Deaf Culture
Kendra Rhodes November 18, 2007
The centuries old Deaf America has much to show for their perseverance and a wholly justifiable pride in their strong existence today. From the challenges of sparse schooling, oppression and lack of understanding there came an existence of an identity stronger than most. For every hit they took, I saw strides ahead, in what has today become a culture.
Deaf culture in America began in the early 1800’s around the time that the first schools for the deaf were constructed. “A matrix of variables contributed to the formation of the deaf community: school experiences, paternalism, social status, public prejudice, occupational categories and urbanization.” (Winzer p. 363). In her article regarding the history of the Deaf she goes on to explain that in order to “survive and even thrive in a hostile hearing world, the deaf community catered to special needs and sustained a way of life for an emerging deaf urban group” (p. 363). In these times the “deaf persons saw themselves as an excommunicated class and they reacted by drawing into cohesive groups and primarily confining their social relations to other deaf individuals” (p. 363). Because of the relatively low numbers of deaf children and the widespread demographic of the population when schools for the deaf were constructed, most of them were boarding schools in which the kids would travel to and stay at for the majority of the year (www.throughdeafeyes.org). In these schools there was a flourish of activities. The students had social clubs, outings, sports, newspapers etc. The experiences that the children had in the schools for the deaf further strengthened the kinship they’d built by leading their lives segregated under public prejudices.
The first ever school for the deaf was opened in Hartford, Connecticut and named “Connecticut Asylum for the Education and Instruction of Deaf and Dumb persons.
In the language of the day, asylum meant a safe place, and dumb referred to
individuals who did not speak with understandable speech. Because of
changing word associations, asylum eventually gave way to institution, then
school. Today the ‘Connecticut Asylum’ is named the American School for the Deaf.
Mason F. Cogswell, Rev. Thomas Hopkins Gallaudet, and Laurent Clerc were the three founders of that first school for the deaf (www.throughdeafeyes.org). Not only was Laurent Clerc instrumental in the opening of that first school, he was a brilliant deaf man who brought with him the sign language of Paris they’d used in the large Deaf community he’d left behind when he moved. His visual language coupled with the sign languages that traveled with the students coming from surrounding areas eventually made the transition from “the natural language of signs,” to the American Sign Language as it is known today (www.throughdeafeyes.org). “By the 1850’s, twenty schools had been established; by the turn of the century, more than 50”(www.throughdeafeyes.org).
“Thousands of young deaf people came to residential schools to live and
study together. A new culture was born, enriched by each passing generation
that came to include folklore, poetry, games, and jokes, as well as distinctive
rules of etiquette and sign naming practices. The language that would be known
as American Sign Language in the late 20th century was becoming more
standardized. From this common language and common experience arose and
American Deaf Community(www.throughdeafeyes.org).
It seems just when the Deaf were finding their niche in society and comfortably carving their own way through the hearing world a new school of thought came to challenge the fabric of community and language, oralism. In response to the increased immigration in the late 1800’s and the fear of ethnic, racial, and linguistic diversity, calls for limitations regarding the usage of languages other than English in schools were common (www.throughdeafeyes.org). “Education reformers urged schools for the deaf children to fundamentally change their teaching methods. Reformers wanted to eliminate “manualism,” the use of sign language, and replace it with “oralsim,” the exclusive use of speech and lipreading”(www.throughdeafeyes.org). Not only did the oralists want the deaf to learn lipreading and oral speech, “they opposed sign language, believing that it slowed the development of speech and set deaf people apart from society and invited discrimination. Oralists believed that speech was the way to ‘emancipate’ the deaf. Many deaf leaders profoundly disagreed, and portrayed oralists themselves as oppressors of deaf people” (www.throughdeafeyes.org). One of the foremost supporters of oralism was Alexander Graham Bell who is also well known as an inventor of the telephone. His strong push for and “support of oral education profoundly changed the way deaf children were taught” (www.throughdeafeyes.org). The deaf community did not turn over without a fight for the preservation of their preferred language. They pooled together and formed organizations such as the National Association of the Deaf beginning in 1880. They maintained that oral communication without the use of signing was inadequate. They struggled to keep hold of their language. During his presidency of the National Association of the Deaf (1907-1910), George Veditz “encouraged filming of skilled signers to preserve the language” (www.throughdeafeyes.org). “In the end, the oralists win, and sign is banned from most schools. ‘normal’ has become a synonym for ‘good,’ and deaf culture becomes [hidden]”(Hott, 2007) but maintains strength and momentum while continuing to forge clubs and activities together.
There have been a number of technological advances that have directly affected the deaf experience. The invention of the TTY, cochlear implant, subtitles and all deaf television programming are all examples.
“In 1964, Robert Weitbrecht, a deaf electronic scienties, developed and acoustic coupler that converted sounds into text” (www.throughdeafeyes.org). The TTY device made it possible for the deaf to place phone calls to other people with the same technology. “Before TTY’s, deaf people had to go in person to see if friends wsere home, make apointmens, or do any of the things hearing people did effortlessly by phone. For deaf people, TTY’s became a tool for change”(www.throughdeafeyes.org). Around that same year came the first dictionary for ASL and the national registry for interpreters. Another big step in the deaf community holding onto their language and communication.
Not all technology intended for the deaf person is as welcomed as the TTY was. The Cochlear implant has stirred much debate within and out of the Deaf community. Cochlear implants are a technology that includes electronic devices implanted inside the ear structure as well as external hardware in order to bring hearing to the deaf person. “The effectiveness and risks of the implants are a major part of the debate, but there is additional conflict between those who view deafness as an impairment and those who see it as a valued part of cultural identity” (www.throughdeafeyes.org). Furthermore, as the age of children receiving the implant gets younger and the instances of opting for the implants grow larger the debate moves toward the “type of support and educational services provided and the child’s exposure to visual language”(www.throughdeafeyes.org). The cochlear implants are not inexpensive. Even costing $45,000 for one of the two implants, it is a decision that many hearing parents of deaf children are still opting for in order to use hearing abilities as a way for them to communicate with their children. In many instances those parents intend to incorporate Deaf culture, history and Sign Language as a part of their lives as well (AP, 2006). Of the 100,000 worldwide cochlears’ implanted, about half was to adults and half to children (AP, 2006). Those that do decide to receive the surgery and the implants are up for scrutiny of those who are fundamentally opposed to the technology. Their oppositions come from fear that the implants “could eradicate a culture with its’ own language, customs and rewards”(AP, 2006). It could be explained from the Deaf persons’ perspective; “Deafness is not a disability, for them, It’s an identity”(AP, 2006).
While cochlears may not have been warmly welcomed by the whole of the deaf community, one other form of technology that was sought after was the subtitles. In 1988 came the “Television Circuitry Act that required all televisions with thirteen-inch screens and larger be equipped with a built-in decoder chip able to display the closed captions on television programs”(Campbell, 2001). Not only was it a progressive step for television viewing to be facilitated, it was important to recognize the portrayal of the deaf on the screen. “The image of deaf people, like that of other minorities, has long since been distorted by the entertainment industry…Hollywood, has dealt with deafness in a manner similar to its stereotyped treatment of ethnic and racial minorities” (Hott, 2007). Hott goes on to explain; “Now things have changed only a little.” There are still discrepancies in how the deaf are portrayed on screen and how their lives really are. One alternative to this problem is emerging through British television. Starting September 13th, 2007 “Britian’s 9 million deaf people [have] their own TV channel. Not just sign-presented or subtitled versions of existing programs, but entirely new content made by the deaf, for the deaf community” (Information TV, 2007). While the existence of deaf programming does not directly solve the problem of inappropriate portrayal of the deaf in mainstream television, it certainly speaks to the progress that is happening.
Additionally, there are ways that the deaf are striving to improve in order to better their own experience in spite of their discrimination. As late as 1982, the deaf community and sign language was not completely keeping up with societal changes. They had no universal sign for racism or feminism and had trouble grasping such monumental ideas. These challenges were there not because of a lack of intelligence or interest, merely, the words in their language had never existed before (Feld & Maeda, 1982). One other challenge that the deaf are facing still is the deaf experience in our criminal justice system. This challenge is two-fold. First the deaf are fighting injustices in how they are treated by professionals.
“These injustices result primarily from a lack of understanding of deaf
people on the part of the professionals working in the legal system…
However, it is the failure of criminal justice professionals to understand
the linguistic, educational, and cultural characteristics of the deaf population
that plays the greater role in perpetuating injustices (Vernon & Miller, 2005).
Secondly, there is also struggle to comprehend the legal language if there is nothing in their visual language to explain the information.
“ASL has no written form and is extremely constricted in its
vocabulary and uniquely different in syntax from English and other
oral languages. This is because ASL was suppressed for many years
by the American educational system and is still forbidden in some schools
and classes for deaf youth”(Vernon & Miller, 2005).
Two of the most monumental events in the deaf rights movement were the Disability act of 1990 and the Deaf community protests concerning the president of position in the only deaf college in the country. The Disability act of 1990 made it illegal for employers to discriminate against the deaf and “impact access to the telephone and public events such as festivals, tours, a nd plays. Interpreting services and captions became a requirement” in many instances (www.throughdeafeyes.com).
In 1988 the students at Gallaudet University staged huge protests to ensure that the next appointed president was a deaf one. “Founded in 1864, Gallaudet is the deaf world’s premier institution, and yet it had never been led by a deaf person”(Cloud, 2006). One protester was quoted as saying “In our world, we see Gallaudet as the Mecca.” This college is clearly a huge part of the Deaf community and many felt like the protests were “one of the critical moments in deaf history… [Their] civil rights movement”(Poppen, 2006).
