Human Behavior and the Social Environment: Individuals and Families

1. Human Behavior and the Social Environment: Individuals and Families SWRK 506 Dr. Linda Farris Kurtz

2. Definition of Theory • A series of relatively abstract and general statements that collectively purport to explain some aspect of the empirical world. • Explains • Predicts • Describes • Prescribes

3. Examples: • School Phobia • Ecological explanation – environment not nurturing , not attractive, lacks support for child, lacks incentives, harbors disincentives; • Freudian explanation – child may be afraid her siblings will take mother away while she’s at school; • Behavioral – Staying home is rewarding; school is punishing in some way.

4. Facts, Constructs, Ideologies • Fact is an observable truth, an empirical observation. Example, you passed the test. • Construct – An interpretation that is influenced by culture; an explanatory variable which is not directly observable, example: IQ • Ideology – a set of beliefs based on values rather than facts, world view; example: social Darwinism, communism, laissez-faire economics, and free trade

5. Theoretical Framework • Points around which an analysis can be made. • Example: Ecological System Framework • Micro system - individual • Meso system – family and close friends • Exo system – local community • Macro system- country, nation, economic system

6. Empowerment To be empowered, a person or group requires an environment that provides options and ascribes authority to the person to choose. Empowerment is affected by the subjective reality of the person. A person could have many options, but their perception of the options is much more limited. The strengths model is designed to increase each of these components: choices. authority, perception of choices, and ability to take action. Rapp, C.A.& Gocha, R. J.. (1999). The Strengths Model: A recovery-oriented approach to mental health services. New York: Oxford University Press.

7. The Strengths Model The strengths model is about providing a new perception. It allows us to see possibilities rather than problems, options rather than constraints, wellness rather than sickness. “As long as we stay in the muck and mire of deficits, we cannot achieve” (p. 33). Rapp, C.A.& Gocha, R. J.. (1999). The Strengths Model: A recovery-oriented approach to mental health services. New York: Oxford University Press.

8. The Ecological Perspective Problems are located in the stresses created by the interactions between individuals and/or families and groups, organizations, and institutions that make up the environment.

9. Uri Bronfenbrenner, Ph.D. Cornell University A Founder of Head Start & Eco Systems Theory

11. In social work practice, applying an ecological approach can be best understood as looking at persons, families, cultures, communities, and policies and to identify and intervene upon strengths and weaknesses in the transactional processes between these systems.      Holistic thinking can provide a paradigm for understanding how systems and their interactions can maintain an individual's behavior. http://ecologicaltheory.tripod.com/

12. Microsystem- The most basic system, referring to an individual's most immediate environment (i.e., the effects of personality characteristics on other family members) Mesosystem-A more generalized system referring to the interactional processes between multiple microsystems (i. e., effects of spousal relationships on parent-child interactions). Exosystem-  Settings on a more generalized level which affect indirectly, family interactions on the micro and meso levels (i. e., the effects of parent's employment on family interactions). Macrosystem- The most generalized forces, affecting individuals and family functioning (i.e., political, cultural, economical, social). http://ecologicaltheory.tripod.com/

13. Basic Assumptions of Ecological Perspective • 1.Person/environment is the unit of analysis – We most nearly understand a human situation to the extent that we know what relevant people bring to and receive from specific situations in given periods of time. • 2.General tendency toward adaptation – Continuous processes people use to sustain the level of fit between themselves and their environment. Goal is adaptednessand goodness of fit. • 3.Factors impede adaptation- Ex: Detroit bankruptcy

14. Basic Assumptions Cont’d • 4. The flow of events may be potentially harmful or helpful. Stress Response Problem solving and regulating negative feelings Coping and defending against stress • 5. The transacting configuration – consider all the relevant systems and subsystems that play a part in the mutual adaptation. The includes subsystems of the person and of the environment.

15. Basic Concepts • Structural considerations – family members and their relationships: father – mother – son – daughter • Developmental considerations – family evolves over a period of time and adds structures, such as the school • Functioning considerations – significant patterns of interaction

16. Set 1. Person:Environment Fit • Goodness of fit – favorable or unfavorable • Woman, age 80, moves to her children’s location, and into a senior living apartment, after selling her home in another state. • Adaptedness and adaptation – actions that contribute to goodness of fit • Teen with physical disabilities and high intelligence is enrolled in a private school where athletics are not emphasized and college preparation is. • Maladaptation: a situation that requires investigation and intervention to improve the P:E fit • Homeless family moves into the home of elderly parents, can’t pay rent, and don’t help parents with household tasks.

