Dimensions of Human Behavior: Person and Environment

1. Dimensions of Human Behavior: Person and Environment Chapter 2 Theoretical Perspectives on Human Behavior

2. KEY POINTS ADDRESSED • Theories in General • Big Ideas and Applications • Sociologically-based Perspectives • Systems • Conflict • Rational Choice • Social Constructionist • Psychologically-based Perspectives • Psycho-dynamic • Developmental • Social Behavioral • Humanistic • Theories Compared Chapter 2:Theoretical Perspectives

3. Theories • Are useful for thinking about changing configurations of persons and environments • Are not mutually exclusive but overlapping and intersecting • Differ by focus and perspective • Evolve as world views expand and change to accommodate diversity and inequality • Are used to guide practice interventions Chapter 2:Theoretical Perspectives

4. Big Ideas of the Systems Perspective • Systems are made up of interrelated members (parts) that constitute an ordered whole. • Each part of the system impacts all other parts and the system as a whole. • All systems are subsystems of other larger systems. • Systems maintain boundaries that give them their identities. • The dynamic interactions within, between, and among systems produce both stability and change, sometimes even rapid, dramatic change. Chapter 2:Theoretical Perspectives

5. Applications of the Systems Perspective • Identify and discuss the recent role transitions that may be affecting Martha Clark and her family. • How can a social worker assist Martha Clark and her family to renegotiate unsatisfactory role structures? • What types of networks might members of the Clark family develop for support as they face their challenging role transitions? Chapter 2:Theoretical Perspectives

6. Big Ideas of the Conflict Perspective • Groups and individuals try to advance their own interests over the interests of others. • Power is unequally divided, and some social groups dominate others. • Social order is based on the manipulation and control of non-dominant groups by dominant groups. • Lack of open conflict is a sign of exploitation. • Members of non-dominant groups become alienated from society. • Social change is driven by conflict, with periods of change interrupting long periods of stability. Chapter 2:Theoretical Perspectives

7. Applications of the Conflict Perspective • What are the power arrangements and forces of oppression and the alienation that emanates from them that you can identify in the Clark family? • What types of advocacy efforts might challenge the patterns of dominance in this family? • What are some techniques that social workers can use in their practice to heighten awareness of the power dynamics in relationships with the Clarks and other clients? Chapter 2:Theoretical Perspectives

8. Big Ideas of the Rational Choice Perspective • People are rational and goal-directed. • Social exchange based on self-interest as actors try maximize rewards / minimize costs. • Values, standards, expectations, and alternatives influence the assessment of rewards and costs. • Reciprocity of exchange is essential to social life. • Power comes from unequal resources in an exchange. Chapter 2:Theoretical Perspectives

9. Applications of the Rational Choice Perspective • Explain the ecomap (exhibit 2.6) that describes the patterns of exchange in the social support networks of the Clark family and the organizations involved in their lives. • How can a social worker help members of the Clark family to renegotiate unsatisfactory patterns of exchange? • What social policy can increase the rewards for prosocial behavior in families like the Clarks? Chapter 2:Theoretical Perspectives

10. Big Ideas of the Social Constructionist Perspective • Human consciousness, and the sense of self, is shaped by continual social interaction. • Social reality is created when people, in social interaction, develop a common understanding of their world. • People perform for their social audiences, but they are also free, active, and creative. • Social interaction is grounded in language customs, as well as cultural and historical contexts. • People can modify meanings in the process of interaction. • Society consists of social processes, not social structures. Chapter 2:Theoretical Perspectives

11. Applications of the Social Constructionist Perspective • What are the different ways that members of the Clark family understand their situation? • How can a social worker engage the Clarks in thinking about the environments in which their constructions of situations have developed? • How can a social worker be involved in the discussion with Martha Clark and her family to negotiate lines of action? Chapter 2:Theoretical Perspectives

12. Big Ideas of the Psychodynamic Perspective • Emotions have a central place in human behavior. • Unconscious, as well as conscious, mental activity serves as the motivating force in human behavior. • Early childhood experiences are central in the patterning of an individual’s emotions and, therefore, central to problems of living throughout life. • Individuals may become overwhelmed by internal and/or external demands. • Individuals frequently use ego defense mechanisms to avoid becoming overwhelmed by internal and/or external demands. Chapter 2:Theoretical Perspectives

13. Applications of the Psychodynamic Perspective • Discuss the emotional conflicts of Martha Clark and her family and trace these conflicts to potentially related past events. • How can a social worker help the member of Martha Clark’s family develop self-awareness and self-control? • What and where are some of the environmental resources needed by the Clarks? Chapter 2:Theoretical Perspectives

14. Big Ideas of the Developmental Perspective • Human development occurs in clearly defined age-graded stages. • Each stage of life is qualitatively different from all other stages. • Each stage builds on earlier stages. • Human development is a complex interaction of biological, psychological, and social factors. • Moving from one stage to the next involves new tasks and changes in statuses and roles. Chapter 2:Theoretical Perspectives

15. Applications of the Developmental Perspective • Identify some of the key developmental transitions of Martha Clark. • How have the familial, cultural, and historical contexts in the timing and experience of developmental transitions impacted her situation? Chapter 2:Theoretical Perspectives

16. Big Ideas of the Social Behavioral Perspective • Human behavior is learned when individuals interact with the environment. • Similar learning processes taking place in different environments produce differences in human behavior. • All human problems can be formulated as undesirable behavior. • All behavior can be defined and changed. • Human behavior is learned by association of environmental stimuli, by reinforcement, by imitation, and by personal expectations and meanings. Chapter 2:Theoretical Perspectives

17. Applications of the Social Behavioral Perspective • Consider the variety of learning processes by which Al and his mother have learned behavior. • Is there any reason to consider the possibility of learned helplessness and the lack motivation for change in working with the Clarks? • Are there social justice and fairness issues that a social worker should be aware of before engaging in behavior modification with any member of this family? Chapter 2:Theoretical Perspectives

18. Big Ideas of the Humanistic Perspective • Each person is unique and valuable. • Each person is responsible for the choices he or she makes within the limits of freedom. • People always have the capacity to change themselves, even to make radical change. Chapter 2:Theoretical Perspectives

19. Big Ideas of the Humanistic Perspective • Human behavior can be understood only from the vantage point of the phenomenal self—from the internal frame of reference of the individual. • People make psychologically destructive demands on each other, and attempts to meet those demands produce anxiety. • Human behavior is driven by a desire for growth, personal meaning, and competence, and by a need to experience a bond with others. Chapter 2:Theoretical Perspectives

20. Applications of the Humanistic Perspective • What might be some differences between your assessment of the Clarks’ situation and Martha or Al Clark’s own assessment? • What are the strengths of each member of the Clark family? • How does a focus on the strengths differ from a focus on the pathology in this family? Chapter 2:Theoretical Perspectives

21. Theories Comparatively • Refer to the Exhibit 2.1 in the text and review the five criteria of analysis: • Coherence and conceptual clarity • Testability and empirical support • Comprehensiveness • Diversity and power • Usefulness for practice Chapter 2:Theoretical Perspectives Chapter 2:Theoretical Perspectives

22. Theories Comparatively (continued) • Pair up with classmate: • Choose one psychological and one sociological based theory and discuss the similarities and differences across the five criteria. Which one of these theories would each of you be more likely to use in your practice? Why? • Choose two psychologically-based theories and discuss the similarities and differences across the five criteria. Which one of these theories would each of you be more likely to use in your practice? Why? • Choose two sociologically-based theories and discuss the similarities and differences across the five criteria. Which one of these theories would each of you be more likely to use in your practice? Why?