In thinking of working with the deaf people as a human services professional, I would like to keep in mind that “people with disabilities are an oppressed group because they have not been allowed equal access to society’s benefits. They are a minority both in absolute numbers and in the political meaning of the word” (Mandell & Schram,2006). But in order to respect the population appropriately, I should realize that “some deaf people do not consider their deafness a disability because they are totally immersed in the Deaf culture and take great delight in it. They would consider it a handicap to be deprived of that culture” (Mandell & Schram, 2006). It is important to respect and support the accomplishments of the deaf in maintaining their identity. “The 300,000 Americans who are profoundly deaf really do share a distinct experience. No Handicaps here, just a ‘poetical’ language, a tight sense of community, and a growing pride that what once was segregated came to develop its own set of discrete characteristics worth preserving and celebrating” (Werts, 2007).
I remember during our class discussion about diversity we were exploring the best way to go about working with populations with disabilities. As a class we agreed that “we value honesty, sincerity and straightforward curiosity.” It is my intent to use that attitude whenever I find myself in the presence of someone who is deaf. Having learned so much about the Deaf culture and history, I feel an overall sense of awe in what the Deaf community has accomplished in maintaining their identity and pride.
Monday, June 1, 2009
Appendix B -- In class, with Mikel
Mikel E. Townsley
Kendra M. Rhodes
11.25.08
HSP402
In Class Assignment
1.What is the definition of a political ideology?
“An ideology is a system of values and beliefs regarding the various institutions and processes of society that is accepted as a fact or truth by a group of people” (Sargent, 2006, p3). What differentiates an ideology from a political ideology is simply the nature of the word. The definition of an ideology is interchangeable with the definition of a political ideology. What makes a political ideology is in essence an ideology of political nature.
2.Why study ideologies in a human services program?
I think it’s extremely important to have some awareness or understanding of ideologies and how they relate, create and impact the field of human services. Ideologies are, very benignly defined, a looking glass for how we view the world and certain things in it. An ideology can impact how we see the world because they act as the lenses for viewing. If the ideology (lenses) is blue then the world is seen in a blue hue, just as it would be if it were a pair of red lenses.
To study ideologies is become more conscious and aware of how our belief systems and understanding of the world around us impact our decision-making.
3.What is a system of governance?
The political system is representative of the entirety of all other systems; the ideological system and the social system. The political system is what governs and dictates all other systems under the guise of policies implemented by a governing whole, in other words, the government. With the political system, decisions are made that bind all other systems, it is the system of governance.
4.What is a system of economics?
“The economic system is concerned with the production, distribution and consumption of wealth, as well as the relationship to political system” (Sargent, 2006, p17). Examples of a system of economics are capitalism, socialist and mixed economies.
5.What is the difference between conservative and liberal?
Conservatism within the democracy today are interested in conserving something. They are resistant to change, have reverence for tradition and a distrust of human reason, rejection of the use of government to improve the human condition, ambivalence regarding governmental activity for other purposes, preference for individual freedom but willingness to limit freedom to maintain traditional values, anti-egalitarianism distrust of human nature.
Liberalism today is a tendency to favor change, faith in human reason, willingness to use government to improve the human condition, preference for individual freedom but ambivalence about economic freedom, greater optimism about human nature than conservatism.
6. What is capitalism? What are some of its attributes?
“Capitalism is often referred to as free market or laissez-faire capitalism, and is characterized by private ownership of property, no legal limit on the accumulation of property, the free market—no government intervention in the economy, profit is the driving force, profit as the measure of efficiency. In economic terms it means that every individual should be free to pursue their interests. The free market is open for them to accumulate as much profit as they want.” P. 102
Kendra M. Rhodes
11.25.08
HSP402
In Class Assignment
1.What is the definition of a political ideology?
“An ideology is a system of values and beliefs regarding the various institutions and processes of society that is accepted as a fact or truth by a group of people” (Sargent, 2006, p3). What differentiates an ideology from a political ideology is simply the nature of the word. The definition of an ideology is interchangeable with the definition of a political ideology. What makes a political ideology is in essence an ideology of political nature.
2.Why study ideologies in a human services program?
I think it’s extremely important to have some awareness or understanding of ideologies and how they relate, create and impact the field of human services. Ideologies are, very benignly defined, a looking glass for how we view the world and certain things in it. An ideology can impact how we see the world because they act as the lenses for viewing. If the ideology (lenses) is blue then the world is seen in a blue hue, just as it would be if it were a pair of red lenses.
To study ideologies is become more conscious and aware of how our belief systems and understanding of the world around us impact our decision-making.
3.What is a system of governance?
The political system is representative of the entirety of all other systems; the ideological system and the social system. The political system is what governs and dictates all other systems under the guise of policies implemented by a governing whole, in other words, the government. With the political system, decisions are made that bind all other systems, it is the system of governance.
4.What is a system of economics?
“The economic system is concerned with the production, distribution and consumption of wealth, as well as the relationship to political system” (Sargent, 2006, p17). Examples of a system of economics are capitalism, socialist and mixed economies.
5.What is the difference between conservative and liberal?
Conservatism within the democracy today are interested in conserving something. They are resistant to change, have reverence for tradition and a distrust of human reason, rejection of the use of government to improve the human condition, ambivalence regarding governmental activity for other purposes, preference for individual freedom but willingness to limit freedom to maintain traditional values, anti-egalitarianism distrust of human nature.
Liberalism today is a tendency to favor change, faith in human reason, willingness to use government to improve the human condition, preference for individual freedom but ambivalence about economic freedom, greater optimism about human nature than conservatism.
6. What is capitalism? What are some of its attributes?
“Capitalism is often referred to as free market or laissez-faire capitalism, and is characterized by private ownership of property, no legal limit on the accumulation of property, the free market—no government intervention in the economy, profit is the driving force, profit as the measure of efficiency. In economic terms it means that every individual should be free to pursue their interests. The free market is open for them to accumulate as much profit as they want.” P. 102
Appendix C -- Final HSP 402
Final Analysis 402
Kendra M. Rhodes
Human Services Program
Adjusting to this quarter compared to last year has been such a challenge for me. The content of this class is very much different than those last year. It has required a shift in my perspective and even the fundamental type of thinking required to grasp the content of the course. Nonetheless, I sum my learning in terms of the outcomes outlined by the syllabus.
Learning Outcome #1: Compare and contrast class-ism related to socio-economic stratification and how it is reflected in political ideologies that affect human services.
In reading Marx (2004) I learned about how political ideologies are such a fundamental and often times underlying or undetected influence on the way society is as a whole. In some ways I wonder if the ideologies affect and/or cause some of the class-ism and socio-economic stratification or if the socio-economic stratification is what creates the ideologies. Either way, they are undeniably linked. The way our society holds reverence to one another in terms of economic standing creates such issues as class-ism that permeates every pore of our field. The fundamental ideas, or ideologies, that are a part of our experience affect the way individuals see themselves, their families, jobs, homes, neighborhoods and what we as a society value to be healthy, successful, and even adequate. These ideologies can either prevent or enable human services to be of help, depending on the individual, the professional and the relationship between them.
Learning Outcome #2: Analyze organizational structures and design processes to initiate and sustain organizational change.
In reading about organizational change from Burke (2008) and about system blindness from Oshry (2007), I gained the building blocks of theory, terminology, examples, and tools to begin to understand and recognize change within an organization. With the experience of reading the books and applying that knowledge with the writing of the change paper. I now understand the fundamental elements of an organization and the manner in which they sustain or reject change. I also know that change comes in different forms and for different reasons. I also know about how individual perspective can either hinder or add momentum to change within an organization.
Learning Outcome #3: Describe the relationships between human service agencies, political structure, political ideologies and socio-economic class.
Human service agencies work toward evening the experiences of populations being affected by socio-economic class challenges. Many political ideologies end up perpetuating many of the challenges associated with living one end of the socio-economic class spectrum or another. The political structure seems to contribute to political ideologies as well as socio-economic class stratification. In turn, Human service agencies work to manage the individual experiences therein as well as working toward change within the systems of political structure and societal ideologies.
Learning Outcome #4: Assess your professional development, beliefs, willingness, skills and strategies for engagement in organizational conflict and change.
While I do believe that I’ve gained a knowledge base and some perspective regarding organizational conflict and change and that I am beginning to gain skills for utilizing that knowledge and ability, I’m still progressing on believing that my work would actually be worthwhile. I recognize the presence of my professional development, skills and strategies as something progressing with the experience of learning content. I also recognize that my beliefs and willingness are still being created and molded. I do not firmly hold the belief that the presence of skills is enough to perpetually influence organizational conflict and change. The big picture of organizational realities and related change is difficult for me to translate from individual influence.
Reflection of other learning from the quarter, not necessarily the outcomes:
Overall, this quarter was a blur. As much as I tried to pull my focus of learning from individual experience to larger scale understanding, I still struggled. My personal life has played a huge part in preventing me from completely engaging in the content of this course. My main lesson this quarter made me realize that however many times people tell me to give myself a break, nothing works better than coming up short and having no choice but to accept what I’ve managed to accomplish as good enough. I have the best of intentions in broadening my perspective of learning and being able to follow the coursework in the following quarters.
References
Burke, W. W. (2008). Organization change: Theory and practice (2nd Ed). Thousand Oaks, CA: SAGE.
Marx. J. D (2004). Social welfare: The American partnership. Boston: Pearson/Allyn and Bacon.
Oshry, B. (2007). Seeing Systems: Unlocking the mysteries of organizational life (2nd Ed.). San Francisco:
Berrett-Koehler.
Sargent, L. T. (2006). Contemporary political ideologies: a comparative analysis (13th Ed.) Belmont, CA:
Thomson/Wadsworth.
Kendra M. Rhodes
Human Services Program
Adjusting to this quarter compared to last year has been such a challenge for me. The content of this class is very much different than those last year. It has required a shift in my perspective and even the fundamental type of thinking required to grasp the content of the course. Nonetheless, I sum my learning in terms of the outcomes outlined by the syllabus.
Learning Outcome #1: Compare and contrast class-ism related to socio-economic stratification and how it is reflected in political ideologies that affect human services.