17. Set 3. Functioning under Stress and Challenge • Life Events • Stressors – event that causes problems • Stress – response to stressors • Coping and Defending – effective? Not effective? • Risk factors, protective and promotive factors? Smoking or drinking alcohol for example; • Protective factors – education, access to help • Promotive factors – access to funds • Challenges, can be stressors or

18. Environment Perspective • Physical environment – attractiveness, serenity, sidewalks for exercise, parks, local stores and restaurants, highways, transportation, accessible work places • Social environment – groups, formal organizations, libraries, schools, support groups, churches, recreation, handicap access • Culture – values and norms

19. Eco - Map Joe’s Family Parents and children AA Job as a house Painter Joe Blow 7 day Treatment Center Drinking Buddies In County Jail for DUI Al-Anon

20. Eco-Map

21. Behavioral Theory Began in 1913 – John Watson – Father of Behaviorism. Discovered Classical Conditioning. The Little Albert experiment. Conditioned a baby to be afraid of rats. Ex: Pavlov’s dog

22. Classical Conditioning When a neutral stimulus is repeatedly paired with another stimulus which normally elicits a particular response, the neutral stimulus itself will begin to elicit a similar response; this response becomes learned or conditioned.

23. Respondent Conditioning Respondent behaviors: salivating anxiety Concept of pairing Neutral stimulus – elicits no response Unconditioned stimulus – elicits an unlearned response unlearned response – innate Conditioned response – new learned response Conditioned stimulus – by pairing with a stimulus elicits a conditioned response

24. Counter Conditioning Pair the learned fear response with a counter conditioned response – White rat (fear) paired with quiet music (relaxation response) Example of systematic desensitization: Consumer comes with phobia of going outside Teach relaxation Have her imagine going outside while relaxed Going outside will lose its anxiety-producing power.

25. Operant Conditioning 1.Positive reinforcers shape behavior to continue in their presence – dog waits, gets treat – behavior is strengthened/increased 2. Withdrawing a positive reinforcer equals punishment – no treat, dog runs off 3.Aversive stimulus following a behavior is punishment. 4. Withdrawing an aversive stimulus is negative reinforcement

26. Cognitive Theory Feelings and behaviors of people are determined by the way they structure their world. Principles: • Emotions are the result of the way people think, assume or believe about themselves; • Misconceptions, irrational thinking, and erroneous beliefs are outside a person’s conscious awareness; • Some thoughts are the result of organic, chemical or neurological problems; • Unpleasant emotions are not always dysfunctional and pleasant emotions are not always functional.

27. Cognitive Behavioral Theory Albert Bandura (1980s). The cognitive deals with thinking; the behavior deals with doing something. Used to be called social learning theory. Requisites for learning: Attention – be aware Retention – rehearsal Production – converting stored memory into action Motivation – incentives to behave in a new way

28. Key Concepts in Cognitive Behavioral Theory • Modeling • Identification • Vicarious Learning – by example • Self Efficacy – believing you are able • Self reinforcement

29. Cognitive Schemata and Cognitive Distortions Schemata originate in childhood experience and are generalizations stored in memory. An example: an expectation that one’s desire for emotional support will not be met –emotional deprivation schemata. Cognitive distortions – automatic thoughts consisting of mistakes in thinking. Example: All or nothing thinking – if I’m not a total success, I’m a failure.

30. Three New Approaches to Social Learning Theory • Mindfulness-based Cognitive Therapy- person is taught to disengage from emotional-related modes of mind by responding differently to a negative emotion. Recovery International methods, for example. • Dialectical Behavioral Therapy – Combines validation with problem solving • Acceptance and commitment therapy – instead of controlling thoughts and feelings, client is taught to notice and embrace them. Accept – Choose – Take action

31. Psychodynamic Theory Originated by Sigmund Freud, this theory maintains that: • early childhood experiences form personality, • that there exists a powerful unconscious, • that personality is influenced by the id, ego and superego, and • that defense mechanisms protect us from anxiety.

32. Ego Psychology Branch of Psychodynamic Theory This theory, originating with Anna Freud, comes under the general category of psychodynamic theory and concerns intra-psychic functioning. The ego is the part of the intra-psychic structure that helps one adapt, meet needs, master tasks, and mediate the unconscious and conscious structures. Important also are the ego defense mechanisms

33. Ego Psychology – Major Concepts • People have an innate capacity to adapt, which develops over time through learning and psychosocial maturation • Social influences on psychological functioning are significant, transmitted through the family • Mastery and competence are important motivators • Problems in social functioning can occur at any stage of development due to person-environment and internal conflicts. From Walsh, J. (2006). Theories for direct social work practice.

34. Ego Defense Mechanisms Defenses protect the conscious ego from anxiety that may be painful or overwhelming. The defense converts an unacceptable action to something acceptable. Example: Projection – my anger is unacceptable – “I don’t get angry.” When anger arises between me and someone else, I see it as their anger not mine.

