Social Work: Definition, Principles, and Practice | Lecture notes Social Work

BALAGOSA, ZSANYNN ROSE B. BSSW 3A

SW 114 SOCIAL ENVIRONMENT AND SOCIAL WORK

Asso. Prof. Glory Jean G. Leonin

DEFINITION OF SOCIAL WORK

“the profession which is primarily concerned with

organized social service activity aimed at facilitating and

strengthening basic social relationships and the mutual

adjustment between individuals and their social

environment for the good of the individual and of society

by the use of social work methods “(RA 4373 1965)

New global definition (2014)

“Social work is a practice-based profession and an

academic discipline that promotes social change

and development, social cohesion, and the

empowerment and liberation of people.

Principles of social justice, human rights, collective

responsibility and respect for diversities are

central to social work.

Underpinned by theories of social work, social

sciences, humanities and indigenous knowledges,

social work engages people and structures to

address life challenges and enhance well-being.

The above definition may be amplified at national

and/or regional levels”.

THE CONTEXT OF SOCIAL WORK PROFESSION

Social work seeks to promote :

human and community well-being,

enhance quality of life,

and promote social and economic justice

and the elimination of poverty (EPAS, 2015)

Social Work Practice involves both opportunities

and challenges in assisting individuals, groups,

organization and communities.

Social workers are not the only helping

professionals who provide direct services to clients

in need.

They have a special interest, however, in helping

empower members of oppressed groups (Parsons,

2002).

As a profession, social workers are committed to

the pursuit of social justice for poor, disadvantaged,

disenfranchised, and oppressed people. (Carniol,

1992; Finn & Jacobson, 2003; Marsh, 2005; Pelton,

2001; Van Wormer, 2002).

Dean H. Hepworth et. Al, Direct Social Work Practice

Theories and Skills 1oth ed. (2017)REF..

D. Brieland, L. B. Costin, and C. R. Atherton Define and

Describe:

is characterized by a wide repertoire of skills to

deal with basic conditions, backed up by

specialists to whom referrals are made.

Charles Zastrow (2010) The generalist model:

involves identifying and analyzing the interventive

behaviors appropriate to social work.

perform wide range of task related to the:

provision and management of direct service

development of social policy, and

the facilitation of social change.

should be well grounded in systems theory that

emphasizes interaction and independence. The

major system used is the:

Local network services

knows the resources

Acquainted with the people

Considerable influence to accomplish the goals

G. Hull defines generalist practice as follows:

1. Social workers are able to utilize the problem

solving process to intervene with various size

systems including individuals, families, groups,

organizations, and communities.

2. Operates within a systems and person-in-the-

environment framework (sometimes referred to as

an ecological model).

3. Expects that many problems will require

intervention with more than one system (e.g.,

individual work with a delinquent adolescent plus

work with the family or school) and that single

explanations of problem situations are frequently

unhelpful.

4. May play several roles simultaneously or

sequentially, depending upon the needs of the

client. (e.g., facilitator, advocate, educator, broker,

enabler, case manager/or mediator)

may serve as leaders/facilitators of task groups,

socialization groups, information groups, and self-

help groups.

capable of conducting needs assessments and

evaluating their own practice and the programs

with which they are associated.

make referrals when client problems so dictate and

know when to utilize supervision from more

experienced staff.

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BALAGOSA, ZSANYNN ROSE B. BSSW 3A