In reading Marx (2004) I learned about how political ideologies are such a fundamental and often times underlying or undetected influence on the way society is as a whole. In some ways I wonder if the ideologies affect and/or cause some of the class-ism and socio-economic stratification or if the socio-economic stratification is what creates the ideologies. Either way, they are undeniably linked. The way our society holds reverence to one another in terms of economic standing creates such issues as class-ism that permeates every pore of our field. The fundamental ideas, or ideologies, that are a part of our experience affect the way individuals see themselves, their families, jobs, homes, neighborhoods and what we as a society value to be healthy, successful, and even adequate. These ideologies can either prevent or enable human services to be of help, depending on the individual, the professional and the relationship between them.
Learning Outcome #2: Analyze organizational structures and design processes to initiate and sustain organizational change.
In reading about organizational change from Burke (2008) and about system blindness from Oshry (2007), I gained the building blocks of theory, terminology, examples, and tools to begin to understand and recognize change within an organization. With the experience of reading the books and applying that knowledge with the writing of the change paper. I now understand the fundamental elements of an organization and the manner in which they sustain or reject change. I also know that change comes in different forms and for different reasons. I also know about how individual perspective can either hinder or add momentum to change within an organization.
Learning Outcome #3: Describe the relationships between human service agencies, political structure, political ideologies and socio-economic class.
Human service agencies work toward evening the experiences of populations being affected by socio-economic class challenges. Many political ideologies end up perpetuating many of the challenges associated with living one end of the socio-economic class spectrum or another. The political structure seems to contribute to political ideologies as well as socio-economic class stratification. In turn, Human service agencies work to manage the individual experiences therein as well as working toward change within the systems of political structure and societal ideologies.
Learning Outcome #4: Assess your professional development, beliefs, willingness, skills and strategies for engagement in organizational conflict and change.
While I do believe that I’ve gained a knowledge base and some perspective regarding organizational conflict and change and that I am beginning to gain skills for utilizing that knowledge and ability, I’m still progressing on believing that my work would actually be worthwhile. I recognize the presence of my professional development, skills and strategies as something progressing with the experience of learning content. I also recognize that my beliefs and willingness are still being created and molded. I do not firmly hold the belief that the presence of skills is enough to perpetually influence organizational conflict and change. The big picture of organizational realities and related change is difficult for me to translate from individual influence.
Reflection of other learning from the quarter, not necessarily the outcomes:
Overall, this quarter was a blur. As much as I tried to pull my focus of learning from individual experience to larger scale understanding, I still struggled. My personal life has played a huge part in preventing me from completely engaging in the content of this course. My main lesson this quarter made me realize that however many times people tell me to give myself a break, nothing works better than coming up short and having no choice but to accept what I’ve managed to accomplish as good enough. I have the best of intentions in broadening my perspective of learning and being able to follow the coursework in the following quarters.
References
Burke, W. W. (2008). Organization change: Theory and practice (2nd Ed). Thousand Oaks, CA: SAGE.
Marx. J. D (2004). Social welfare: The American partnership. Boston: Pearson/Allyn and Bacon.
Oshry, B. (2007). Seeing Systems: Unlocking the mysteries of organizational life (2nd Ed.). San Francisco:
Berrett-Koehler.
Sargent, L. T. (2006). Contemporary political ideologies: a comparative analysis (13th Ed.) Belmont, CA:
Thomson/Wadsworth.
Appendix D -- Final HSP 403
1.Give a brief summary of the historical roots of community development and organizing. Describe at least three social movements that have contributed to the community organizing skills we use today.
When immigrants began to settle in America, then began communities. The skills in community development and organization grew as America grew. Early forms of community organization were in the rise of philanthropic efforts of people. Prior to the late 1800’s most philanthropy was inspired by religious institutions. (Marx). Then came the industrial revolution and one of the major shifts in philanthropy came. In the light of the industrial revolution, the inspiration from philanthropy shifted from religion to a more “social responsibility and that of enlightened self interest”. This fueled the grown of non-profits in the 1800’s. One of the social movements that came of the industrial revolution and contributed to the up-rise in community efforts was the “poor wage labor and growth of union Movement”. Another movement that correlates the non-profit world with the world of community organization is the “city mission movement” The City mission movement was dependant on philanthropy and was the result of the efforts of the professional class citizens who had moved out of the inner-city to leave the poorer factory employed, working class immigrants to live there. This movement was a way for the outer city fold to reach out to the inner city folk. This is an example of an early effort in community organization through the non-profit world. Another influential time for social movements was during the 1900’s when World War II, Civil rights movement and feminist movements shook almost every facet of life for Americans. Through this time, with so many people working toward social change, the fundamental approaches to people and communities continued to shift toward helping people and communities through the lens of empowerment and client based need.
2. Describe how the following values stated in CSHSE standard 19 affect your future work with communities: (a) choosing the least intrusive intervention in the least restrictive environment, (b) client self-determination, and (c) belief that individuals, services systems, and society can change.
It is very important to keep these values in mind while working with all clients, this does not exclude communities. Without these values change will not come from within the community, which is vital. The first part of the standard will ensure that you will take a thorough and strengths based assessment of the assets and needs of the community. The second part of the value will ensure that you will follow up on the strengths of the community and create a plan for change that comes from within the community itself. This will ensure ownership of the changes made. And the last and possibly most important part of the standard regarding the belief that change can happen translates directly to the belief in the community as a client and its ability to change.
3. Analyze the dynamics of culture, diversity, and social class within community systems.
Culture, diversity and social class play huge, interwoven roles within community systems. Attempting to work with, change or even think about community systems without considering the dynamics of these elements would be fruitless.
Culture, within a community, is so very important, it embodies everything from dress, manners, social expectations, tradition. The culture of the community is all encompassing and touches every facet of the people and happenings therein.
Communities may be more or less diverse, yet that reality is yet another driving factor in communities. A less diverse, more trait specific group of people, may have low diversity and super high culture. Yet the two are not necessarily inversely related. There may be a community with high culture and high diversity.
Social Class, especially in America seems to be a driving force behind behaviors of nearly every community regardless of their levels of culture or diversity.
4. Define capitalism, socialism, and democracy. State the arguments for and against combining democracy with capitalism. State the arguments for and against combining democracy with socialism.
Democracy: “A political system characterized by direct or indirect rule by the people” (Sargent).
Capitalism: “Private ownership of the means of production and the organization of production” (Sargent).
Socialism : “Public ownership of the means of production and distribution” and “May be centralized as in communism or very decentralized as in self-management” (Sargent,).
Democratic Capitalism: “Private ownership of property; no legal limit on the accumulation of property, the free market—no government intervention in the economy, the profit motive as the driving force, profit as the measure of efficiency” (Sargent).
The world of Democratic capitalism seems positive in the belief that it provides a level of individual freedom and the ability to be independent of the economy. It is also felt that the feeling of economic freedom also lends itself to feelings of political freedom as well as self determined success: or “equality of Opportunity” (Sargent). “Many capitalists believe that the competitive pressures of a truly free market will prevent that development of monopolies” (Sargent).
One of the arguments against democratic capitalism is the inevitability of the growing gap between wealth and poverty, as well as the political power maintained by the wealthy. (Sargent)
“Democratic socialists say that because the economy and politics are so closely intertwined, voters should be able to control their economic futures through the government they elect” (Sargent). Democratic socialism also says that a lot of “property held by the public through a democratically elected government, including most major industries, utilities, and the transportation system; a limit on the accumulation of private property; governmental regulation of the economy; extensive publicly financed assistance and pension programs; social costs and the provision of services added to purely financial considerations as the measure of efficiency” (Sargent,). “Democratic socialists say that because the economy and politics are so closely intertwined, voters should be able to control their economic futures through the government they elect” (Sargent, 2006, p111). An argument for Democratic socialism, as compared to democratic capitalism is that even if decisions are being made politically, at least it is not guaranteed that the people making the decisions (in politics) aren’t also limited to the wealthy. With democratic socialism, decisions can be made by people who need changes to happen. One argument against democratic socialism is that it can, over time, diminish the democratic part of the governmental structure. (Sargent 2006)
One argument of both is that having power in the government through socialism or power in the corporations of wealthy through capitalism is not much different.
5. What is a process for developing social policy in response to a specific social issue?
1) Identify the problem
2) Identify goals
3) Gain support
4) Make objectives and action steps that address those objectives.
6. Homan often refers to HSPs as change agents or agents of social change. Why?
Being a Human Services Professional means really caring about the human experience. When we care about the human experience we work toward justice in those experiences. Human service professionals, “Because of the nature of their work or perhaps because of the depth of their commitment…go beyond making these individual but very real changes” (Homan).
7. Imagine that you are asked to work with a community assist in making a safer place for children and families. The community has several vacant buildings, parks that are not maintained, and heavy traffic through residential streets. Locally owned business’ have moved out leaving both commercial buildings and residences boarded up. The plants in the park are overgrown, there is trash everywhere, and the slides and swings are rusted and broken. There is a 4-lane arterial on the border of the community, but people try to avoid the traffic lights by driving through the community. How would you analyze the community systems and structures existing within the community? What specific strategies, tactics, and activities would you use to initiate and sustain change? Give a rationale for each. What processes would you design to evaluate the success of the community’s actions?
I would do a thorough needs and asset assessment. This means researching the community members, what’s been done, what needs to be done. I would conduct interviews and surveys. I would do everything I could to learn about the situation as it stands.
I would attend or begin a community association and consider the strengths and assets of it.
Beginning with the members of the community is the only way to truly assess a community as well as create lasting change.
Part of the assessment will be to consider the existing efforts for change, what’s worked and what hasn’t. Laying the groundwork to use those strengths and improve on areas lacking.
The issue is more in the people of the community recognizing their potential than in the physical challenges they face in the community.
I would use meetings, interviews, conversations, fundraisers and volunteer efforts to begin to highlight the strengths of the community members and themselves as a group. They will begin to build their own set of resources. I would be available to help highlight the resources and strengths as time goes on.
