theories, values, and perspectives uta ssw: practice iii professor dick schoech suggest printing...
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![Page 1: Theories, values, and perspectives UTA SSW: Practice III Professor Dick Schoech Suggest printing slides for class using: Print | Handouts | 3 slides per](https://reader035.vdocuments.site/reader035/viewer/2022081513/56649e915503460f94b95c88/html5/thumbnails/1.jpg)
Theories, values, and perspectives
UTA SSW: Practice III Professor Dick Schoech
Suggest printing slides for class using: Print | Handouts | 3 slides per page | grayscale optionsCopyright, Not to be used without permission
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Overview of Class
Values
Perspectives
Theories, specifically Systems Theory
Theories of behavior change
Social Work Change Process (in group)
Introductions, discuss condition, community, roles, discuss vision and principles if time
Next week= Further explore condition
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Values
*What are social work value?* What are social work values & how are they defined?
How do they affect macro practice?* How can we tell if we need additional information on values?
* Review items: These should have been covered in other courses.
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What are Social Work Values?
A value is a belief or principle to which the social work profession adheres and which guides practice
Core social work values are: Service: all seek to improve humankind Social and economic justice, human rights Dignity & worth of person ($ exercise) Importance of human relationships Integrity and competence in practice CSWE EPAS p6 Diversity: understand, affirm, respect differences Democratic participation
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Value: Diversity Systems definition: A system with a variety of inputs
can survive better than one with fewer inputs (requisite variety)
Relevant terms for cultural diversity Race (biological concept not very useful in human services,
except for genetic predisposition) Culture (symbols by which we structure reality) Ethnicity (socio-history) useful concept in human services
HSOs must value and manage diversity like other resources ($s, facilities, information) Include diversity in self-assessment, strategic plans, policies
and procedures manuals Match the diversity of clients, staff, and board Institutionalize cultural knowledge, e.g., celebrations,
respect
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Diversity Principles Diversity is a strength, not a weakness. It becomes a
weakness if extremely high or low
All cultures are valid but some cultural practices are not
People’s opinions and actions are influenced by their concept of race, e.g., Racism exists
Theories and values are not culturally neutral
Understanding culture helps understand human situations Source: Wright, R. Jr., Saleebey, D., Watts, T., & Lecca, P. (1983) An introduction to the transcultural perspective,
in Transcultural Perspectives in the Human Services, Springfield, IL: Thomas, pp. 3-25.
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Why is Diversity Important?
Improve practice if we understand our/client’s values & culture
Helps to understand the environment of conditions/problems
Helps eliminate “group think” and narrow perspectives
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Do I need more on Diversity?
Do I understand the influence of my culture on my values, work practices and clients?
Do I understand the influence of the dominant culture on myself, my clients, and my work?
Do I have friends from various cultures so I can learn about and understand their culture?
Do I make attempts to enhance my understanding of cultures?
No to these questions indicate more diversity training is needed
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Value: Democratic Participation
Democratic The will of the majority influences most heavily The rights of the minority are protected
Participation People have a right to be involved in decisions that
affect them People have a right to information that affects their
lives People, if presented with options and supporting
information can make good decisions for their lives
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Arnstein’s Ladder of Participation
1. Manipulation
2. Therapy
3. Informing/training/educating
4. Consultation
5. Placation
6. Partnership
7. Delegated power
8. Consumer/Citizen control Note: ranked from lowest to highest participation Source: Arnstein, S.R. (1971) Eight Rungs on the ladder of citizen participation, in E. S. Cahn &
B. A. Passett, Citizen Participation: Effecting Community Change, NY: Praeger.
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Value: Social/economic Justice
People have a right to the necessities of life: food, shelter, health care, and protection from violence
Where people live without options, social and economic justice does not exist
The well being of people belongs before profits, e.g., selected/elected governments control businesses
Earth’s resources and the environment should benefit all rather than a few
Access to resources and options based on religion, age, gender, disability, political opinion, and sexual preference is wrong
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Perspectives
Strengths
Empowerment
Win/Win
Evidence Informed Practice
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Strengths Perspective: Concepts People/communities are resilient (relatively healthy
despite exposure to a variety of severe risks and stresses) People are doing the best they can It’s as wrong to deny potentials (protective factors) as it is
to deny the problem (risk factors) Every crisis contains an opportunity Better to focus on gains than on problems Assessments, taxonomies, etc., must include capacities and
interventions must build on capacitiesNote: can we learn from the psychic
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Strengths Perspective: Principles Focusing on needs disempowers, focusing on
capacities/strengths empowers Even the most distressed person/program has
strengths and successes on which to build Find a strength, no matter how small, and begin
building on that strength (horse whisperer) Strengths are found more in histories, stories,
dreams, hopes, and myths than in data/researchSource: Saleebey, McKnight and Kretzman, and others
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Empowerment Perspective: concepts
Power = capacity of individuals/groups to act on their own behalf and control their destiny. Implies a transformation of ‘definition of self’ as having power and the capacity to bring about change
Process more than product, e.g., show how to fish than to give them a fish
Expands the personal to the interpersonal & then to the political
Parsons, R.J., Gutierrez, L.M., & Cox, E.O., (1988). A model for empowerment practice. Staples, L. H. (1990) Powerful Ideas about Empowerment, Administration in Social Work, 14(2), 29-41.
