SYSTEMS
The systems we interact with in our everyday lives are far more intricate and connected than we could ever fully comprehend. That said, there was one project within the Human Services program that helped me understand the importance of systems the most: a Landscape Portfolio I created in HSP 301: Personal Systems. The stories therein are pieces of my life I have chosen to share and how each experience affected my outlook on the world I live in.
Bronfenbrenner's Ecological Systems Theory is the basis behind this understanding of systems. The theory breaks down our direct and indirect relationships with the world around us. That breakdown is separated in to four categories: microsystems, mesosystems, exosystems, macrosystems, and the chronosystem. A component of the inter-working systems is something called Chaos Theory. As described in the link, Chaos Theory includes Bifurcation Points, Butterfly Effects, and Self-Organizing. It is important to add that all links provided thus far are pieces of my own history seen through Bronfenbrenner's theory.
In the last year, I incorporated many new elements to my various different Systems. One very specific instance where this occurred was February 2014, when I went to Peru as part of a delegation. To begin, because I had received the opportunity through a family friend on my mother's side (thereby, a part of my mesosystem), it was a sort of butterfly effect. By going to Peru, I was entering into a non-English speaking society for the first time in my life. I was also working with a population that had a very different socioeconomic situation than what I had grown accustomed to. These became additions to my exosystem and the people I interacted with an befriended became part of my microsystem. The country of Peru, in particular, the Puno region, thereby (since they were associated with these new additions to my systems) became part of my overall macrosystem.
In the last year, I incorporated many new elements to my various different Systems. One very specific instance where this occurred was February 2014, when I went to Peru as part of a delegation. To begin, because I had received the opportunity through a family friend on my mother's side (thereby, a part of my mesosystem), it was a sort of butterfly effect. By going to Peru, I was entering into a non-English speaking society for the first time in my life. I was also working with a population that had a very different socioeconomic situation than what I had grown accustomed to. These became additions to my exosystem and the people I interacted with an befriended became part of my microsystem. The country of Peru, in particular, the Puno region, thereby (since they were associated with these new additions to my systems) became part of my overall macrosystem.
There were five other courses I took in the Human Services program that helped me to better understand "systems." These courses were broken up into two sections--Junior Core and Senior Core. Junior included HSP 301: Interpersonal Systems (examined above), HSP 303: Interpersonal Systems, and HSP 305: Small Group Systems. Senior Core included HSP 402: Organizational Systems, HSP 404: Community Systems, and HSP 406: Global Systems.
After my experience in HSP 301: Personal Systems, I moved on to the next course in the sequence--HSP 303: Interpersonal Systems. According to the syllabus, the goal of this course was to create an understanding of interpersonal communication and how it relates across different group sizes and systems, to analyze healthy and unhealthy interpersonal systems, to build skills in working with professional dyadic relationships, and relating all of this back to the human services practice (Korsmo 2013). To accomplish this, we were given the task of separating into dyads and developing a project that reached out to the community. Truth be told, I was not fond of my dyad. I did not feel my voice was respected or heard. Yes, our project of creating a LifeBook for a young boy being adopted was completed. However, it was an uncomfortable experience that I felt completely left out of. That said, I had a great opportunity to reflect on unhealthy interpersonal systems and how to work through them in the future.
The final course as part of Junior Core was HSP 305: Small Group Systems. This course was focused on the various stages a group goes through as it develops, the processes by which those groups function effectively and how changes within the environment and communication impact a group's dynamics and outcomes, the role of leadership in a small group system, and the diverse ways in which small groups support human service ideals (Korsmo 2013). One thing I took away from this course was having the challenge of communicating effectively within a small group and its sub-committees. To achieve this, I practiced facilitating small group discussions, utilized verbal, written, and technological communication methods. As mentioned in the Technology and Indirect Services sections, during this course, I worked within a small group to develop an FAQ page for an organization's website. In order to achieve this, all the techniques listed above were utilized.
To start off Senior Core, we began by learning about organizational systems in the class of the same name, HSP 402: Organizational Systems. For this course, we examined human service organizations in relations to other systems. To understand this we focused primarily on organizational theory, how systems are influenced, and the role of human service professionals in organizations. There was also an added emphasis on using ourselves as "change agents" (Jones 2013). Truth be told, the time in this course is a vague memory. I believe that has a lot to do with the fact that this one, in comparison with Junior Core, was discussion and reading-based. It also pushed us to look at the facts and not just our own predispositions (which I am far more inclined to). A perfect example of this is when we were randomly placed into small groups and given a topic (and stance) that we would have to debate on.
During the 2014 Winter Quarter, I took HSP 404: Community Systems. This course focused on influencers of community systems, different ways such influences on community structure and processes occur, and how human service professionals can effectively interact in such environments (Jones 2014). Like the previous course mentioned, this one was discussion and reading-based. To make it more engaged and relatable, however, we focused a lot o our attention on community systems around Washington State. We also had the opportunity to create a self-directed "Community Engagement." For this, I chose to help a street-outreach program I volunteer with--CAST. Communication was very limited amongst the coordinators of this program. We were constantly running out of supplies, misplacing kitchen utensils, and not helping prep for the next group (at the end of our "shifts" we have to move items from a freezer to a fridge so that they defrost in time for the next day). Sick of this disorganization, I set up a "communication log" in the storage unit so that all coordinators could communicate what was running low, what was completely gone, and where items were placed for the next group.
