General System Theory
The Biological System of the Individual
Human Behavior and the Social Environment
SSS 571
September 27, 2010
Christine Anlauf Sabatino, Ph D, LICSW, C-SSW
Associate Professor
Director, Center for the Advancement of Children, Youth, and Families
National Catholic School of Social Service
The Catholic University of America
Sabatino@cua.edu
202.319.5461
Introduction:
Your Goals
• What questions and concerns do you
have about learning General System
Theory (GST) and how to apply it to
social work practice?
• What would you like to take away
from this lecture on GST?
Review
• How do we know what we know about
human behavior and the social
environment theories, perspectives, and
paradigms/models?
(Four philosophical frameworks)
• What is the “truth” about human behavior
and the social environment based on
theory (abstraction) and
research/empiricism (observation)?
(Classical knowledge development)
Review: Purpose of Theory
–
To explain behavior and events
–
To guide change activities
Two types of change –
normative &
directed interventions
Purpose of GST
•
According to General Systems Theory,
human behavior/conduct is a explained by
________.
•
According to General Systems Theory,
natural change is brought about by _________.
•
According to General Systems Theory,
guided change is brought about by _________.
Review:
Framework for Leaning Theory
An overview of the theory – the basic premise/definition
Historical context – original theorists & variant forms
Key concepts –
explanatory functions
change functions
Contemporary issues
Application to social work
Critical analysis
Summary
Overview:
Systems Defined - Short Version
•
A system is a complex whole with a set of
components interacting with each other that has a
boundary determining what is inside the system and
what is outside the system
Overview:
Systems Defined - Long Version
A system is a
•
set of components
•
interacting with each other
•
with a boundary possessing the ability
•
to filter both the kind and rate of
•
inputs and
•
outputs
•
to and from the system.
Overview:
Basic Premise
A system achieves its goal
by taking in energy/information/inputs/resources,
using or processing these elements,
then expelling energy/information/outputs/products
that are different from the original inputs
Historical Context
GST incorporates knowledge and principles from
many disciplines including
– biology
– economics
– psychology
– mathematics
– sociology
– physics
– engineering
– medicine
– social work.
Historical Context
The wide usage of the systems approach since the late
nineteenth century by the physical sciences was
fostered by the necessity to overcome the
overpowering skepticism that was occurring with
sciences whose principles were based on the naïve
conception of a simple one-way cause-and-effect
ideas (Turner, p. 602, 1996).
Historical Context
Prior to general systems theory, there was little
examination of the relationship between system
parts and their effects on one another.
Historical Context
GST developed in part as a response to psycho
dynamic theories which focused exclusively on
internal mental processes, without any recognition of
the impact of external forces on internal dynamics
and social transactions.
Major Theorist and Their Disciplines
•
•
•
•
•
•
•
W.R. Ashby, a bacteriologist
L. Von Bertalanffy, a theoretical biologist
U. Bronfenbrenner, developmental psychologist**
K. E. Boulding, an economist
K. Lewin, psychologist
J. G. Miller, a psychiatrist and psychologist
A. Rapoport, a mathematician
Major Theorist and Their Disciplines
These theorists’ works on cybernetics, information
theory, game theory, and network theory were
applied to the social and behavioral sciences that
was looking for a way to make conceptual
connections between disparate phenomena.
**Urie Bronfenbrenner introduced the term “human
ecology” because he thought socio-cultural
phenomena were intrinsic to all systems.
Major Social Work Theorist
Gordon Hearn
Lead the discussion about GST as a meta-theory and
conceptual framework for professional social work.
Carole Germain & Alex Gitterman adapted GST and developed a
social work practice model.
Germaine, C. & Gitterman, A. (1996). The life model of social
work practice: Advances in theory and practice. New York:
Columbia Press.
Ellen Netting adapted GST for development of a macro practice text
book.
Orren Dale, Rebecca Smith, Julie M. Norling, and Wayne A. Chess
adopted GST as the framework for their HBSE textbook.
Variant Forms or Adaptations of GST:
Hutchinson reading
The biological person
•
Nervous system
•
Endocrine system
•
Immune system
•
Cardiovascular system
•
Musculoskeletal system
•
Reproductive system
The biological person
The presentation for each of these systems has included
detailed information about illness and disease
processes.
What it does not present is a detailed discussion of the
pharmacology associated with the prevention and
treatment of various illnesses. Discuss this issue
with your field instructor.
The biological person
These interior biological systems are influenced by
social, political, cultural, and economic
environmental systems.
The biological person
We are obligated to rule out a physiologically-based
reason for the current psychosocial
challenge/issue/need/problem.
Each agency setting attends to specific facets of the
biological system for their client population and
service delivery system.
