Systems
The intangible concept of systems infiltrates every aspect of life. Systems encompass everything living and active from the individual values and preferences we hold to the global economic system of trade. As the CSHSE Standard 12 expresses, “The curriculum shall include knowledge and theory of human systems, including individual, interpersonal, group, family, organizational, community, and societal and their interactions” (CSHSE, 2009). The layers and levels of systems are all interconnected and can be displayed with simplicity as well as incredible complexity. (On Core, Learning Synthesis 301).
My process through the Human Services Program began with a vague understanding of the interconnected world, but I never could have predicted the scope of knowledge, theory, and skills I gained the last two years. This journey of discovering systems began in HSP 302, where my mind was opened to the historical context and system of oppression that resulted in the creation of the Human Services field (CSHSE, 2009, Standard 11: History). As I grappled with the repercussions of deinstitutionalization and welfare reform, the reality of ‘blaming the system’ rather than ‘blaming the victim’ became clear to me. (HSP 302 Welfare Reform paper).
As I continued to learn and immerse myself in the system context, both in HSP 402 and 404, the political and organizational implications created an understanding of the broader systems that can create change for individuals. There can be hope to transform organizations and policy which, in turn, can establish long-term development and sustainability. For example, the community of people with disabilities would not have the rights and opportunities present today without legislative action. The Disability Rights Movement, government programs such as SSI, supported employment, and the concept of self-determination were all integral parts of establishing a systems-change movement. (HSP 455 Disability Research paper, HSP 325 Interview Supported Employment paper).
In addition to the community of people with disabilities, the community of people who are homeless with mental illness have also undergone legislative change in order to promote self-determination. The Housing First initiative has developed over the last twenty years, and has given individuals with mental illness opportunity to be housed as they receive treatment and create goals for themselves. There was a paradigm shift in the system, instead of viewing those who are homeless as helpless and lazy, now there is a perspective that upholds these individuals as capable and independent. (HSP 385 Community Integration paper). I had the opportunity to experience this systems-change model in my first internship with Dorothy Place, which held the Housing First policy. (CSHSE, 2009, Standard 21: Field Experience). It was an interesting experience firsthand to see how this policy functioned in an actual setting.
Various communities of people experience systemic change, and often, that organizational change is ultimately affected by legislation. I had the opportunity to advocate and use my voice within our state government system this winter by lobbying for a bill. Rather than targeting a specific population, I felt drawn to lobby for a different cause that affects a larger spectrum of individuals. In Washington State, our tax system consists of a high sales tax and no state income tax. When all people in the state pay for sales tax on the same items, and yet, people earn different incomes, they are paying very different percentages. This system creates an oppressive cycle for those living a lower-income lifestyle. I decided to lobby for a bill to create a state income tax, and lower the sales tax, which would create a system of better equality for residents. As people stand up and use their voices, policy can change, which affects systemic change. (HSP 404 Legislation Reflection paper).
System change is possible and as I’ve already shared multiple examples, including the community of people with disabilities, people who are homeless with mental illness, and directly lobbying for change in the government system, we’ve seen great progress. However, change is usually a long process that has many steps forward and backward along the journey. One example is my internship this past fall at The Willows Senior Living (CSHSE, 2009, Standard 21: Field Experience). After using the Appreciative Inquiry method of systemic change, (HSP 402 A.I. paper) I found that although many areas of an organization may be functioning smoothly, there are always places to improve. Often, people will focus on the negative aspects and become frustrated with a workplace. When the positive characteristics are brought to light, people can see what’s going well and build on those strengths. At The Willows, there were many appreciative comments staff had to make, but there also were similar patterns of frustration within the organization. I believe that for change to occur within a system, there needs to be an acknowledgment from the whole in order to proceed with movement.
As the system creates the framework and context for the whole, it’s important to be conscious of the individuals that are present within. There needs to be a balance with looking at larger policy without losing the human connection of who is impacted. While systems can provide freedom or oppression for individuals, there are ways that individuals and smaller groups within the whole can still thrive and grow. The range of human services available for individuals is vast and creates space for healthy functioning within the system (CSHSE, 2009, Standard 13: The Scope of Human Services). Every individual has unique strengths and needs, and many options are available to cultivate the growth desired. A person has a plethora of systems influencing them, and they are shaped by those external forces as well as their own individual values and perspectives. In HSP 345, Case Management, we studied the concept of the ecological model, which looks at all levels of influential systems: macro, meso, and micro. (HSP 345, Reflection paper). Through the process of exploring these levels of influence along with human development, I had the opportunity to use a strength-based model of recommendation for a case study assignment in HSP 315, Human Development. It’s important to observe a person within the many systems they are part of before making any recommendations or assumptions. (HSP 315 Case Study #1)
In addition to academically analyzing the interconnection of systems, I was able to experience this holistic perspective at my internship at The Willows. The program department began to implement the concept of holistic wellness from the International Council on Active Aging. As we created the recreation calendar for each month, there were seven areas of wellness considered: social, physical, environmental, intellectual, spiritual, emotional, and vocational (International Council on Active Aging, 2012). I was able to see the benefits of these specific areas in the residents’ lives through my time as an intern.
As I move from the academic world to the beginning of my professional career, I am thankful for the systems perspective I’ve gained through the Human Services program. My understanding of the interactions between individual, interpersonal, group, family, organizational, community, and society has developed to a place where I can appreciate the complexity of human life. Systems are always moving, changing, and growing because they are made of people, who are doing the same thing.
References
Council for Standards in Human Service Education (CSHSE). (2009).
CSHSE national standards for human services education. Available from:
http://www.cshse.org.standards.html
International Council on Active Aging. (2012). Wellness definitions and overview.
