learned about advocacy. A tool to influence larger systems change is the practice of lobbying policy makers, foundations and the community. I took part in Human Service program’s field trip to Washington State Capital to observe systems in action. I wrote a fact sheet to encourage house bill 1166 to increase legal protection for underage people experiencing alcohol poisoning [fact sheet]. I was one of small group of students able to lobby Representative Vincent Buys. It was good practice because I had only a few minutes to discuss my talking points. The fact sheet and lobbying experiences met the CSHE standard 12.
System theory was first introduced to me by classroom instruction, latter with practicum experience. My client interactions at my internships it became apparent that clients’ interaction with outside systems. The CSHSE standard 21 states, “the program shall provide field experiences that is integrated with the curriculum” (2009, p. 10). I witness the interconnection of the individual to greater systems. State law can influence the addict ability to receive lifesaving intervention. In October 2010 Whatcom County had a rash of fatal overdose deaths in a matter of a few weeks. Washington State passed a Good Samaritan Law to provide legal protection to those who seek medical assistance a few months before the rash of local deaths [video]. It became clear that education on the new law was needed to save lives.
Steward (2009), and Zaiss (2002) were two books that helped me produce a more affective and strategic approach to intra-personal communication. The textbooks Rothenberg (2010) and Rothenberg (2008) from the Diversity/Social Justice provided an education on the topic of privilege, and racism. It was my three quarters of direct services experiences that also taught me to how to talk with people [practicum page]. A large percent of my internship experience was observe or leading group therapy. It is important to allow the other individual to construct their identities.
It is important to learn from the past and failures of previous helping attempts. Standard 11 states, “the curriculum shall include the historical development of human services” (CSHSE, 2009, p. 5). In class we learned about the development of deaf communities, and poor treatment those who are deemed as “others”. My practicum site was at an old mental hospital [insert link]. The state mental hospital was once considered the most humane treatment styles. The hospital ground was isolated from the general population. It was the background of the old hospital grounds that I realized that sometimes helpers may be tools of cruelty. I strive to learn about the mistakes of the past and fight systematic oppression.
References
Briggs, J., & Peat, D. F. (1999). Seven life lessons of chaos. New York: HarperCollins.
National Standards: baccalaureate degree in human services. (2009).