SW 114 SOCIAL ENVIRONMENT AND SOCIAL WORK

Asso. Prof. Glory Jean G. Leonin DEFINITION OF SOCIAL WORK “ the profession which is primarily concerned with organized social service activity aimed at facilitating and strengthening basic social relationships and the mutual adjustment between individuals and their social environment for the good of the individual and of society by the use of social work methods “ (RA 4373 1965) New global definition (2014)  “Social work is a practice-based profession and an academic discipline that promotes social change and development, social cohesion, and the empowerment and liberation of people.  Principles of social justice, human rights, collective responsibility and respect for diversities are central to social work.  Underpinned by theories of social work, social sciences, humanities and indigenous knowledges, social work engages people and structures to address life challenges and enhance well-being.  The above definition may be amplified at national and/or regional levels”. THE CONTEXT OF SOCIAL WORK PROFESSION Social work seeks to promote :  human and community well-being,  enhance quality of life,  and promote social and economic justice  and the elimination of poverty (EPAS, 2015)  Social Work Practice involves both opportunities and challenges in assisting individuals, groups, organization and communities.  Social workers are not the only helping professionals who provide direct services to clients in need.  They have a special interest, however, in helping empower members of oppressed groups (Parsons, 2002).  As a profession, social workers are committed to the pursuit of social justice for poor, disadvantaged, disenfranchised, and oppressed people. (Carniol, 1992; Finn & Jacobson, 2003; Marsh, 2005; Pelton, 2001; Van Wormer, 2002). Dean H. Hepworth et. Al, Direct Social Work Practice Theories and Skills 1oth ed. (2017)REF.. D. Brieland, L. B. Costin, and C. R. Atherton Define and Describe:  is characterized by a wide repertoire of skills to deal with basic conditions , backed up by specialists to whom referrals are made. Charles Zastrow (2010) The generalist model:  involves identifying and analyzing the interventive behaviors appropriate to social work.  perform wide range of task related to the:  provision and management of direct service  development^ of^ social^ policy,^ and  the facilitation of social change.  should be well grounded in systems theory that emphasizes interaction and independence. The major system used is the:  Local network services  knows^ the^ resources  Acquainted with the people  Considerable influence to accomplish the goals G. Hull defines generalist practice as follows:

Social workers are able to utilize the problem solving process to intervene with various size systems including individuals, families, groups, organizations, and communities.
Operates within a systems and person-in-the- environment framework (sometimes referred to as an ecological model).
Expects that many problems will require intervention with more than one system (e.g., individual work with a delinquent adolescent plus work with the family or school) and that single explanations of problem situations are frequently unhelpful.
May play several roles simultaneously or sequentially, depending upon the needs of the client. (e.g., facilitator, advocate, educator, broker, enabler, case manager/or mediator)  may^ serve^ as^ leaders/facilitators^ of^ task^ groups, socialization groups, information groups, and self- help groups.  capable^ of^ conducting^ needs^ assessments^ and evaluating their own practice and the programs with which they are associated.  make^ referrals^ when^ client^ problems^ so^ dictate^ and know when to utilize supervision from more experienced staff.

Generalists operate within the ethical guidelines prescribed by the NASW Code of Ethics and must be able to work with clients, coworkers, and colleagues from different ethnic, cultural, and professional orientations.
knowledge and skills of the generalist are transferable from one setting to another and from one problem to another. Council on Social Work Education in its Educational Policy and Accreditation Standards has defined generalist practice as:
Generalist practice is grounded in the liberal arts and the person and environment construct. To promote human and social well-being.
Generalist practitioners use a range of prevention and intervention methods in their practice with individuals, families, groups, organizations, and communities.
The generalist practitioner identifies with the social work profession and applies ethical principles and critical thinking in practice.
Generalist practitioners incorporate diversity in their practice and advocate for human rights and social and economic justice.
They recognize, support, and build on the strengths and resiliency of all human beings.
They engage in research informed practice and are proactive in responding to the impact of context on professional practice. The crux of generalist practice involves: (a) viewing a problem situation in terms of the person- in-environment conceptualization and (b) being willing and able to intervene at several different levels, if necessary, while assuming any number of roles. Change Process The Council on Social Work Education (2008) in Educational Policy and Accreditation Standards (EPAS) defines professional social work practice as: A social worker uses a change process in working with clients. (Clients include individuals, groups, families, organizations, and communities.)  Professional practice involves the dynamic and interactive processes of:  Engagement, assessment intervention and evaluation at multiple levels.  Social^ workers^ have^ the^ knowledge^ and^ skills^ to practice with individuals, families, Groups, organizations, and communities. Practice knowledge includes:  Identifying, analyzing, and evidence-based interventions designed to achieve client goals;  using research and technological advances;  evaluating program outcomes and practice effectiveness;  developing,^ analyzing,^ advocating,^ and^ providing leadership for policies and services; and promoting social and economic justice. Zastrow, Charles, Introduction to Social Work and Social Welfare Empowering People 10 th^ ed. (2010)REF.. MICRO-, MEZZO-,AND MACRO PRACTICE Social workers practice at three levels: 1. micro — working on a one-to-one basis with an individual; Specific activities includes: social casework and case management. 2. mezzo —working with families and other small groups; includes group work – seeks to facilitate the intellectual and emotional and social devt of an ind. Thru group activities. 3. macro —working with organizations and communities or seeking changes in statutes and social policies. (community organization) PERSON IN ENVIRONMENT  person-in-environment perspective is a central and guiding framework for social work practice.  based on the belief that an individual can only be understood in the context of their environment (e.g. physical, familial, spiritual, social, political, societal, etc.).  practitioners must consider both the person and the various aspects of their environment in their assessment, planning, and intervention processes.  This dual focus on the person and environment has been a distinguishing feature of social work, setting it apart from many other disciplines (Kondrat, 2008).  Originating from ecology (DuBos, 1972) and general systems theory (Von Bertalanffy, 1967)  the ecosystem's perspective views individuals and environments as constantly interacting with and adapting to one other in a series of "interconnected transactional networks" (Mattaini & Meyer, 2002, p. 16).  Thus, instead of viewing the person and the environment separately, social workers "pay attention to the multiple interacting elements that are always present" (Mattaini & Meyer, 2002, p. 33)