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Empowerment Perspective: Principles
People must empower themselves, but we can guide/help
Implies change agent and client are egalitarian partners. Contrast with authoritarianism or paternalism
Recognizes all forms of inequity/oppression and respects diversity
It is hard to remedy collective inequity with individual empowerment
Group empowerment is more powerful than individual empowerment
Group empowerment leads to individual empowerment, rarely vice versa
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Win/Win Perspective: Concept
Definition: perspective that assumes resources are not limiting and disagreements can move from lose/lose or win/lose to win/win
Benchmarks Both sides feel like they are a winner Both sides feel negotiations were fair Both will enjoy future work with the other Both feel other side kept commitments
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Win/Win Perspective: PrinciplesDifferences between win/win vs. lose/lose views Losers narrow differences to one issue Losers feel they have the weaker position Losers jump to conclusions about other side’s needs Losers lack information about needs of the other side Losers are unwilling to understand/appreciate others
positions Losers never offer the opposition a ‘face saving’ way out
Source: Dawson, R. (1985). How both sides can win, Ch. 12 from You Can Get Anything You Want, NY: Simon & Schuster, pp. 224-233.
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Evidence Informed Perspective: Concept
First do no harm There is not such thing as common sense
(what’s common to me makes sense) Some social work practices work better than
others and we can determine those Organizational learning strategies help
address the issues of turnover & lack of specific expertise
Measurement and feedback are powerful http://www.talkingcure.com/reference.asp?id=100
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EBP Perspective: Process
Asking answerable questions about the decision/situation
Tracking down the best evidence to answer the questions
Appraising the validity, impact, applicability of evidence
Determining if something needs to or can be done Informing those involved, considering their opinions,
values, and expectations Integrating all evidence into an action plan Monitoring and evaluating processes and outcomes
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Evidence Based Practice
EBP conceptually Link: http://www2.uta.edu/ssw/trainasfa/ http://www2.uta.edu/ssw/trainasfa/ebpconcept.htm
EBP applied to Child Protective Services Link: http://www3.uta.edu/sswtech/test/
EBP Resources Link: http://www3.uta.edu/sswtech/6371/EBP.htm
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Example of Good Evidence
What increases chances of success for abused kids
1. A strong significant person in their life
2. Strong belief that things will be better
3. A significant partner in adult life who is understanding
4. Giving back to the community in some waySource: CWLA Research Group, Tools that Work Conf, Nov03
http://www3.uta.edu/sswtech/6371/EBP.htm
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Theories
What are theories and why are they important?Systems Theory
Definition Types
Concepts Application
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Theories and their importance
A theory is a set of assumptions or principles that have been repeatedly tested to explain or predict facts or phenomena
Theories: Provide a conceptual framework Provide a common vocabulary Guides action Assists comprehension or judgment Challenge practice wisdom Provide framework to evaluate interventions
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Systems Theory Definition (Review)
Systems are elements in interaction Systems thinking vs. traditional thinking
C ha ra cteristic T ra ditiona l think ing Sy stem s think ing O v e r a l l v i e w R e d u c t i o n i s t i c , fo c u s i s o n t h e p a r t s H o l i s t i c , fo c u s i s o n t h e w h o l e K e y p r o c e s s e s A n a l y s i s S y n t h e s i s T y p e o f a n a l y s i s D e d u c t i o n In d u c t i o n F o c u s o f i n v e s t i g a t i o n A t t r i b u t e s o f o b j e c t s In t e r d e p e n d e n c e o f o b j e c t s S t a t e d u r i n g i n v e s t i g a t i o n S t a t i c D y n a m i c B a s i c a s s u m p t i o n C a u s e a n d e f fe c t M u l t i p l e , p r o b a b i l i s t i c c a u s a l i t y P r o b l e m r e s o l u t i o n A s t a t i c s o l u t i o n A n a d a p t i v e s y s t e m o r m o d e l i n g O p e r a t i o n o f p a r t s O p t i m a l S u b o p t i m a l
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Systems concept: Open vs. Closed An open system interacts with its environment. A closed system receives no inputs from its
environment & entropy or decay sets in. Systems have different levels of being open or
closed. A variety of inputs is required to help a system to
remain open.