35. Autonomous Functions of the Ego • Reality Testing (awareness of time, place, person • Understanding of cause and effect relationships • Using good judgment in achieving goals • Control of drives, emotions, and impulses • Attention • Memory • Adaptation • Coping • Able to manage relationships and relate appropriately • Having a sense of self

36. Object Relations Theory: A Sub-theory of Ego Psychology • Major Concepts • Attachment is the main focus • Relationships – fears of engulfment or abandonment • Process of Introjection • introjects parts of others • Whole objects – introjects the whole person • Self Object – conception of the self • True Self – realistic conception of self • False Self – suppresses personal needs – attempt to please • Object constancy – when object is not present, it’s still there

37. Donald Winnicott 1896 - 1971 Winnicott– 1950 – 1971much of his work was published after his death Concepts • Facilitative environment – adapts to needs of infant • Good enough mothering – holding, handling, withdrawing gradually from child • Transitional object – Gives sense of mother • Stages of dependence – independence • Ego relatedness – capacity to be alone

38. Margaret Mahler - 1975The Psychological Birth of the Human Infant • Separation and individuation • Clear stages of separation and individuation • Birth-3 months: Autism, no difference between self and outside world • 1- 5 mo: symbiosis – other exists to meet needs • 5 – 8 mo: Differentiation – awareness of difference from other • 8-16 mo: Practicing – brief periods of separation • 16-24 mo: Rapprochement – child can exist but can call for help • 24-36 mos: Object Constancy - • Object constancy final stage of separation

39. Borderline and Narcissistic Personality Disorders • Borderline personality disorder (BPD) is a mental health condition in which a person has long-term patterns of unstable relationships and turbulent emotions. • Narcissistic personality disorder is a condition in which people have an excessive sense of self-importance, an extreme preoccupation with themselves, and lack of empathy for others.

40. Projective Identification and Splitting • Projective Identification – individual projects unconscious parts of self (angry feeling) or others onto the other person (spouse; partner) • Splitting – others are seen as either all good or all bad. Student gets low score on test – instructor is horrible; gets a high score – instructor is wonderful.

41. Role Play Exercise • Choose either ego psychology or object relations assessment frameworks. • Appoint one member of your group to be the individual being assessed • Pick out some of the problem behaviors/symptoms for the “client” part to portray. • Appoint one person to be the social worker. Help her to come up with questions for the role play.

42. Physical and Biological Stages of Life • Birth – 2: Rapid growth muscles & brain • 2 – 6: language; permanent teeth • 7 – 11: differences in gender development • 12 -15: pubescence, sex organs develop • 16 - 18: Sex organs mature, growth slows • 18 – 35: Reach adult size; high point in vigor • 35 – 60: Midlife, declines begin, menopause • 60 – 70: skin wrinkles, sensory loss, lower endurance; stiff joints, decreased muscle tone • 70 – death: rapid deterioration, loss of motor skills

43. Freud’s Psychosexual Development Theory • Oral Stage: birth – 8 months. Fixation may lead to overeating, nail biting, dependency • Anal Stage: 18 months to 3 years; fixation leads to anal retentive or anal expulsive traits • Phallic Stage: 3 – 6 years. Child identifies with same sex parent. • Latency Stage: 6 – puberty. Sexual desires are repressed; friendships with same sex peers; • Genital Stage: begins at puberty; Hormonal changes, explores attraction to opposite sex.

44. Erikson’s Stages • Birth – 1: Trust vs. Mistrust - hope • 2-3: Autonomy v. shame and doubt - will • 3-5: Initiative v. guilt - purpose • 6-12: Industry v. inferiority - competence • 12-18: Identity v. role confusion - fidelity • 20s: Intimacy v. Isolation - love • 20s-50s Generativity v. stagnation - care • After 50: Integrity v. despair - wisdom

45. Havighurst’s Adult Life Cycle Tasks • Early adulthood: Select mate, find a reference group and occupation, begin family; • 30-60 years: Assist children, relate to spouse, achieve adult responsibility, establish a standard of living, accept middle age; • 60 on: Adjust to health decline, retirement and reduced income, adjust to spouse’s health decline and death, affiliating with age group, adapt social role changes, attain satisfactory living arrangements

46. Levinson’s Seasons of Man’s Life • Four Eras • Childhood and adolescence – to age 17 • Early adulthood – 22-40 • Middle adulthood – 45-60 • Late Adulthood – 65+ • Three life transitions • Early adult – 17-22 • Mid-life – 40-45 • Late adult – 60-65

47. “Demand that this president leave town, to get up, to put the Quran down, to get up off his knees, and to … come out with his hands up.”

48. Cross’s Model of African-American Identity Development • Pre-encounter – Idealizes whiteness, sees the world as whites do. • Encounter – develops a black identity • Immersion-emersion – intense attachment to black culture • Internalization – Inner security with black identity, accepts other races, pluralist • Adapted from Parks, E., Carter, R., & Gushue, G. (1996). At the crossroads: racial and womanist identity development in black and white women. Journal of Counseling & Development,74(6), 624-631.

49. Ethnic Identity Development • Assimilation: cultural uniqueness of the minority abandoned and they try to blend into the dominant culture. • Accommodation: Follows norms of the dominant culture only in specific circumstances • Acculturation: Groups with multiple backgrounds interact and they blend cultural preferences • Bicultural socialization: non-majority group members master both cultures and acquire a dual identity.

50. White Identity Development • Contact , naiveteˊ, lack of awareness • Disintegration – awareness, confusion, guilt • Reintegration – identifies whites as superior • Pseudo-independence – limited tolerance • Immersion-emersion – hyper vigilance • Autonomy – achieves a non-racist white identity