 Competent social workers apply these enhanced ecosystems perspective throughout the practice process as they build relationships, assess client situations, and determine the most promising interventions to achieve desired outcomes. TRADITIONAL THEORETICAL APPROACHES: (TOOLS FOR SW PRACTICE) ORIGINATES IN SOCIAL AND BEHAVIORAL SCIENCES. I.FUNCTIONAL THEORY :(Alix,1995)  “functionalists perspective favors consensus view of social order. Human Beings by nature are:  Naturally caring and cooperative, but undisciplined and need regulation (to keep them from pursuing goals beyond their means)  Control is exercise thru consensus-(agreement among most of the society’s members). (Alix, 1995)  The central idea of the functional theory as the “belief “that society is a whole unit, made of interrelated parts that work together” (Henslin, 1996). Notes: (Alix,1995)  ”critics” claim….that the perspective’s view that everything in society (including such negative arrangements as racial/ethic and gender discrimination) somehow contributes to the functioning of society as a whole renders the perspective inherently conservative”. II. SOCIAL SYTEMS/ECOLOGICAL PERSPECTIVES (Anderson and Carter, (1990)  Social systems perspectives and ecological perspectives are important frameworks for organizing social work knowledge and for conceptualizing approaches to using that knowledge in practice. (Anderson and Carter, (1990)  System- an “organized whole made up of components that interact a way distinct from their interaction with other entities and which endures over some period of time “  All system large or small are simultaneously part of other systems and a whole in themselves – refer to as “Holon” Social system basic perspective -focal system – system of primary concern -subsystem- parts of which the focal is composed from the parts of the entire social system. -Suprasystem or environment-surrounding and influencing the focal system. FUNDAMENTAL ASPECTS OF SOCIAL SYSTEMS: (Anderson and Carter, (1990)

1. Energy  the^ “capacity^ of^ action”^ or^ the^ “power^ to^ effect change”  inclusive aspect of system  suggest dynamic or “process” nature  allows system to move regardless of the direction  necessary to for social system to remain alive, a “stuff” to make the system go.  “synergy” – ability to use energy to create new energy. (healthy system)  “entropy” – losing energy faster the it is creating or importing. 2. Organization  is the “grouping and arranging of parts to form a whole  to put system into working order  provide^ structure^ for^ a^ system  ”boundary” (location)-means by which the parts of the system can be differentiated from the environment in which they exists.(interactional boundary)  boundary does not mean a “barrier”-systems exchange energy (process) with other systems across their boundaries in order to survive and thrive.  Linkage-process of energy exchange is accomplished.  social system can be relatively open or closed to energy exchange across its boundaries.

Characteristics of a system: a. Hierachy -particular order in which system parts are arrange b. Differentiation - a division of labor among system parts c. Specialization – a division of labor in which only certain parts can perform certain functions d. Socialization – imparting to system parts rules for behavior e. Social control - the pressure (persuasive or coercive) put on deviant system parts to return to behavior in accord with goals. f. Communication - the transfer of energy to accomplish a system goals e. Feedback -the information received by systems about progress towards goals and system’s response to information. g. Adaptation – system’s ability to change itself or adjust to the environment in order to respond to new conditions.  Social systems-both use in traditional and alternative perspective in HBSE. BRONFENBRENNER’S ECOLOGICAL SYSTEMS THEORY