8. What book did you read for your open learning group? What are the major concepts from the book that you shared with your group? (No more than one page).
I read Home From Nowhere by James Howard Kunstler.
- Suburbia fails us. It is abstract. Merely an idea of a place.
- America is wealthy and unhappy and are not taken seriously by the rest of the world.
- We want to believe that nothing changes. That we can ride out the bliss of being on top forever.
- Our American ideal of the good life is antisocial and detrimental.
- The physical spaces of our country are dismal, incoherent, ugly and meaningless
- Suburbia is not good for us.
- It is impossible to have an advanced society without integrated cities.
- Our use of cars is a failure that tears our society apart
- The things we value make us seem trashy.
- When we had the money, we made cheap things with no value, instead of nice things that had meaning.
- Tax laws perpetuate this by assessing value of property, not value of buildings.
- Zoning in America makes building vital community spaces impossible, against the law.
- Current zoning makes us dependant on cars to connect with people.
- Efforts to change this are faced with controversy.
Reference
Homan, M. S. (2008). Promoting community change: Making it happen in the real world (4th ed.). Belmont, CA: Thompson, Brooks/Cole.
Kunstler, J.H. (1996). Home from nowhere. New York, NY: Touchtone.
Marx, J. D. (2004). Social welfare: The American partnership. Boston: Pearson.
Sargent, L. T. (2006). Contemporary political ideologies: A comparative analysis (13th ed.). Belmont, CA: Wadsworth/Thomson Learning.
Smith, M.K. (1999). Settlements and social action centers. Retrieved March 13, 2009, from, http://www.infed.org/association/b-settl.htm
When immigrants began to settle in America, then began communities. The skills in community development and organization grew as America grew. Early forms of community organization were in the rise of philanthropic efforts of people. Prior to the late 1800’s most philanthropy was inspired by religious institutions. (Marx). Then came the industrial revolution and one of the major shifts in philanthropy came. In the light of the industrial revolution, the inspiration from philanthropy shifted from religion to a more “social responsibility and that of enlightened self interest”. This fueled the grown of non-profits in the 1800’s. One of the social movements that came of the industrial revolution and contributed to the up-rise in community efforts was the “poor wage labor and growth of union Movement”. Another movement that correlates the non-profit world with the world of community organization is the “city mission movement” The City mission movement was dependant on philanthropy and was the result of the efforts of the professional class citizens who had moved out of the inner-city to leave the poorer factory employed, working class immigrants to live there. This movement was a way for the outer city fold to reach out to the inner city folk. This is an example of an early effort in community organization through the non-profit world. Another influential time for social movements was during the 1900’s when World War II, Civil rights movement and feminist movements shook almost every facet of life for Americans. Through this time, with so many people working toward social change, the fundamental approaches to people and communities continued to shift toward helping people and communities through the lens of empowerment and client based need.
2. Describe how the following values stated in CSHSE standard 19 affect your future work with communities: (a) choosing the least intrusive intervention in the least restrictive environment, (b) client self-determination, and (c) belief that individuals, services systems, and society can change.
It is very important to keep these values in mind while working with all clients, this does not exclude communities. Without these values change will not come from within the community, which is vital. The first part of the standard will ensure that you will take a thorough and strengths based assessment of the assets and needs of the community. The second part of the value will ensure that you will follow up on the strengths of the community and create a plan for change that comes from within the community itself. This will ensure ownership of the changes made. And the last and possibly most important part of the standard regarding the belief that change can happen translates directly to the belief in the community as a client and its ability to change.
3. Analyze the dynamics of culture, diversity, and social class within community systems.
Culture, diversity and social class play huge, interwoven roles within community systems. Attempting to work with, change or even think about community systems without considering the dynamics of these elements would be fruitless.
Culture, within a community, is so very important, it embodies everything from dress, manners, social expectations, tradition. The culture of the community is all encompassing and touches every facet of the people and happenings therein.
Communities may be more or less diverse, yet that reality is yet another driving factor in communities. A less diverse, more trait specific group of people, may have low diversity and super high culture. Yet the two are not necessarily inversely related. There may be a community with high culture and high diversity.
Social Class, especially in America seems to be a driving force behind behaviors of nearly every community regardless of their levels of culture or diversity.
4. Define capitalism, socialism, and democracy. State the arguments for and against combining democracy with capitalism. State the arguments for and against combining democracy with socialism.
Democracy: “A political system characterized by direct or indirect rule by the people” (Sargent).
Capitalism: “Private ownership of the means of production and the organization of production” (Sargent).
Socialism : “Public ownership of the means of production and distribution” and “May be centralized as in communism or very decentralized as in self-management” (Sargent,).
Democratic Capitalism: “Private ownership of property; no legal limit on the accumulation of property, the free market—no government intervention in the economy, the profit motive as the driving force, profit as the measure of efficiency” (Sargent).
The world of Democratic capitalism seems positive in the belief that it provides a level of individual freedom and the ability to be independent of the economy. It is also felt that the feeling of economic freedom also lends itself to feelings of political freedom as well as self determined success: or “equality of Opportunity” (Sargent). “Many capitalists believe that the competitive pressures of a truly free market will prevent that development of monopolies” (Sargent).
One of the arguments against democratic capitalism is the inevitability of the growing gap between wealth and poverty, as well as the political power maintained by the wealthy. (Sargent)
“Democratic socialists say that because the economy and politics are so closely intertwined, voters should be able to control their economic futures through the government they elect” (Sargent). Democratic socialism also says that a lot of “property held by the public through a democratically elected government, including most major industries, utilities, and the transportation system; a limit on the accumulation of private property; governmental regulation of the economy; extensive publicly financed assistance and pension programs; social costs and the provision of services added to purely financial considerations as the measure of efficiency” (Sargent,). “Democratic socialists say that because the economy and politics are so closely intertwined, voters should be able to control their economic futures through the government they elect” (Sargent, 2006, p111). An argument for Democratic socialism, as compared to democratic capitalism is that even if decisions are being made politically, at least it is not guaranteed that the people making the decisions (in politics) aren’t also limited to the wealthy. With democratic socialism, decisions can be made by people who need changes to happen. One argument against democratic socialism is that it can, over time, diminish the democratic part of the governmental structure. (Sargent 2006)
One argument of both is that having power in the government through socialism or power in the corporations of wealthy through capitalism is not much different.
5. What is a process for developing social policy in response to a specific social issue?
1) Identify the problem
2) Identify goals
3) Gain support
4) Make objectives and action steps that address those objectives.
6. Homan often refers to HSPs as change agents or agents of social change. Why?
Being a Human Services Professional means really caring about the human experience. When we care about the human experience we work toward justice in those experiences. Human service professionals, “Because of the nature of their work or perhaps because of the depth of their commitment…go beyond making these individual but very real changes” (Homan).
7. Imagine that you are asked to work with a community assist in making a safer place for children and families. The community has several vacant buildings, parks that are not maintained, and heavy traffic through residential streets. Locally owned business’ have moved out leaving both commercial buildings and residences boarded up. The plants in the park are overgrown, there is trash everywhere, and the slides and swings are rusted and broken. There is a 4-lane arterial on the border of the community, but people try to avoid the traffic lights by driving through the community. How would you analyze the community systems and structures existing within the community? What specific strategies, tactics, and activities would you use to initiate and sustain change? Give a rationale for each. What processes would you design to evaluate the success of the community’s actions?
I would do a thorough needs and asset assessment. This means researching the community members, what’s been done, what needs to be done. I would conduct interviews and surveys. I would do everything I could to learn about the situation as it stands.
I would attend or begin a community association and consider the strengths and assets of it.
Beginning with the members of the community is the only way to truly assess a community as well as create lasting change.
Part of the assessment will be to consider the existing efforts for change, what’s worked and what hasn’t. Laying the groundwork to use those strengths and improve on areas lacking.
The issue is more in the people of the community recognizing their potential than in the physical challenges they face in the community.
I would use meetings, interviews, conversations, fundraisers and volunteer efforts to begin to highlight the strengths of the community members and themselves as a group. They will begin to build their own set of resources. I would be available to help highlight the resources and strengths as time goes on.
8. What book did you read for your open learning group? What are the major concepts from the book that you shared with your group? (No more than one page).
I read Home From Nowhere by James Howard Kunstler.
- Suburbia fails us. It is abstract. Merely an idea of a place.
- America is wealthy and unhappy and are not taken seriously by the rest of the world.
- We want to believe that nothing changes. That we can ride out the bliss of being on top forever.
- Our American ideal of the good life is antisocial and detrimental.
- The physical spaces of our country are dismal, incoherent, ugly and meaningless
- Suburbia is not good for us.
- It is impossible to have an advanced society without integrated cities.
- Our use of cars is a failure that tears our society apart
- The things we value make us seem trashy.
- When we had the money, we made cheap things with no value, instead of nice things that had meaning.
- Tax laws perpetuate this by assessing value of property, not value of buildings.
- Zoning in America makes building vital community spaces impossible, against the law.
- Current zoning makes us dependant on cars to connect with people.
- Efforts to change this are faced with controversy.
Reference
Homan, M. S. (2008). Promoting community change: Making it happen in the real world (4th ed.). Belmont, CA: Thompson, Brooks/Cole.
Kunstler, J.H. (1996). Home from nowhere. New York, NY: Touchtone.
Marx, J. D. (2004). Social welfare: The American partnership. Boston: Pearson.
Sargent, L. T. (2006). Contemporary political ideologies: A comparative analysis (13th ed.). Belmont, CA: Wadsworth/Thomson Learning.