Variant Forms or Adaptations of GST:
Robbins reading
The individual system
•
Biological system
•
Emotional system
•
Cognitive system
•
Spiritual system
Structural Functionalism: a sociological paradigm
developed by Talcott Parsons that examined “how
social systems survive and why institutionalized
patterns of interaction persist” (Robbins, p. 29).
The structure of a system determines its function; hence
the structural definition of a system takes primacy
over the functional definition. Without structure,
function is impossible.
Ecological Perspective: an approach to human behavior
which examines the progressive, mutual
accommodation throughout the course of life
between an active, growing human being and his or
her environment (Uri Bronfenbrenner).
A multidisciplinary approach adapted to social work
practice in the form of the “Life Model” wherein the
overarching focus is on the transactions between
people and their environments. Major concepts
include stress, adaptation, goodness-of-fit, habitat,
niche, mutuality, and transaction.
Deep Ecology: posits that there is an interdependency
between human beings and total planetary ecology,
that there is intrinsic value in all life, and that
diversity, interdependency, and complexity reflect
the nature of life. (Robbins, p. 46 - 47).
Eco-feminism: challenges hierarchy and oppressive
power structures and highlights the importance of
interconnectedness, relatedness, and wholeness
within, among, and between humans and nature
(Robbins, p. 48).
Major Theorist and Their Disciplines
Some therapist have applied GST concepts to their work
with families, leading to various forms of family
system therapy.
•
Murray Bowen “family psychiatry”
(schizophrenia)
•
Salvador Minuchin “structural family theory”
(disorganized, lower socio-economic families)
•
Jay Haley “strategic family theory”
(focus is on communication patterns, rules, and
distribution of power)
Dynamic Systems Theory:
Robbins reading
Explanatory Statement
How GST Describe HBSE
Human, institutional, and community conduct is a
function of the actions and activities designed to
achieve a specific goal.
Dynamic Systems Theory:
Robbins reading
Key concepts
• Focal system: The unit of attention or analysis
• Supra system: The environment of the focal
system; absorbs the system’s outputs
• Subsystem: The units within the system
Holon:
a focal system that is simultaneously –
a whole with it own distinctive qualities;
a part of larger systems, and ;
a container of subsystems.
Dynamic Systems Theory:
Robbins reading
Boundary:
• the region separating one system for another
• defines what is inside or outside the system
• regulates the flow of energy/information (inputs)
entering and leaving the system (outputs)
• transfers energy/information from focal system to
supra- or sub-systems
• needs to be semi-permeable
Types of boundaries
Enmeshed boundaries: too permeable
Disengaged boundaries: too rigid
• Inputs: Energy/information/resources introduced
and absorbed by the system
• Throughputs: The transformation of
energy/information/resources to be used by the
focal system to achieve its goal
• Outputs: Energy/information/products discharged
from the system
Open system:
• A system that accepts and responds to inputs;
• receives and exchanges
energy/information/resources from outside the
system;
• characterized by an active exchange with the
environment;
• greater ability to adapt;
• more goal oriented
Closed system:
• A system that has limited transactions
with supra-systems or sub-systems
• does not accept and respond to inputs
• fails to receive and exchange
energy/information/resources
from outside the system
• characterized by very little active exchange
with the environment
• less able to adapt
• less goal oriented
Feedback:
• monitoring efforts to reach the system’s goal;
• transmission of information
about actions the system has performed;
• assessment of system output that is
used as input for subsequent action
Two types of feedback
Positive feedback:
• accelerate actions
• feedback loop signals the system is
to open and allow more inputs
Negative feedback:
• decelerate actions
• feedback loop signals the system is to
close and to cut off or reduce inputs.
• Adaptation: the ability of a system to discriminate
and act effectively on their environment
• Adaptive systems are more complex because
they have a greater capacity to grow and develop
their arrangements.
Entropy:
• when a system moves toward disorganization or
becomes stagnant and chaotic
• energy is not exchanged with the environment
and the system becomes ‘run down.’
• Dynamic system: one that finds a new and
different balance after a disturbance
• Static system: A system that returns to the same
fixed point or position after a disturbance
Change:
Without Social Work Intervention
Normative Change:
Feedback loops serve
to support current course of action or
indicate a new course of action is necessary
to achieve the system goal.
Change:
With Social Work Intervention
Prepare for planned change or interventions after a
thorough assessment
General Systems Theory:
Assessment
• What is the goal?
• Has the goal been clearly defined?
• Is it realistic and applicable to the system?
General Systems Theory:
Assessment
Review the key concepts to determine which one
helps to explain the system’s problem:
•
•
•
•
•
•
•
•
Correct focal system?
Boundary issues?
Closed system?
Input/throughput/output used?