The final system I learned about during the Human Services program was that of Global Systems. In HSP 406: Global Systems, we examined societal and global systems as they relate to systems within a human services mindset. There were also several discussions on advocacy, change, and social justice. To do this, we read a book (and watched a documentary of the same concept) about the global economy of a single, white, 100% cotton t-shirt. By examining such a simple item, we were able to uncover the drastic contrasts between privilege and resources around the world. As an added bonus, we also got to present on political and social issues around the world.
After my experience in HSP 301: Personal Systems, I moved on to the next course in the sequence--HSP 303: Interpersonal Systems. According to the syllabus, the goal of this course was to create an understanding of interpersonal communication and how it relates across different group sizes and systems, to analyze healthy and unhealthy interpersonal systems, to build skills in working with professional dyadic relationships, and relating all of this back to the human services practice (Korsmo 2013). To accomplish this, we were given the task of separating into dyads and developing a project that reached out to the community. Truth be told, I was not fond of my dyad. I did not feel my voice was respected or heard. Yes, our project of creating a LifeBook for a young boy being adopted was completed. However, it was an uncomfortable experience that I felt completely left out of. That said, I had a great opportunity to reflect on unhealthy interpersonal systems and how to work through them in the future.
The final course as part of Junior Core was HSP 305: Small Group Systems. This course was focused on the various stages a group goes through as it develops, the processes by which those groups function effectively and how changes within the environment and communication impact a group's dynamics and outcomes, the role of leadership in a small group system, and the diverse ways in which small groups support human service ideals (Korsmo 2013). One thing I took away from this course was having the challenge of communicating effectively within a small group and its sub-committees. To achieve this, I practiced facilitating small group discussions, utilized verbal, written, and technological communication methods. As mentioned in the Technology and Indirect Services sections, during this course, I worked within a small group to develop an FAQ page for an organization's website. In order to achieve this, all the techniques listed above were utilized.
To start off Senior Core, we began by learning about organizational systems in the class of the same name, HSP 402: Organizational Systems. For this course, we examined human service organizations in relations to other systems. To understand this we focused primarily on organizational theory, how systems are influenced, and the role of human service professionals in organizations. There was also an added emphasis on using ourselves as "change agents" (Jones 2013). Truth be told, the time in this course is a vague memory. I believe that has a lot to do with the fact that this one, in comparison with Junior Core, was discussion and reading-based. It also pushed us to look at the facts and not just our own predispositions (which I am far more inclined to). A perfect example of this is when we were randomly placed into small groups and given a topic (and stance) that we would have to debate on.
During the 2014 Winter Quarter, I took HSP 404: Community Systems. This course focused on influencers of community systems, different ways such influences on community structure and processes occur, and how human service professionals can effectively interact in such environments (Jones 2014). Like the previous course mentioned, this one was discussion and reading-based. To make it more engaged and relatable, however, we focused a lot o our attention on community systems around Washington State. We also had the opportunity to create a self-directed "Community Engagement." For this, I chose to help a street-outreach program I volunteer with--CAST. Communication was very limited amongst the coordinators of this program. We were constantly running out of supplies, misplacing kitchen utensils, and not helping prep for the next group (at the end of our "shifts" we have to move items from a freezer to a fridge so that they defrost in time for the next day). Sick of this disorganization, I set up a "communication log" in the storage unit so that all coordinators could communicate what was running low, what was completely gone, and where items were placed for the next group.
The final system I learned about during the Human Services program was that of Global Systems. In HSP 406: Global Systems, we examined societal and global systems as they relate to systems within a human services mindset. There were also several discussions on advocacy, change, and social justice. To do this, we read a book (and watched a documentary of the same concept) about the global economy of a single, white, 100% cotton t-shirt. By examining such a simple item, we were able to uncover the drastic contrasts between privilege and resources around the world. As an added bonus, we also got to present on political and social issues around the world.
Related CSHSE Standards
Standard 12: The curriculum shall include knowledge and theory of the interaction of human systems including: individual, interpersonal, group, family, organizational, community, and societal.
Standard 17: Learning experiences shall be provided for the student to develop his or her interpersonal skills.
Standard 20: The program shall provide experiences and support to enable students to develop awareness of their own values, personalities, reaction patterns, interpersonal styles, and limitations.
Standard 12: The curriculum shall include knowledge and theory of the interaction of human systems including: individual, interpersonal, group, family, organizational, community, and societal.
Standard 17: Learning experiences shall be provided for the student to develop his or her interpersonal skills.
Standard 20: The program shall provide experiences and support to enable students to develop awareness of their own values, personalities, reaction patterns, interpersonal styles, and limitations.