swep iii. sss 571. class 4

16
SYSTEMS THEORY For understanding interactions among individuals, groups, organizations, & the wider world Class 4

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Page 1: Swep iii. sss 571. class 4

SYSTEMS THEORY

For understanding interactions among

individuals, groups, organizations, & the wider world

Class 4

Page 2: Swep iii. sss 571. class 4

What is a SYSTEM?

• A set of interrelated & interdependent

objects

• A unit of wholeness with distinct

properties & boundaries differentiating it

from other units

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Page 3: Swep iii. sss 571. class 4

Examples of systems…

• A mechanical system• Such as an air conditioning

system

• A human system• Such as the physical body

• A social system• Such as a family, a small

group, a clan, a tribe

• A governmental system• Such as a city, a state, a

nation

• An astronomical system• Such as our solar system

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Page 4: Swep iii. sss 571. class 4

Differences amongtraditional systems theories:

Structural Functionalism (Parsons)

• Proposed that each part of society is

related to the whole

• Examined the structure & function of social

systems

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Page 5: Swep iii. sss 571. class 4

Ecological Perspective (Germain & Gitterman)

• Proposed that human adaptation is based on

transactions between people & their environment

• Emphasized adaptation of a population or group &

“goodness of fit”

General Systems Theory (Bertalanffy)

• Proposed that human systems are characterized

by development, creativity, & transformation

• Dynamic Systems Theory, which explains human

development, is part of general systems theory

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Page 6: Swep iii. sss 571. class 4

Overarching Ideas of all these Systems Theories

• Interrelated & interdependent objects create a whole system

• Each part affects all the other parts within the system

• Subsystems are parts of larger systems

• Boundaries maintain system identity & determine the flow of information into or out of the system

• Change & stability are created by interactions among, within, between systems

• Systems tend to maintain & sustain themselves through self-preservation

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Page 7: Swep iii. sss 571. class 4

“Focal System”

• The system that is the current focus of attention is the focal system

• Subsystem is part of the focal system

• Suprasystem (e.g., the environment) is external to the focal system

• Boundaries distinguish the focal system from the environment

• Focal systems, subsystems, & suprasystems are interrelated

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Page 8: Swep iii. sss 571. class 4

Your family

• Using your family of origin as the focal point, how would you describe the system in which you live?

• Refer to your eco-map you did last night

• What happens when something changes within that system?

• How does the system adapt?

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Page 9: Swep iii. sss 571. class 4

“Adaptation”

• Defined as the process by which a system copes with external or new internal demands• How it secures resources from the environment

• Systems & their environments inevitably mutually adapt to each other

• Interdependence affects adaptation• A change in one system leads to change in other

systems

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Page 10: Swep iii. sss 571. class 4

“Feedback”

• Defined as information from the environment

to the system about the system’s output or

how the system is functioning

• Based on reaction to feedback, systems are

both self-maintaining & self-transforming

• Feedback enables system to maintain a

steady state, a balance between system &

environment

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Page 11: Swep iii. sss 571. class 4

“Closed” & “Open” Systems

• Systems with rigid

boundaries are closed

to input & closed to

feedback; they

“entropy”

• Become increasingly

stagnant & disorganized

CLOSED SYSTEM

with

rigid boundaries

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Page 12: Swep iii. sss 571. class 4

OPEN SYSTEM

with

porous boundaries

•Systems with porous

boundaries are open to

feedback

•This leads to “synergy”

•“Living organisms are

essentially open systems”

(Bertalanffy)

•Transactions within or

between systems lead to

increased creativity

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Page 13: Swep iii. sss 571. class 4

“Equifinality”

• The proposition that one can get to the same end from many different directions

• Different paths lead to the same end point & there’s not just one correct outcome or direction to take

For example, a variety of

social work interventions

may produce the same

desired results

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Page 14: Swep iii. sss 571. class 4

How can these concepts be applied to your social

work interventions?

What are the strengths of this

theory for understanding various

systems in your country?

Page 15: Swep iii. sss 571. class 4

Now, what are the problems

with these versions of

systems theory?

Is there always a “cause & effect” that leads to change in the system?

Is it always possible to maintain a “steady equilibrium” in the system?

Page 16: Swep iii. sss 571. class 4

Isn’t the world sometimes more chaotic?