Microsystem environments : -structures with direct contact include family, school , neighborhood ,childcare, bi-directional influences (strongest and have the greatest impact) Note: key to the theory is the interaction between the layers of structures.
Mesosystem environment: -provides the connection between the structures of the child’s microsystem
Exosystem environment: -larger social system in which does not function directly. Impact the person development by interacting with some structure in her/his microsystem.
Macrosystem environment: -considered the outermost layer in the child’s environment.Comprised of cultural values, customs, and laws have a cascading influence throughout the interactions of all other layers
1. Chronosystem environment: -encompasses the dimension of time as it relates to a person environments. External, timing of a parent’s death, or – internal, physiological changes that occur with the aging individual. III. CONFLICT THEORY ( Alix, 1995)  Founded by Karl Marx  Contrast of functional theory. See society composed of groups fiercely competing for scarce resources, Alliances or cooperation may prevail, Struggle of power (Henslin, 1996) Key to all human history is Class struggle  Small groups control the production and exploits those who do not. Conflict perspective favors coercion view of social order. Human being is self- interested and competitive and Forced into conflict with one another over such scarce resources, wealth, and power. Coercion of less powerful groups and classes by more powerful groups and classes (Alix, 1995) IV. INTERACTIONALIST THEORY  Focuses on the nature and meaning of the interaction between and among humans.  More micro ( individual or small group) in attempting to explain human behavior and Focus on subjective meanings of behavior “much less scripted”, fluid, tentative and negotiable (good deal of freedom) Three variations of interactionalist theory:
2. Exchange Theory -Human interaction involves rational calculations -people calculate how much pleasure and pain they are like to experience in current situations based on their experience in past situations…..they seek to repeat pleasurable situations and to avoid painful ones. (Alix, 1995)
3. Symbolic Interaction-Involve objective assessment of the costs and benefits of interacting with other people. Subjective symbolic process….before interacting human being size up one another in terms of these symbolic meaning. (Ex. Woman, instructor, student)
4. Dramaturgical theory (Goffman 1922-1882)- Portrays people as actors in the literal sense. We act out everyday our everyday lives on succession of stages (social institutions). We script scenes (interaction episodes) to serve our interests. We dress ourselves in the costumes of the character we play. (Alix, 1995)

Reach a mutual agreement on the assessment No secret assessments - “All assessment in written form should be shared with clients”
Avoid blame and blaming - “Blame is the first cousin of deficit model of practice”
Avoid cause and effect thinking “Cause thinking represents only one of many possible perspectives of the problem situation and can lead to blaming.” Client problem situations are usually Multidimensional Represents Multidirectional actions Reflect dynamics (that are well suited to simple explanations)
Assess; do not diagnose Diagnosis understood in the context of pathology, deviance, and deficits Associated with medical model of labelling II. RIGHTS-BASED APPROACH “A human rights approach adds value because it provides a normative framework of obligations that has legal power to render governments accountable”. (Mary Robinson, World Summit on Sustainable Development, 2002)  A rights-based approach to development explicitly focuses on the attainment of minimum conditions for living with dignity.  Academic and development-related literature defines a rights-based development approach in various ways, based in legal, socioeconomic or political perspectives ( ICRW, 2006) a) First, a rights-based approach to development is based on a framework of rights and obligations.  “A rights-based approach is founded on the conviction that each and every human being, by virtue of being human, is a holder of rights. obligation on the part of the government to respect, promote, protect, and fulfill it. a process of enabling and empowering those not enjoying their ESC (economic, social and cultural) rights to claim their rights.” b) Second , a rights-based approach should encompass the full range of indivisible, interdependent and interrelated rights (i.e., civil, cultural, economic, political and social rights). an approach would be incompatible with development policies, projects or activities that have the effect of violating rights. c) Third , a rights-based approach focuses on raising levels of accountability and transparency in the development process by identifying rights- holders (and their claims) and corresponding duty-bearers (and their obligations). addresses both the “positive” obligations of duty- bearers (to recognize, respect, protect, promote and provide rights) and their negative” obligations (to abstain from rights violations) provides for the development of adequate laws, policies, institutions, administrative procedures, practices and mechanisms for redress and accountability that can ensure the realization of entitlements and respond to the violation of rights. calls for the “translation” of universal standards into locally determined benchmarks for measuring progress and enhancing accountability d) Fourth critical feature of a rights-based approach is that it requires a high degree of participation rights-based approach emphasizes access for rights- holders to development processes, institutions, information and mechanisms for redress and complaints. In the context of development work, this means that the partners in and beneficiaries of development have access to a development project’s mechanisms. e) Finally, a rights-based approach must give particular attention to issues of discrimination, equality, equity and vulnerability development efforts must engage vulnerable groups, such as women, minorities, indigenous peoples and prisoners. Because vulnerable populations vary by context, a rights-based approach requires program designers and other staff to consider local circumstances when identifying vulnerable populations. The main objectives of a rights-based approach are to:
1. Strengthen the understanding of rights, i.e., understanding the location, forms and perpetrators of rights violations; recognizing who is vulnerable and assessing degrees of vulnerability; and recognizing existing power imbalances in society;
2. Ensure accountability and transparency by identifying rights-holders (and their entitlements) and corresponding duty-bearers (and their obligations);
3. Build capacities for the realization of rights so that rights-holders can make claims and duty-bearers can meet their obligations;