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Systems Concepts: Hierarchy
Systems are nested in a hierarchy, that is, systems consist of subsystems and systems operate within environments (e.g., Russian Nesting Dolls)
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Systems Concepts: Boundaries
Boundaries are the interface between a system and its subsystems or a system and its environment.
Friction occurs at the boundaries of a system, e.g., Where rubber hits the road, when planes take off and land, between an agency and its client.
By examining the boundaries of a system, we can often isolate the friction and its causes.
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Systems Concepts: Goal Seeking
Systems tend to be goal seeking, that is, they move
in the direction of goal achievement.
Systems without well defined goals often go in many
different directions.
The primary goal of a system is survival.
All goals will be sacrificed in order for a system to
survive.
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Systems Concepts: Inputs-process-output
All non-random functioning systems have:
Inputs processes output
feedback loop with criteria
By identifying and mapping the cycles of inputs, processes and outputs, we can define a system better and learn a lot about how it behaves
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Systems Concepts: Cybernetics
For a system to work properly, it must have feedback and control mechanisms
Feedback and control mechanisms
Accept information about system outputs
Evaluate information using goal related criteria
Use evaluative information as additional inputs
Cybernetics is the study of feedback & control
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Systems Concepts: Equilibrium
Systems tend toward a state of non-change called homeostasis or equilibrium
Thus, we should assume that no system will change unless it receives new inputs
Systems that are most amenable to change are those that are failing (survival is threatened) and successful and can take risks without threatening survival
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Systems Concepts: Elaboration
When systems change, they tend to move in the direction of differentiation and elaboration
Systems like change only if it allows them to become larger entities like themselves
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Systems Concepts: Synergy
Systems working well experience synergy where the total system output are greater than the sum of all inputs.
For synergy to occur, subsystems must not optimize, but cooperate for the good of the overall system, e.g., Teamwork.
Synergy is also called nonsummitivity
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Systems Theory Application: Discussion
SSW system, subsystems, environment, inputs, processes, outputs, feedback loops & criteria
(coursepack) Analysis Results of the analysis Resulting capacities (strengths) Resulting needs Options for change (intervention) What is the goal of a community??
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‘New’ Systems Thinking
It is more important to do the right job than to do the job right
Innovation is more importation than optimization
To discover the unknown, must abandon the successful known
Things more plentiful are more valuable (fax machine)
Wealth follows things that are free (shareware, open systems)
Abandon a product/occupation/industry when it is at its best
Seek sustainable disequilibrium to keep things in “churn”
Seeking opportunities is more important than solving problemsSource: Kevin Kelly, Wired Magazine, Sep 97, p. 140+
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Ecological Systems Theory
Applies systems to living systems and focuses on people interacting with their environment
Entities must stay in ecological balance with their environment for functional adaptation; Imbalances result in dysfunctional adaptations
Social sciences should formulate the laws of functional adaptation (person in environment)
Source: Theorist = William Sumner, folkways (See Brueggemann)
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Theories based on the
Behavior Change Process and
Community Change
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Change Process Theory
Change of any client, from individual to community, follows a similar process 3 step process=unfreeze, change, refreeze 8 step generic social work change process
Completing and documenting all change steps increases chance for success
Many strategies, skills, and tools are needed along the way
Implementing change is usually not intuitive but learned
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Theories or Models of Health Promotion (gray triangles)http://www.cancer.gov/PDF/481f5d53-63df-41bc-bfaf-5aa48ee1da4d/TAAG3.pdf
The Transtheoretical Model-- self-changers cycle through the five stages: precontemplation, contemplation, preparation, action, and maintenance. Identifying and understanding stages can help predict change
success (DiClemente, et. al.1991).
Change focusing on the individual alone will not be as successful as those involving family, peers, school/work, and the community
(NIDA, n.d.).
Change must focus on attitudes, norms, and perceived abilities as well as knowledge (Ajzen & Fishbein, 1973)
Source: Peng B. W. & Schoech D. (2008). Grounding online prevention interventions in theory: Guidelines from a review of selected theories and research. Journal of Technology in Human Services, 26/2-4, 376-396.
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Questions and Comments