Retrieved from http://www.icaa.cc/about_us/wellnesss-overview.htm
The intangible concept of systems infiltrates every aspect of life. Systems encompass everything living and active from the individual values and preferences we hold to the global economic system of trade. As the CSHSE Standard 12 expresses, “The curriculum shall include knowledge and theory of human systems, including individual, interpersonal, group, family, organizational, community, and societal and their interactions” (CSHSE, 2009). The layers and levels of systems are all interconnected and can be displayed with simplicity as well as incredible complexity. (On Core, Learning Synthesis 301).
My process through the Human Services Program began with a vague understanding of the interconnected world, but I never could have predicted the scope of knowledge, theory, and skills I gained the last two years. This journey of discovering systems began in HSP 302, where my mind was opened to the historical context and system of oppression that resulted in the creation of the Human Services field (CSHSE, 2009, Standard 11: History). As I grappled with the repercussions of deinstitutionalization and welfare reform, the reality of ‘blaming the system’ rather than ‘blaming the victim’ became clear to me. (HSP 302 Welfare Reform paper).
As I continued to learn and immerse myself in the system context, both in HSP 402 and 404, the political and organizational implications created an understanding of the broader systems that can create change for individuals. There can be hope to transform organizations and policy which, in turn, can establish long-term development and sustainability. For example, the community of people with disabilities would not have the rights and opportunities present today without legislative action. The Disability Rights Movement, government programs such as SSI, supported employment, and the concept of self-determination were all integral parts of establishing a systems-change movement. (HSP 455 Disability Research paper, HSP 325 Interview Supported Employment paper).
In addition to the community of people with disabilities, the community of people who are homeless with mental illness have also undergone legislative change in order to promote self-determination. The Housing First initiative has developed over the last twenty years, and has given individuals with mental illness opportunity to be housed as they receive treatment and create goals for themselves. There was a paradigm shift in the system, instead of viewing those who are homeless as helpless and lazy, now there is a perspective that upholds these individuals as capable and independent. (HSP 385 Community Integration paper). I had the opportunity to experience this systems-change model in my first internship with Dorothy Place, which held the Housing First policy. (CSHSE, 2009, Standard 21: Field Experience). It was an interesting experience firsthand to see how this policy functioned in an actual setting.
Various communities of people experience systemic change, and often, that organizational change is ultimately affected by legislation. I had the opportunity to advocate and use my voice within our state government system this winter by lobbying for a bill. Rather than targeting a specific population, I felt drawn to lobby for a different cause that affects a larger spectrum of individuals. In Washington State, our tax system consists of a high sales tax and no state income tax. When all people in the state pay for sales tax on the same items, and yet, people earn different incomes, they are paying very different percentages. This system creates an oppressive cycle for those living a lower-income lifestyle. I decided to lobby for a bill to create a state income tax, and lower the sales tax, which would create a system of better equality for residents. As people stand up and use their voices, policy can change, which affects systemic change. (HSP 404 Legislation Reflection paper).
System change is possible and as I’ve already shared multiple examples, including the community of people with disabilities, people who are homeless with mental illness, and directly lobbying for change in the government system, we’ve seen great progress. However, change is usually a long process that has many steps forward and backward along the journey. One example is my internship this past fall at The Willows Senior Living (CSHSE, 2009, Standard 21: Field Experience). After using the Appreciative Inquiry method of systemic change, (HSP 402 A.I. paper) I found that although many areas of an organization may be functioning smoothly, there are always places to improve. Often, people will focus on the negative aspects and become frustrated with a workplace. When the positive characteristics are brought to light, people can see what’s going well and build on those strengths. At The Willows, there were many appreciative comments staff had to make, but there also were similar patterns of frustration within the organization. I believe that for change to occur within a system, there needs to be an acknowledgment from the whole in order to proceed with movement.
As the system creates the framework and context for the whole, it’s important to be conscious of the individuals that are present within. There needs to be a balance with looking at larger policy without losing the human connection of who is impacted. While systems can provide freedom or oppression for individuals, there are ways that individuals and smaller groups within the whole can still thrive and grow. The range of human services available for individuals is vast and creates space for healthy functioning within the system (CSHSE, 2009, Standard 13: The Scope of Human Services). Every individual has unique strengths and needs, and many options are available to cultivate the growth desired. A person has a plethora of systems influencing them, and they are shaped by those external forces as well as their own individual values and perspectives. In HSP 345, Case Management, we studied the concept of the ecological model, which looks at all levels of influential systems: macro, meso, and micro. (HSP 345, Reflection paper). Through the process of exploring these levels of influence along with human development, I had the opportunity to use a strength-based model of recommendation for a case study assignment in HSP 315, Human Development. It’s important to observe a person within the many systems they are part of before making any recommendations or assumptions. (HSP 315 Case Study #1)
In addition to academically analyzing the interconnection of systems, I was able to experience this holistic perspective at my internship at The Willows. The program department began to implement the concept of holistic wellness from the International Council on Active Aging. As we created the recreation calendar for each month, there were seven areas of wellness considered: social, physical, environmental, intellectual, spiritual, emotional, and vocational (International Council on Active Aging, 2012). I was able to see the benefits of these specific areas in the residents’ lives through my time as an intern.
As I move from the academic world to the beginning of my professional career, I am thankful for the systems perspective I’ve gained through the Human Services program. My understanding of the interactions between individual, interpersonal, group, family, organizational, community, and society has developed to a place where I can appreciate the complexity of human life. Systems are always moving, changing, and growing because they are made of people, who are doing the same thing.
References
Council for Standards in Human Service Education (CSHSE). (2009).
CSHSE national standards for human services education. Available from:
http://www.cshse.org.standards.html
International Council on Active Aging. (2012). Wellness definitions and overview.
Retrieved from http://www.icaa.cc/about_us/wellnesss-overview.htm