Smith, M.K. (1999). Settlements and social action centers. Retrieved March 13, 2009, from, http://www.infed.org/association/b-settl.htm
Appendix E -- Return on Investment
Return on Investment
Kendra Rhodes November 21, 2007
It is important to me to represent the National standards, course learning outcomes and simultaneously be true to the type of growth and learning I’ve obtained through this course. I have a slew of insights, skills and improved abilities that I’ve acquired. Most of the things I’ve learned have more directly to do with my own personal growth than directly with practical skills of a human service professional. I feel that capturing, and focusing on what I’ve truly gained from the numerous self learning and reflection opportunities of this course will, over time translate to the professional knowledge, awareness, and skills application that this program of study requires.
The gain that has been the most important to me is the feeling of self validation I’ve gotten from the experiences in this class. I have realized and highlighted a handful of strengths I was only marginally aware of before. These gains relate to my abilities to articulate my thoughts in speech and writing, think critically about reading and concepts, use self reflection and creative ideas in my approach to course content and incorporate all of those strengths as tools in learning.
Near the beginning of the course I would commonly be heard making comments about my personal feeling of my lacking ability in articulating my thoughts sufficiently. Over a few weeks I began to hear people telling me they didn’t understand why I said that, what I was talking about always made sense to them and helped everyone. Other students have asked me what I think about topics and content actually seeking my input. Ultimately, it was Sharon who helped me to accept my actual ability to articulate sufficiently and quite well at times. She confided that, without me, she would have had no idea what to do or how to understand the course up until that point. She even referred to me as her “little mentor”. Not only was that flattering, but also a needed boost in my confidence to begin seeing myself as someone who not only had something to say, but could do it well.
Not only did I need convincing that I could verbally articulate myself, but I’ve always had doubts that I could write well enough to be truly proud of what I’d produced, or feel that I truly communicated what I set out to say in my writing. When I approached our standpoint paper I truly wanted to learn something about myself. I really opened myself up to self reflection and consideration and the product was not only something that made sense, but it was something I was very proud of in terms of clarity and depth. As it turns out, I can be articulate in my writing as well.
The term critical thinking is somewhat intimidating to students because it is a fairly intangible concept. Our talks in class about critical thinking came at just the right time for me, to really improve my critical thinking skills. I was reading Parker Palmers book Let Your Life Speak when I found myself being extremely negatively critical of the book because I didn’t agree with one of the concepts that he used to make a point. It was about destiny, or a predetermined life path, something I’ve never believed in. The first time the book struck me against my beliefs was when Palme said, “Vocation does not come from a voice ‘out there‘ calling me to become something I am not. It comes from a voice ‘in here’ calling me to be the person I was born to be, to fulfill the original selfhood given me at birth by God.” I physically felt my guard go up to anything he was trying to say in the book because I didn’t believe in this one theory. When I began to really grasp what critical thinking was all about, Palmers’ book was the perfect instance for me to realize I don’t have to agree with the author completely to agree with some (or even most) of the insight they offer. As it turned out, I gained a lot from that book and enjoy the freedom I feel from not feeling tethered to the entirety of any one resource.
Critical thinking about concepts is a whole other “feel” of critical thinking for me than the above mentioned thinking in approach to new information. Palmers’ book does bring up the concept of destiny. I remember this being a big deal for me and we had a class discussion about that and I was able to reconsider some of the stances I’d held on destiny before. In some way, for some people, (even, perhaps, the author himself) destiny may just mean the act of being true to one self no matter what and not living a life that is not suited to you. I believe Mikel was the one in class that brought up this point of view. I felt real growth in my ability to critically think about concepts and my own convictions. Another opportunity I remember practicing my critical thinking about concepts was our class discussion about the standpoint essay and the existence of universal reality. In class I offered my view that reality only exists to each individual and there is no such thing as a universal reality; and I was ready to hear what was said about this concept. I think being able to consider any given concept in context of your own convictions as well as simultaneously try on other views or interpretations for size, not just to see if I believe in them, but to truly see the other positions, is demonstrating definite progress in critical thinking skills. Additionally, to realize that often times it’s okay to agree with both or all the viewpoints or at least see the validity of them, is another stride.
I’ve always felt that my self-reflection ability was commendable, given that I am a very inwardly motivated person. However, I do feel that I utilized this strength specifically so to improve myself this quarter. I’ve always held a level of self-consciousness with my verbal contribution to classes. I thought I spoke too much, and that I was “one of those” students that everyone’s heard enough of. Each and every class period I tried to pay attention to classmates’ verbal and nonverbal feedback when I contributed to class conversation. I rarely received negative feedback and, to the contrary received numerous compliments, raised eyebrows, nodding heads and questions for more detail in my ideas. Now, after these weeks of classes, I am fairly confident that when I share my thoughts, they are welcomed, contributing and often times stimulating to the class discussion. Another specific way that I’ve used my self reflection to further my experiences is in learning to listen more intently and learn names. During the first class period, I gave a very public, somewhat embarrassing, and honest effort in making a point to learn names from the beginning. Also, with the encouragement of the instructor concentrated on listening first and intently when we did interviews of each other. During the break of that class I had two people tell me that they were glad for the emphasis I’d made because they, too, historically have a hard time remembering names, and jokingly said they, now, would surely not forget mine. One person said that verbalizing my weakness helped take some pressure off of them because they knew they weren’t the only one who struggles in that area. For me, these are the best compliments. Letting people know they are not alone in an experience is an important accomplishment. According to O’Hare and Webber, the process of critical reflection “can encourage accountability, and can lead to a greater sense of coherence and clarity. Others have described a greater sense of self-affirmation and self-directedness” (p. 14). Given my experiences in improving my self reflection this quarter, I have felt first- hand what they are talking about here. It feels good to have had the opportunity to fine tune such a useful form of improving myself.
My creative mind took immediately to the class in which we talked about mind mapping as a way for approaching assignments, class discussions and just about every thinking exercise. I’d been told about mind mapping before, but this time it really stuck. I began using mind mapping for every group work and note taking opportunity. In the groups directly following the mapping exercises my group members were happy and excited to have someone really demonstrate how helpful it could be, especially when a handful of people were contributing ideas. I feel that my participation in nearly all our small group discussions, I had something valuable to add. Be it using mind maps to take notes or tie together ideas for everyone. I specifically remember the small group we did when we were talking about allies. More than once I noticed connections in what we were saying and offered overview perspectives. I tied together ideas we’d talked about and validated my group members’ ideas by noticing how it directly related to our topic. In my mind I was “thinking in mind-map”, noticing themes and making connections.
My personal strides in the name of articulation, critical thinking, self reflection and creative ideas relate directly and abstractly to the learning outcomes of this course and the National Standards of the program. Standard 13 and Standard 17 both incorporate elements of strengths and limitations and growth potential in individuals as well as the personal contribution a human services professional makes to any one situation. Standard 19 requires the belief that individuals can change. I have embodied that truth. Of the standards, 20 is the one that my growth most directly relates too, bringing in the theme of personal awareness. In regard to the student learning outcomes, I feel that standard 2 is most directly related, again with the theme of personal awareness. The skills that I’ve described have all contributed to my accomplishment in maintaining each and every learning outcome. I draw on these strengths (and improvement of them therein) to ensure my performance in each task at hand. These learned and practiced skills are my vehicle in attaining both the goals of the course as well as the program.
Another spectrum of gains I value from this course has been related to new ideas, changed perspectives and renewed interest in concepts or topics. I thoroughly enjoy thinking in terms of these new insights I’ve gained. As human service professionals,
“we are working philosophers, but the sort who are continuously evolving our ideas in the light of new experiences, new data and conflicting perspectives. While it is sometimes confusing and disorienting to face things that directly or indirectly conflict with our most cherished beliefs, a growing practitioner is one who remains open and flexible” (Kottler, p.35).
I personally like to think of this open type of thinking as something that not only helps me in becoming a good professional, but in growing as a person in all aspects of my life.
One new idea that I’ve enjoyed thinking about and internalizing is Chaos theory. Many of the ideas in the book The Seven Live Lessons of Chaos validate me and many of my traits. In many instances in my life I’ve felt flighty and non-decisive. “Chaos, it turns out, is as much about what we can’t know as it is about certainty and fact. It’s about letting go, accepting limits, and celebrating magic and mystery” (Briggs & Peat, p.7). I highly value my artistic outlets and perspectives and this book seems to think I’m doing something right and it dedicates an entire chapter to creativity. I also really listened while reading the chapter on “exploring what’s between” when they explained the theories inherent tolerance for “both side” thinking that I embody much of the time. I think this is the kind of book that can be read at different times of life and get different things from it. I look forward to reading this book again, and possibly again, just to see what happens to my thinking then.
I had another changed perspective in the process of writing my standpoint paper. In the end this assignment was more about me than it was about the points. I learned a lot about my own prejudices and limitations and places in my own personality and standpoint for improvement. I wrote one sentence that struck me as it was coming through my fingers. It identified one key in my overcoming negative feelings toward people was to “Value their weaknesses as much as my own strengths.” I had what one would call an “ah-ha” moment. Or as chaos theory would say, a “bifurcation point”. From then on in writing my paper I felt I was coming from another perspective. I really took a step toward healing my negativity in the process of doing that assignment.
Another opportunity to begin changing my perspectives was when we did the line exercise in class. It really struck me to hear honest, open accounts of people in all positions of the room. People in front felt “guilty”. People in back felt “happy”. To me that said: “Don’t envy me.” and “Don’t feel sorry for me”. This enlightenment has gone a long way in re-shaping my prejudices surrounding economic class and other privileges. Similarly, during the circle exercise, I began to see elements of the connectedness in our lives. It was a clear demonstration of the overlapping groups we all belong to. It also helped me to witness and experience what it feels like to be universally accepted, and how environment is important in individual disclosure.
Environment is also another changed perspective for me. In the first few classes we all quickly learned that one of the goals was to work toward eliminating power imbalances in the classroom and in professional settings. When the class didn’t thrive from the syllabus fish bowl exercise and our instructor came to us humble apology. I was one of many that was struck with awe of the authentic stride toward that goal of equal power. Additionally, she offered a definition of humble that really spoke to me. “Humility is ‘on the earth’. Not groveling, but firm”. Another manifestation of the equal power perspective was the Class made rules for behavior. These rules included major ideas like, confidentiality, respect and overall provided with a good human services environment, one we will get used to operating in and likely take with us in our professional lives, and hopefully in other aspects of our lives as well.