Facilitate the active and meaningful participation of multiple stakeholders, including people who directly benefit from projects through access to development processes and institutions, improved information, legal redress, and other positive strategies; 5. Create a sense of ownership of development processes through strategies of empowerment that focus on rights-holders both directly and through their advocates and civil society organizations; and 6. Encourage the expression of rights through different mediums of communication and interaction with people across regions. (Aanchal Kapur and Nata Duvvur, ICRW 2006) III. FEMINIST PERSPECTIVE  A feminist perspective provides a political foundation for social workers striving to achieve a just society (Baines, 1997; Carr, 2003; Gutiérrez & Lewis, 1998; Saulnier, 1996; Turner & Maschi, 2015).  A feminist view concretely links individual experiences with social forces.  Gender is a defining factor in how power is distributed at all levels of society.  From a feminist perspective, the personal is political.  Social forces perpetuate the subjugation of women, and this oppression plays out in interpersonal relationships and interactions.  oppressed position of women in our society results from a patriarchal construction of reality.  Feminism^ forces^ social^ workers^ to^ turn^ from^ a stance of neutrality to a position of advocacy for gender equality  Feminism does not offer a singular view, but rather a set of perspectives that have a core consistency.  Hyde (2008) states that tenets of feminist practice should include: incorporating democratized processes and structures that promote collaboration, networking, and relationship building; extending the focus beyond gender and white middle-class perspectives to eliminate all forms of oppression; and understanding the transformational nature of change in social, economic, and political structures inherent in pursuing justice for all those who experience oppression and discrimination.  “Feminism is a movement to end sexism, sexist exploitation, and oppression” (bell hooks ,2000)  Feminism is a complex notion that has vast differences in meaning and connotation for people spanning generations, ethnic identities, sexual, social, nationality, and myriad identities.  Feminism is not a static notion; rather it evolves with us throughout our lives and is shaped by the various lenses we use to view the world at large and, most importantly, ourselves.  Feminist theory is founded on three main principles (Ropers-Huilman, 2002). 1) Women have something valuable to contribute to every aspect of the world. 2) As an oppressed group, women have been unable to achieve their potential, receive rewards, or gain full participation in society. 3) Feminist research should do more than critique, but should work toward social transformation. BIOLOGICAL SEX VS. GENDER  Biological Sex refers to the physiological and anatomical characteristics of maleness and/or femaleness with which a person is born.  Gender Identity refers to one’s psychological sense of oneself as a male, female, gender transgressive, etc.  Gender Role refers to the socially constructed and culturally specific behavior and expectations for women (i.e. femininity) or men (i.e. masculinity) and are based on heteronormativity.  Gender Expression refers to the behavior and/or physical appearance that a person utilizes in order to express their own gender. This may or may not be consistent with socially constructed gender roles. (Adams, M., Bell, L. A., & Griffin, P., 1997; Hackman, 2010) TYPES OF OPPRESSION - Individual : Attitudes and actions that reflect prejudice against a social group - Institutional: Policies, laws, rules, norms, and customs enacted by organizations and social institutions that disadvantage some social groups and advantage other social groups.  These institutions include Types of Oppression- religion, government, education, law, the media, and health care system. - Societal/Cultural: Social norms, roles, rituals, language, music, and art that reflect and reinforce the belief that one social group is superior to another. (Hardiman, Jackson & Griffin, 2010)

 How families are defined in terms of structure and function has strong cultural determinants, often defined in terms of client worldviews. Client worldviews are culturally influenced beliefs about how individuals relate to the micro, mezzo, and macro dimensions of the social world, how individuals relate to the natural world, and individuals’ understanding of spirituality (Sue, 2006).  Worldviews about family structure and function are the basis for how family members understand many if not all of the presenting problems that bring families into contact with social workers. When confronted by stark family worldview differences that suggest oppressive or abusive cultural practices, social workers are advised to consult a variety of frameworks, including: professional codes of ethics, legal codes, public policy, and the social work agency’s values and mission, as well as human rights frameworks. FAMILY SYSTEMS FRAMEWORK Family assessment in social work is conducted within a systems framework systems framework shows how families organize to achieve their goals and perform their functions. Dimensions of a Family Systems Framework Assessment Homeostasis Boundaries and Boundary Maintenance Family Decision Making, Hierarchy, and Power Family Roles Communication Styles of Family Members Family Life Cycle Family Rules Social Environment Family Adaptive Capacity (Stressors and Strengths)

