Human Systems: Couples and Families, Groups, Organizational and Community, Administrative and Counseling Supervision

1. Human Systems: Couples and Families, Groups, Organizational and Community, Administrative and Counseling Supervision Chapter Six

2. Human Systems • Introduction • We have all grown up interacting in different systems with other people: our family, school, college, first job, etc. • Let’s examine closely some of the systems we interact with over the course of our lives. • How can this knowledge enhance our work with our clients?

3. General Systems Theory • Explains the interactions of all types of systems: living systems, family systems, community systems • Each system has a boundary that defines it. Boundaries can be rigid, permeable, or semi-permeable • A healthy system has semi-permeable boundaries. • Boundaries helps a system define how it interacts with other systems? • All systems develop a homeostasis — a typical way of functioning. • Some systems have scapegoats exhibit atypical behavior. • Discuss Jim Jones in Box 6.1

4. Couples and Families • Today, 50% of couples get divorced. Impacts children, the couple, and others. • Key rules that govern couples and families: • Interactions are complex • Overt and covert rules • Hierarchies are important to understanding the couple/family • Subsystems are critical (e.g., parental, sibling, spousal) • Boundaries shape families • Language in society, families, and culture shapes families • Each couple/family has unique homeostasis • Change occurs by changing homeostasis

5. Couples and Families • Dysfunctional couples and families: • Do not take responsibility for their own problems • Use blame, scapegoats, and guilt • Have very rigid or very open boundaries • Bring unfinished business into a marriage • Choose a scapegoat or IP • Healthy families: • Semi-permeable boundaries • Good communication • Parents/Guardians main rule makers • Able to hear one another and change • Stress can have a large effect on families: Four types (Minuchin): • Stress in families is caused by situational (unexpected) problems (e.g. illness) and predictable developmental issues (e.g. birth).

6. Family Guidance, Family Counseling and the Role of the Human Service Professional • Many different approaches • Human service professionals are trained to do family guidance, not family counseling • Family counseling/therapy is usually at master’s or doctoral level • Human service professional can help clients recognizes when they have couples and family problems and make referral for counseling • Some believe people should always have individual counseling—others believe its always important to have couples/family counseling • What do you think?

7. Groups • Groups, like families, are systems • Thus, many of the same dynamics are in place (boundaries, power dynamics, hierarchies, homeostasis, etc.) • Groups will build their own homeostasis and its up to the leader to help the new system function in a health manner

8. A History of Group Counseling • Prior to 1900 groups were developed to assist people in functional and pragmatic ways • 1900: Jane Addams (Hull House) and the Social Group Work Movement — to help with daily living • Early 1900s: Vocational and moral guidance groups in high schools • 1940s: Encounter group — working with war veterans • 1940s: Kurt Lewin and National Training Laboratory (NTL) to look ag group dynamics • 60s and 70s — increased popularity of groups—(e.g. “Esalen”) • Today • Self-help Groups • Psychoeducational • Counseling and Therapy Groups

9. Different Types of Groups • Self-help groups • Usually, nonpaid volunteer relatively untrained leader • Open groups and number of people can vary tremendously • Share only what feels comfortable • E.g.: AA, diet groups, NA • See Box 6.4 • Psychoeducationalgroups (formerly called “guidance groups” • Mental health education dissemination • Purpose: prevent future problems and promote personal and interpersonal growth • Designated, well-trained leader (e.g., school counselor, HS professional AIDS education leader) • Can vary in number of people and in length of time • See Box 6.5

10. Different Types of Groups (Cont’d) • Counseling and therapy groups • Highly trained leader (usually, master’s degree or more) • Small number of people • Meet, at least once a week for 1-3 hours • Expression of feeling and change encouraged • Some differentiate depth between a counseling and a therapy group • See Box 6.6

11. Groups • Group Membership Behavior • A group is a minilabs of our world • A chance to get feedback and examine our own behavior • We generally take on our “typical ways of behaving’ in groups and we can experiment with new ways in the group • Group Leadership Styles • Varies based on personality and theoretical orientation of leader • Certain styles fit certain types of groups better • Generally, however, effective leaders are “positive, supportive, provide sufficient structure, attend to the development of group cohesion, allow group members to take ownership of their group, and provide a meangingful context for what occurs in the group” (Riva, Wacthel, & Lasky, 2004, p. 45)

12. Groups • Stages of Group Development • The Pregroup Stage: Forming • The Initial Stage: Forming • The Transition Stage: Storming-Norming • The Work Stage: Performing • The Closure Stage: Adjourning

13. Individual Counseling vs. Group Counseling • When is group counseling a better choice? • Financial considerations • Issues related to interpersonal functioning, relationships, society • Extra support, share experiences with other people in the same situation • Test new behaviors in a “safe” place

14. Organizational and Community Systems • Working Within Agencies • Agencies are systems too! • The agency should have semipermeableboundaries. • Everyone working in the agency needs to: • Understand the overt and covert rules of the agency. • Know who is in charge. • Know when to “buck the system.” • Bridging differences and conflict resolution • See NOHS Ethical Standard Statement 34 (bottom of p. 185) • Discuss Box 6.8: Some true stories about agencies and organizations

15. Organizational and Community Systems • Working Within the Community to Effect Client Change • Define the problem • Collaborate with community members • Respect community members • Develop strategies for change together • Implement change strategies • Assess effectiveness

16. Administrative and Counseling Supervision • Supervisors • Good supervisors are: • Collaborative • Flexible • Fair • Willing to listen to others • Willing to be leaders and take a stand • Have to do some unpleasant jobs at times (firing people, evaluating supervisee poorly)

17. Administrative and Counseling Supervision • Administrative Supervision • Involved with administration of the agency and focused on promoting smooth running of agency • Should have knowledge and competence in many areas (e.g., hiring, firing, benefits, planning, operating, budges, grants, professional development, risk management, legal issues, etc.) • Although concerned about employees, they are usually more involved with “the bottom line”—economics of agency • May ask employees to take on some tasks they don’t like • See list in middle of page 188

18. Administrative and Counseling Supervision • Counseling Supervision • Intensive, extended, and evaluative relationship • Enhances professional skills of supervisee • Assures quality services to clients • Provides gatekeeping function for the profession • Counseling supervisors has knowledge in: • Counseling skills • Ethical and legal issues • Nature of supervisory relationship • Knowledge of supervisor and helpee development • Case conceptualization • Assessment and evaluation of clients • Oral and written report writing • Research • Cross-cultural issues • Evaluation of helpers

19. Ethical, Professional, and Legal Issues • The System and Confidentiality • Ethical code of NOHS suggests the helper has responsibility to protect the confidentiality of the client whether the client is an individual, group, or family • HS professionals can ensure they will not break confidentiality, but they cannot ensure a group or family member won’t • Consider what to do if confidentiality is broken • Don’t share information about clients with colleagues (other than supervisors) or family members • Get signed-release from clients if sharing info with other professionals • Training and Competence • Know the limits of your professional competence • Seek additional training when needed

20. The Effective Human Service Professional • The effective human service professional will understand that a client cannot be viewed in a vacuum but must be seen as part of a complex system of interactions.

21. Summary • General systems theory • Characteristics of a healthy system • Couples and families • Groups and their specific homeostasis • Importance of good leadership • Five stages of group development • Organizational and community systems • Administrative and counseling supervision • Ethical and professional issues

22. Exercises • See pp. 194-200 • Reflecting on your own family • Developing group programs • Labeling people