I have rekindled a long interest in the connections of peoples. I believe this attraction began as a child when I’d say things like, “I like long, get-to know you talks”. Though I was social I always found myself in retreat type settings and in school, building only a handful of meaningful friendships. I much preferred that true closeness than the superficial friendships I felt from the universally “popular” group in which I always felt welcomed, but never felt fulfilled in. As it relates to this class I recognized this reoccurring theme during the Ally exercise in class when our groups talked about when we wished we had an ally an when we were one. My train of thought has continued for weeks leading to a new and very strong interest in the recognition of, perpetuation of, the building and enjoying of, true connectedness. I am truly beginning to value recognizing and surfacing the deep relationships between people who are more alike than they may feel or think. My ideas and recognizing themes of connectedness are validated through the chaos book, the ally class exercise mentioned above and two of our Blackboard documents relating to systems thinking. From Briggs and Peat I get, “[I]t is less important to notice how systems are in competition with each other than it is to notice how systems are nested within each other and inextricably linked” (Briggs & Peat, p.62). Since we are all linked to our respective systems, and our systems are linked. We are all linked. We should use that to live happier, more fulfilling lives, by becoming more aware of and taking advantage of our inherent connectedness. I give this emphasis back to the class when I read an email I’d written about my thoughts about our connections with each other and what good it would do to recognize and flourish in them. Further, I can only imagine (hope) that I encouraged or inspired people who don’t internalize the concept of further thinking about class content and recognizing themes of subjects in classes and personalize the content of courses to keep thinking.
Another exercise that stirred a realization in me was the five closest friends exercise. I realized that I’ve never pursued my interest in the LBGT community through classes, reading or other research. I decided that I might as well go ahead with it. I only stand to gain perspective and hence growth potential. My interests in this area have touched at least one person specifically because she told me my words meant something to her.
My approach to the assignment “why I want to be a helper” was enlightening for me in order to give definition of what being a good human is to me and additionally not holding myself to a career goal right now. I remember that Mikel said my personalization of the project and words of perpetual change really spoke to her.
My experience in incorporating new ideas, changed perspectives and renewed interest into my thoughts and goals in this class relate to the National Standards and Learning Outcomes much like the last spectrum of gains did. Both directly and abstractly. Standard 19 speaks to the worth of the individual, confidentiality and professional behavior and environment. Standard 20 relates to consciousness of self, limitations, and awareness of diversity. Standard 12 directly requires the understanding of human systems, something I’m specifically aiming to learn more about. Again, I feel that this collection of new knowledge first helps me on a personal level to further my awareness and breadth in which I lead my life. This will be exceedingly important in my continued journey through the stages and milestones of this program. By broadening my scope of potential for learning, I ensure my success.
There are a few areas in which class content helped me recognize my need for improvement. In reading Persepolis, I was confirmed in my long felt lacking in my worldly knowledge and utter lack of interest in the concepts therein. While the personalities, experiences and relationships stuck with me, the state of the country, the political story and world level concepts was all but completely lost on me. I welcome the highlight of a known weakness of mine, and yet, still have no real answer as to how I’ll remedy this. Another previously well known weakness of mine that was highlighted in this class was my tendency in being harshly self critical about my progress, performance, boundaries. Just when I feel I’ve neared my limit in terms of performance or personal resources (mental, emotional physical abilities), I push to expand those limits rather than respect them. My paradox is the need to learn that respect and that my tendency to push those limits is what makes me grow and succeed. How do I continue to progress and give myself a break at the same time? Yet another answer I’ve yet to find. My last area for growth is in my (not) asking for and utilizing help. The helping exercise we did over the course of a few weeks really helped me to highlight my need for attention in this area. Not something I think is impossible to change; it’s just about keeping it in my mind and beginning to learn new habits in thinking and actions.
I’ve taken each assignment as an opportunity to creatively engage within this class and plan of study. I feel confident that I am utilizing every opportunity in the most beneficial way for my continued learning and growth. I also believe that this approach to my learning will not lead me astray in the Human Services program or field of professionals. Given the accumulation of learning opportunities that lay behind me and ahead of me, I believe the end of my journey will show that I’ll have both maintained my own integrity of purposefully attending college and fulfilled the ideals of the faculty and national association when they optimistically laid out a path for building a community of capable professionals and valued people.
Resources
Briggs, J., & Peat, F. D. (2000). Seven life lessons of chaos: Spiritual wisdom from the science
of change. New York: Harper Perennial.
Kottler, J. A. (2000). Doing Good: Passion and commitment for helping others. Philadelphia:
Brunner-Routledge.
O’Hara, A., & Weber, Z. (2006). Skills for human practice: Working with individuals, groups, and communities. Victoria, Australia: Oxford University Press.
Palmer, P. J. (2000). Let your life speak: Listening for the voice of vocation. San Francisco:
Jossey-Bass.
Kendra Rhodes November 21, 2007
It is important to me to represent the National standards, course learning outcomes and simultaneously be true to the type of growth and learning I’ve obtained through this course. I have a slew of insights, skills and improved abilities that I’ve acquired. Most of the things I’ve learned have more directly to do with my own personal growth than directly with practical skills of a human service professional. I feel that capturing, and focusing on what I’ve truly gained from the numerous self learning and reflection opportunities of this course will, over time translate to the professional knowledge, awareness, and skills application that this program of study requires.
The gain that has been the most important to me is the feeling of self validation I’ve gotten from the experiences in this class. I have realized and highlighted a handful of strengths I was only marginally aware of before. These gains relate to my abilities to articulate my thoughts in speech and writing, think critically about reading and concepts, use self reflection and creative ideas in my approach to course content and incorporate all of those strengths as tools in learning.
Near the beginning of the course I would commonly be heard making comments about my personal feeling of my lacking ability in articulating my thoughts sufficiently. Over a few weeks I began to hear people telling me they didn’t understand why I said that, what I was talking about always made sense to them and helped everyone. Other students have asked me what I think about topics and content actually seeking my input. Ultimately, it was Sharon who helped me to accept my actual ability to articulate sufficiently and quite well at times. She confided that, without me, she would have had no idea what to do or how to understand the course up until that point. She even referred to me as her “little mentor”. Not only was that flattering, but also a needed boost in my confidence to begin seeing myself as someone who not only had something to say, but could do it well.
Not only did I need convincing that I could verbally articulate myself, but I’ve always had doubts that I could write well enough to be truly proud of what I’d produced, or feel that I truly communicated what I set out to say in my writing. When I approached our standpoint paper I truly wanted to learn something about myself. I really opened myself up to self reflection and consideration and the product was not only something that made sense, but it was something I was very proud of in terms of clarity and depth. As it turns out, I can be articulate in my writing as well.
The term critical thinking is somewhat intimidating to students because it is a fairly intangible concept. Our talks in class about critical thinking came at just the right time for me, to really improve my critical thinking skills. I was reading Parker Palmers book Let Your Life Speak when I found myself being extremely negatively critical of the book because I didn’t agree with one of the concepts that he used to make a point. It was about destiny, or a predetermined life path, something I’ve never believed in. The first time the book struck me against my beliefs was when Palme said, “Vocation does not come from a voice ‘out there‘ calling me to become something I am not. It comes from a voice ‘in here’ calling me to be the person I was born to be, to fulfill the original selfhood given me at birth by God.” I physically felt my guard go up to anything he was trying to say in the book because I didn’t believe in this one theory. When I began to really grasp what critical thinking was all about, Palmers’ book was the perfect instance for me to realize I don’t have to agree with the author completely to agree with some (or even most) of the insight they offer. As it turned out, I gained a lot from that book and enjoy the freedom I feel from not feeling tethered to the entirety of any one resource.
Critical thinking about concepts is a whole other “feel” of critical thinking for me than the above mentioned thinking in approach to new information. Palmers’ book does bring up the concept of destiny. I remember this being a big deal for me and we had a class discussion about that and I was able to reconsider some of the stances I’d held on destiny before. In some way, for some people, (even, perhaps, the author himself) destiny may just mean the act of being true to one self no matter what and not living a life that is not suited to you. I believe Mikel was the one in class that brought up this point of view. I felt real growth in my ability to critically think about concepts and my own convictions. Another opportunity I remember practicing my critical thinking about concepts was our class discussion about the standpoint essay and the existence of universal reality. In class I offered my view that reality only exists to each individual and there is no such thing as a universal reality; and I was ready to hear what was said about this concept. I think being able to consider any given concept in context of your own convictions as well as simultaneously try on other views or interpretations for size, not just to see if I believe in them, but to truly see the other positions, is demonstrating definite progress in critical thinking skills. Additionally, to realize that often times it’s okay to agree with both or all the viewpoints or at least see the validity of them, is another stride.
I’ve always felt that my self-reflection ability was commendable, given that I am a very inwardly motivated person. However, I do feel that I utilized this strength specifically so to improve myself this quarter. I’ve always held a level of self-consciousness with my verbal contribution to classes. I thought I spoke too much, and that I was “one of those” students that everyone’s heard enough of. Each and every class period I tried to pay attention to classmates’ verbal and nonverbal feedback when I contributed to class conversation. I rarely received negative feedback and, to the contrary received numerous compliments, raised eyebrows, nodding heads and questions for more detail in my ideas. Now, after these weeks of classes, I am fairly confident that when I share my thoughts, they are welcomed, contributing and often times stimulating to the class discussion. Another specific way that I’ve used my self reflection to further my experiences is in learning to listen more intently and learn names. During the first class period, I gave a very public, somewhat embarrassing, and honest effort in making a point to learn names from the beginning. Also, with the encouragement of the instructor concentrated on listening first and intently when we did interviews of each other. During the break of that class I had two people tell me that they were glad for the emphasis I’d made because they, too, historically have a hard time remembering names, and jokingly said they, now, would surely not forget mine. One person said that verbalizing my weakness helped take some pressure off of them because they knew they weren’t the only one who struggles in that area. For me, these are the best compliments. Letting people know they are not alone in an experience is an important accomplishment. According to O’Hare and Webber, the process of critical reflection “can encourage accountability, and can lead to a greater sense of coherence and clarity. Others have described a greater sense of self-affirmation and self-directedness” (p. 14). Given my experiences in improving my self reflection this quarter, I have felt first- hand what they are talking about here. It feels good to have had the opportunity to fine tune such a useful form of improving myself.