Homeostasis is a systems concept that describes the tendency of a system to maintain or preserve equilibrium or balance. Homeostasis is a conservative property of family systems that strives to maintain the status quo.  For example, it may try to maintain the status quo in response to family transitions in the life cycle or stressors associated with acculturation or environmental events. As systems, families develop mechanisms that serve to maintain balance in their structure and operations.  They may restrict the interactional repertoires of members to a limited range of familiar behaviors and develop mechanisms for restoring equilibrium whenever it is threatened, in much the same way that the thermostat of a heating system governs the temperature of a home.  Homeostasis operates through a pattern of feedback loops to reinforce the status quo and to preserve the family structure. Feedback loops are cycles of interactions, or expected interactions, that are used to exert influence over families and family members. Sometimes feedback loops are quite dramatic, involving aversive, coercive, forceful, and loud communication strategies (e.g., yelling, threats of violence). Whereas other times feedback loops are subtle, quiet, subversive, and difficult to detect (e.g., not following through on agreements). Feedback loops also regulate family relationships with external environments. Families themselves receive feedback from their external environments that send messages, such as “You are a good family” or “You are not a good family.” Often these messages reflect the community’s values, representing its views about human rights, justice, and shared obligations, while at other times these messages can be a conduit for injustice and oppression. 2. Boundaries , a central concept in family systems theories, can be likened to abstract dividers that function a.) between and among other systems or subsystems within the family and b.) between the family and the environment.  Boundaries are invisible lines that identify people as insiders and as outsiders.  They can be detected or observed by behaviors and communication patterns, both blatant and subtle, that signify who belongs within an identifiable family or subsystem within a family.  External Family Boundary- families necessarily engage in diverse transactions with the environment.  Boundaries change over time as the family system as a whole and its members experience various developmental levels. Families can widely differ in the degree to which they are flexible and accepting of transactions with other systems.  In operational terms FLEXIBILITY means the extent to which outsiders are permitted or invited to enter and become part of the family system and whether members are allowed to invest emotionally and engage in relationships outside the family.

 Flexibility also means the extent to which information and materials are exchanged with the environment. Example: A family system with rigid, inflexible boundaries is characterized by strict regulation that limits its transactions with the external environment and that restricts incoming and outgoing people, objects, information, and ideas.  Rigid^ boundaries^ can^ serve^ important^ functions^ for the family by preserving territoriality, protecting the family from undesired intrusions, & safeguarding privacy, among others.  But rigid boundaries can also limit family members’ access to social support and opportunities in the external environment. Note: Assessing the boundary patterns of families related to outside influences, it is essential that you consider the family’s unique style cultural preferences, strengths, and Needs. Families may have more flexible boundaries with extended family members, perhaps including well-defined obligations and responsibilities to one another.  Conversely, those boundaries may appear more or less flexible when external influences intrude upon family traditions and values and are seen as a source of conflict or disruption to the family system. For example: the behavior of a youth that results in the entry into the family of a juvenile probation officer can be disruptive, but the family system out of necessity can reluctantly accommodate this intrusion. At still other times, the family may change to accommodate new inputs over the course of the life cycle or during transitions. Internal Boundaries and Family Subsystems  All families develop networks and relationships between coexisting subsystems that can be formed on the basis of gender, interest, generation or functions that must be performed for the family’s survival (Minuchin, 1974).  Members of a family may simultaneously belong to numerous subsystems, entering into separate and reciprocal relationships with other members of the nuclear family, depending on the subsystem they share in common (e.g., parents, mother/daughter, brother/sister, father/son), or with the extended family (e.g., grandmother/granddaughter, uncle/nephew, mother/son-in-law). For example , a teenager may be able to enlist his or her mother’s support in asking his or her father’s permission for a special privilege. A grandmother living in a home may voice disagreement with her daughter and son-in-law regarding their discipline of children, thus temporarily forming a coalition with the children.

Social Work: Definition, Principles, and Practice, Lecture notes of Social Work

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Download Social Work: Definition, Principles, and Practice and more Lecture notes Social Work in PDF only on Docsity!

BALAGOSA, ZSANYNN ROSE B. BSSW 3A

SW 114 SOCIAL ENVIRONMENT AND SOCIAL WORK