Feedback issues?
Adaptation issues?
Inability to maintain homeostasis or equilibrium?
In a state of entropy?
Planned Change or Social Work Intervention
Create system change through specific techniques
•
•
•
•
•
•
•
•
•
Analyze the viability of the system goal
Delineate the focal system
Realign subsystems
Alter boundaries
Provide new
input/resources/information/products
Assist system to process throughputs differently
Evaluate success of outputs/feedback in relation
to goal
Support adaptation, homeostasis, equilibrium
Guard against entropy
Planned Change or Social Work Intervention
Determine which actions
will bring about the greatest movement
toward the goal
(maximum point of reverberation)
Strengths of the GST
Moves from a linear cause and effect analysis of
issues/concerns/challenges/problems to a
reflection on the multiple dynamic transactions
between persons and their environments
Recognizes the value of the formal and informal
social contexts (supra systems)
Does not pathologize situations
Weaknesses of the GST
Concepts are specific but the application of the
concepts is inferred and very abstract
One may question the underlying assumption that
change in one part of the system will bring about
change in another part of the system. Resistance
to change is a powerful force in the system
Can be used to deny individual responsibility
Critically Reflective Analysis Framework:
Robbins, Chatterjee & Canda
Q. What specific aspect of human development and
human relations does the theory address and
emphasize? Which dimensions are addressed
and which dimensions are omitted?
A. All aspects and all dimensions are included in
GST
Critically Reflective Analysis Framework:
Robbins, Chatterjee & Canda
Q. What is the theory’s relevance to individuals,
families, groups, organizations, institutions,
and communities? Where on the micro-macro
continuum is the theory most relevant?
A. GST may applied to all units of attention along
the micro/mezzo/macro continuum of
abstraction
Critically Reflective Analysis Framework:
Robbins, Chatterjee & Canda
Q. How consistent is the theory with social work
values and ethics?
A.
Because all variables are considered relevant in
GST theory, it is able to incorporate issues
related to race, gender, culture, religion, sexual
orientation, ability, and social class?
The problem is that one has to take the concept
and infer/link/apply it to the specific concrete
issue/challenge/need/problem under discussion
Robbins, Chatterjee & Canda Critical
Analysis Framework
Q. What does the theory say about human nature?
A.
The theory is very hopeful and optimistic.
Despite its beginning in the hard sciences,
change is seen as inevitable and constant, and
it can take place through multiple processes.
Robbins, Chatterjee & Canda Critical
Analysis Framework
Q. What is the empirical evidence to support GST?
A. The empirical base is limited but it is developing.
Robbins, Chatterjee & Canda Critical
Analysis Framework
Q. On what grounds does the theory base its
appeal?
A.
It is a dynamic theory that is applicable to
multiple populations, problems, and settings
across the micro-mezzo-macro continuum
Bibliography:
Classical Literature
•
Berrien, K.F. (1968). General systems theory. New
Brunswick, NJ: Rutgers University Press.
•
Bronnfenbrenner, U. (1979). The ecology of human
development: Experiments by nature and design.
Cambridge, MA: Harvard University Press.
•
Von Bertalanffy, L. (1968) General Systems Theory:
foundations, Development, Applications. New York:
George Braziller.
Bibliography:
Contemporary Literature
Bolland, K., & Atherton, D. (1999). Chaos theory: An
alternative approach to social work practice and
research. Families in Society: The Journal of
contemporary Human Services, 80(4), 376-373.
Bronfenbrenner, U. (1989). Ecological system theory. Annals
of Child Development, 6, 187-249.
Dale, O., Smith, R., Norlin, J.M., & Chess, W. (2006) Human
Behavior and the Social Environment: Social Systems
Theory (5th ed.). Boston, MA: Allyn & Bacon.
Friedman, B. (1997). System theory. In J. Brandell, Theory
and Practice in Clinical Social Work (pp.3-17). New
York: Free Press, Simon & Schuster, Inc.
Forder, A. (1976). Social work and systems theory. British
Journal of Social Work, 6 (1) 23-41.
Germaine. C. & Gitterman, A. (1996) The Life Model of social
work practice: Advances in theory and practice. New
York: Columbia University Press.
Halmi, A. (2007). Chaos and non-linear dynamics.
International Social Work, 46(1), 83-101.
Hudson, C. (2000). At the edge of chaos: A new paradigm for
social work? Journal of Social Work Education, 36(2),
215-230.
Netting, E. F., Kettner, P.M., & McMurty, S. (2007). Macro
Social Work Practice (4th ed.). Boston: Allyn & Bacon.
Warren, L., & Streeter, C. (1998). New directions in systems
theory: Chaos and complexity. Social Work, 43(4), 357372.