My creative mind took immediately to the class in which we talked about mind mapping as a way for approaching assignments, class discussions and just about every thinking exercise. I’d been told about mind mapping before, but this time it really stuck. I began using mind mapping for every group work and note taking opportunity. In the groups directly following the mapping exercises my group members were happy and excited to have someone really demonstrate how helpful it could be, especially when a handful of people were contributing ideas. I feel that my participation in nearly all our small group discussions, I had something valuable to add. Be it using mind maps to take notes or tie together ideas for everyone. I specifically remember the small group we did when we were talking about allies. More than once I noticed connections in what we were saying and offered overview perspectives. I tied together ideas we’d talked about and validated my group members’ ideas by noticing how it directly related to our topic. In my mind I was “thinking in mind-map”, noticing themes and making connections.
My personal strides in the name of articulation, critical thinking, self reflection and creative ideas relate directly and abstractly to the learning outcomes of this course and the National Standards of the program. Standard 13 and Standard 17 both incorporate elements of strengths and limitations and growth potential in individuals as well as the personal contribution a human services professional makes to any one situation. Standard 19 requires the belief that individuals can change. I have embodied that truth. Of the standards, 20 is the one that my growth most directly relates too, bringing in the theme of personal awareness. In regard to the student learning outcomes, I feel that standard 2 is most directly related, again with the theme of personal awareness. The skills that I’ve described have all contributed to my accomplishment in maintaining each and every learning outcome. I draw on these strengths (and improvement of them therein) to ensure my performance in each task at hand. These learned and practiced skills are my vehicle in attaining both the goals of the course as well as the program.
Another spectrum of gains I value from this course has been related to new ideas, changed perspectives and renewed interest in concepts or topics. I thoroughly enjoy thinking in terms of these new insights I’ve gained. As human service professionals,
“we are working philosophers, but the sort who are continuously evolving our ideas in the light of new experiences, new data and conflicting perspectives. While it is sometimes confusing and disorienting to face things that directly or indirectly conflict with our most cherished beliefs, a growing practitioner is one who remains open and flexible” (Kottler, p.35).
I personally like to think of this open type of thinking as something that not only helps me in becoming a good professional, but in growing as a person in all aspects of my life.
One new idea that I’ve enjoyed thinking about and internalizing is Chaos theory. Many of the ideas in the book The Seven Live Lessons of Chaos validate me and many of my traits. In many instances in my life I’ve felt flighty and non-decisive. “Chaos, it turns out, is as much about what we can’t know as it is about certainty and fact. It’s about letting go, accepting limits, and celebrating magic and mystery” (Briggs & Peat, p.7). I highly value my artistic outlets and perspectives and this book seems to think I’m doing something right and it dedicates an entire chapter to creativity. I also really listened while reading the chapter on “exploring what’s between” when they explained the theories inherent tolerance for “both side” thinking that I embody much of the time. I think this is the kind of book that can be read at different times of life and get different things from it. I look forward to reading this book again, and possibly again, just to see what happens to my thinking then.
I had another changed perspective in the process of writing my standpoint paper. In the end this assignment was more about me than it was about the points. I learned a lot about my own prejudices and limitations and places in my own personality and standpoint for improvement. I wrote one sentence that struck me as it was coming through my fingers. It identified one key in my overcoming negative feelings toward people was to “Value their weaknesses as much as my own strengths.” I had what one would call an “ah-ha” moment. Or as chaos theory would say, a “bifurcation point”. From then on in writing my paper I felt I was coming from another perspective. I really took a step toward healing my negativity in the process of doing that assignment.
Another opportunity to begin changing my perspectives was when we did the line exercise in class. It really struck me to hear honest, open accounts of people in all positions of the room. People in front felt “guilty”. People in back felt “happy”. To me that said: “Don’t envy me.” and “Don’t feel sorry for me”. This enlightenment has gone a long way in re-shaping my prejudices surrounding economic class and other privileges. Similarly, during the circle exercise, I began to see elements of the connectedness in our lives. It was a clear demonstration of the overlapping groups we all belong to. It also helped me to witness and experience what it feels like to be universally accepted, and how environment is important in individual disclosure.
Environment is also another changed perspective for me. In the first few classes we all quickly learned that one of the goals was to work toward eliminating power imbalances in the classroom and in professional settings. When the class didn’t thrive from the syllabus fish bowl exercise and our instructor came to us humble apology. I was one of many that was struck with awe of the authentic stride toward that goal of equal power. Additionally, she offered a definition of humble that really spoke to me. “Humility is ‘on the earth’. Not groveling, but firm”. Another manifestation of the equal power perspective was the Class made rules for behavior. These rules included major ideas like, confidentiality, respect and overall provided with a good human services environment, one we will get used to operating in and likely take with us in our professional lives, and hopefully in other aspects of our lives as well.
I have rekindled a long interest in the connections of peoples. I believe this attraction began as a child when I’d say things like, “I like long, get-to know you talks”. Though I was social I always found myself in retreat type settings and in school, building only a handful of meaningful friendships. I much preferred that true closeness than the superficial friendships I felt from the universally “popular” group in which I always felt welcomed, but never felt fulfilled in. As it relates to this class I recognized this reoccurring theme during the Ally exercise in class when our groups talked about when we wished we had an ally an when we were one. My train of thought has continued for weeks leading to a new and very strong interest in the recognition of, perpetuation of, the building and enjoying of, true connectedness. I am truly beginning to value recognizing and surfacing the deep relationships between people who are more alike than they may feel or think. My ideas and recognizing themes of connectedness are validated through the chaos book, the ally class exercise mentioned above and two of our Blackboard documents relating to systems thinking. From Briggs and Peat I get, “[I]t is less important to notice how systems are in competition with each other than it is to notice how systems are nested within each other and inextricably linked” (Briggs & Peat, p.62). Since we are all linked to our respective systems, and our systems are linked. We are all linked. We should use that to live happier, more fulfilling lives, by becoming more aware of and taking advantage of our inherent connectedness. I give this emphasis back to the class when I read an email I’d written about my thoughts about our connections with each other and what good it would do to recognize and flourish in them. Further, I can only imagine (hope) that I encouraged or inspired people who don’t internalize the concept of further thinking about class content and recognizing themes of subjects in classes and personalize the content of courses to keep thinking.
Another exercise that stirred a realization in me was the five closest friends exercise. I realized that I’ve never pursued my interest in the LBGT community through classes, reading or other research. I decided that I might as well go ahead with it. I only stand to gain perspective and hence growth potential. My interests in this area have touched at least one person specifically because she told me my words meant something to her.
My approach to the assignment “why I want to be a helper” was enlightening for me in order to give definition of what being a good human is to me and additionally not holding myself to a career goal right now. I remember that Mikel said my personalization of the project and words of perpetual change really spoke to her.
My experience in incorporating new ideas, changed perspectives and renewed interest into my thoughts and goals in this class relate to the National Standards and Learning Outcomes much like the last spectrum of gains did. Both directly and abstractly. Standard 19 speaks to the worth of the individual, confidentiality and professional behavior and environment. Standard 20 relates to consciousness of self, limitations, and awareness of diversity. Standard 12 directly requires the understanding of human systems, something I’m specifically aiming to learn more about. Again, I feel that this collection of new knowledge first helps me on a personal level to further my awareness and breadth in which I lead my life. This will be exceedingly important in my continued journey through the stages and milestones of this program. By broadening my scope of potential for learning, I ensure my success.
There are a few areas in which class content helped me recognize my need for improvement. In reading Persepolis, I was confirmed in my long felt lacking in my worldly knowledge and utter lack of interest in the concepts therein. While the personalities, experiences and relationships stuck with me, the state of the country, the political story and world level concepts was all but completely lost on me. I welcome the highlight of a known weakness of mine, and yet, still have no real answer as to how I’ll remedy this. Another previously well known weakness of mine that was highlighted in this class was my tendency in being harshly self critical about my progress, performance, boundaries. Just when I feel I’ve neared my limit in terms of performance or personal resources (mental, emotional physical abilities), I push to expand those limits rather than respect them. My paradox is the need to learn that respect and that my tendency to push those limits is what makes me grow and succeed. How do I continue to progress and give myself a break at the same time? Yet another answer I’ve yet to find. My last area for growth is in my (not) asking for and utilizing help. The helping exercise we did over the course of a few weeks really helped me to highlight my need for attention in this area. Not something I think is impossible to change; it’s just about keeping it in my mind and beginning to learn new habits in thinking and actions.
I’ve taken each assignment as an opportunity to creatively engage within this class and plan of study. I feel confident that I am utilizing every opportunity in the most beneficial way for my continued learning and growth. I also believe that this approach to my learning will not lead me astray in the Human Services program or field of professionals. Given the accumulation of learning opportunities that lay behind me and ahead of me, I believe the end of my journey will show that I’ll have both maintained my own integrity of purposefully attending college and fulfilled the ideals of the faculty and national association when they optimistically laid out a path for building a community of capable professionals and valued people.
Resources
Briggs, J., & Peat, F. D. (2000). Seven life lessons of chaos: Spiritual wisdom from the science
of change. New York: Harper Perennial.
Kottler, J. A. (2000). Doing Good: Passion and commitment for helping others. Philadelphia:
Brunner-Routledge.
O’Hara, A., & Weber, Z. (2006). Skills for human practice: Working with individuals, groups, and communities. Victoria, Australia: Oxford University Press.
Palmer, P. J. (2000). Let your life speak: Listening for the voice of vocation. San Francisco:
Jossey-Bass.
Appendix F -- Cookie Project
I am a chocolate chip cookie!
The ingredients of the cookie are all the systems that have worked together to make me who I am in personality, values, weaknesses etc. The ingredients working separately of one another do not suffice to make the whole cookie.
They must all “cook” together to make the system of me. The systems that I will talk about represented within the cookie are my “internalized” system, those that work within me, those that have shaped me who I am over time, or some time in my past.
“When you see whole systems, you start noticing where things come from and where they go. You begin to see that there is no ‘away’ to throw things to… To see not only things but also relationships, opens your vision immensely” (Meadows, p.102).
I have separated all the systems that work within me into categories representing each trait of a freshly baked cookie. I will introduce each cookie trait, relate that to my personality, then list the different systems that have shaped that part of me the most.
Freshly baked cookies are WARM!!
I, too, have warmth. I enjoy helping people, I strive to spread love, I am approachable, and forgiving.
The SYSTEMS that have shaped these parts of me are:
Human Services School: This is guiding me in identifying the ins and outs of my being a helpful person. Just my being drawn to this program is confirming in me, my inherent helpfulness.
Religion: As a kid, religion was useful in teaching me the concepts of showing love through actions, and unconditional love. It made me want to be the kind of person that people felt better after having known.
Abuse: My experiences with abuse and the healing process has taught me that true forgiveness is not easy, but also necessary for healing and growing. I’ve had a lot of practice in forgiveness and consider myself a tolerant, patient, and negotiable person.
Chocolate chip cookies have CHOCOLATE!!
To me chocolate represents youthfulness and also womanhood. Two very important parts of who I am.
The SYSTEMS that have shaped these parts of me are:
Media: I am scared of ageing. I get nervous around my birthday each year. I worry about ageing “gracefully” and losing my identity as I get older. The media has a strong influence in what shapes our views about what the “social norm” is in terms of age. It is best to be young, or at least look it. I recognize that I have been susceptible to the media system and its persuasive power.
Gender Roles: well…Chocolate = woman. That is a gender roll in itself, huh? But I also embody the gender role of mother, home maker, wife, dishwasher… etc. Luckily, I thrive in this role so it does not hurt my spirit to be involved in this system.
Usually cookies aren’t alone, they are
SURROUNDED WITH OTHERS!!
This is all about the social aspect of me. I love to be around others. I love when there is “something going on”. I like crowds and being in groups of people, parties, classes, tours etc. I fill my energy banks with people contact. I am an extrovert. And, as with cookies, I also really shine with one-on-one connections. (people like to eat cookies) .
The SYSTEMS that have shaped these parts of me are:
Birth Order: I am a youngest sibling. I was rarely alone growing up and demanded attention to be noticed.
American: Our culture has many spaces for celebrations and gatherings of people. Nearly every month there is a holiday of some sort. We have carnivals, fairs, zoo’s, shopping malls, festivals. Being a part of this cultural system has also been a source of frustration for me. I really relish in interpersonal connections (like when people enjoy eating their cookies) and the American culture is very focused on the individual experience. Many people live their lives in relative isolation, working and carrying out their lives parallel to, and not intertwined with those around them.
Then there is the COOKIE PART!!(the cooked dough)
This part of the cookie is made up of many ingredients all mixed together to make a whole part of the cookie. Each ingredient is individually unseen but vital in the existence of the successful (tasty) cookie. In this part of my personality, I think of the systems (mostly challenging ones) in my past which have shaped me the most. They are the systems that are equally unseen in my life as each the separate ingredient of the cookie dough.
The SYSTEMS that make up my unseen past are:
Abuse Victims: Through enduring and continually healing from an abusive past, I’ve come out as someone with emotional independence, pride in who I am and where I’m going, and strength in my abilities to overcome. This journey of healing is long, hard and interesting. Interesting because it requires the full range of growth. It travels from feeling like nothing, to being proud of who you are and embracing that existence. “The spiritual journey is full of paradoxes. One of them is that the humiliation that brings us down-down to ground on which is safe to stand and to fall-eventually takes us to a firmer and fuller sense of self” (Palmer,p.70). I also carry a spectrum of prejudices that I continually work to acknowledge and, when possible, overcome altogether. “We will become better… not by trying to fill the potholes in our souls, but by knowing them so well that we can avoid falling into them” (Palmer, p. 52).
Depression: I’ve lived with, experienced, and supported a number of family members who have suffered with depression and mood altering imbalances. This has helped me to be aware of my emotions, objectively guide my actions, and maintain a realistic view of the world. I’ve also developed some understanding about supporting someone struggling in these ways, and the cyclic nature of these systems.
Alcoholism: My life has been affected by people suffering from it as long as I can remember. I am careful about not allowing myself to develop negative habits or dependencies. I have developed a certain level of acceptance and tolerance for this disease. Though, at times, the saddening effects of the system of alcoholism still grasp me.
Each cookie has its own distinct BUMPY SURFACE!!
This aspect of the cookie represents my individuality. Those things that truly set me apart, my flaws, my awkwardness, my quirky, spunky side. I embrace this “bumpiness” as my identity. It’s what makes me an individual cookie- like none other.
Some of the SYSTEMS that have made me an individual are:
Geography: Living in the Pacific Northwest most of my life has helped shape me into someone who loves nature, animals, certain clothing styles, changing seasons and… rain. Also, living in San Diego for a (relatively) large chunk of my adult life imbedded in me a love for the convenience of a city who values recreational activities. San Diego also helped solidify my taste in music and our goals in raising our family in a “smaller” environment (with bigger yards).
School: The public school system provided me the opportunity to learn most all of my early academic knowledge and realize my love of learning. In terms of social interaction and my system of friends I met and kept through the same system, I learned how to BE me. I interacted with those around me, learned what worked and what didn’t work for me socially. What type of people I had fun with and some beginnings of how to handle uncomfortable situations socially.
Socioeconomic class: The class that I grew up in did not allow me to be likeable for the stuff or clothes I had. I didn’t have a lot of stuff. We moved a lot usually from financial struggles. Both of these made it necessary for me to actively make friends. My friends weren’t those I’d had all my life since school began. My friend systems weren’t built in, because I was often the new kid. I found ways to be noticed and likeable. Further, I was always aware of “not having the money”. From a young age I had an intimate relationship with the feeling of wanting and not affording. From this I value my ability to truly acknowledge what I have in my life and be thankful for and create abundances around me. I am also real cheap with my money. I worry about spending. Always.
Chocolate chip cookies have a
MONOCHROMATIC COLOR SCHEME!
(they’re all brown)
Since they are all brown, the potential for change is extreme. Anything changed or added to the cookie will be noticed and welcomed. (say… m&m’s?) This infinite potential for change represents my tendency to strive for self improvement and gained knowledge as well as my unceasing creativity!
The SYSTEMS that has directly utilized this part of me is:
Marriage: The ability to seek and accept change is vital to a lasting relationship.
Parenthood: Flexibility is in the top most important characteristics of any parent.
Artist: Having a creative outlet keeps me balanced. My art is my sanctuary.
Not only am I the cookie and there are systems that have worked to shape my internal self… There are systems that make up my external environment as well. My “influential” systems. This is my OVEN. (within which the cookie is baked)
My external systems (oven) is my environment, it effects HOW all my ingredients (internalized systems) interact and what the more current manifestation is, or how the cookie turns out! “The performance of a system is not the sum of the independent effects of its parts: it is the product of their interactions” (Gharajedaghi & Ackoff, p. 24).
My outwardly influential systems are the more current systems that affect my experience, thoughts and actions. They are:
College: Being a part of this Human Services program guides my thinking, and I follow. I spend my time learning and thinking about the subjects that are presented to me in classes. The system of western and this human services program directly influences the areas in which I emphasize my learning. I am always trying to learn more and be better, I end up pushing myself to a fault. I’m learning that it’s all about living in “a creative tension between our limits and our potentials”(Palmer, p.55).
Family: I do nothing without considering how it may affect my daughter and husband. We work together and learn and grow within our little system in our home. A big part of my extended family lives close together. We help each other, run errands, talk to each other, support each other and cooperate to make our lives to smoother and be happier.
This category of systems are all SOCIETAL systems:
Family Ideals: Here is the scary part. My life is completely modeled after the “Jones’s”. The system of Family Ideals involves things like: Marriage, children, home, car payment, IRA’s, Health Insurance, Career in the household, household pets… etc. Not only that, I finally feel happy, content and as though I’ve “arrived” somewhere. Is this a coincidence that I just so happened that my individual goals and triumphs so perfectly models this societal ideal? Further, I act to protect these accomplishments and orient my goals that will further this ideal. For example: Buying property, building our own house, get a dog. I FEEL like our goals and hopes and wants are individual,but are we really? Do you want the same things I want?
Gender roles: I don’t fundamentally agree with the constraints that gender roles place on our population, but I live by them. My husband works, I’m a mom who (mostly) stays home. I clean – he works in the garage. (He does laundry and cooks—so I guess we are breaking through). Chloe actually told me the other day that “Doctors are boys.” I said, girls can be doctors, and she said: “No, girls are mommies.” The lessons we teach by example are the strongest ones, I guess. (of course we had the follow up conversation about we can be anything we want when we ‘grow up’)
Parenthood: Societal systems affect my motherhood in a variety of ways in order for me to provide a healthy environment for her to thrive. Examples: Limiting Television. Ensuring healthy attachment and emotional fulfillment. Respectful discipline. Education in the home.
Nutrition: I am influenced by our societal system of accepted nutrition. I eat out at popular restraints and buy mainstream foods. I struggle to stay away from food that is more convenient than healthy.
This category of systems pertains to my PRIVELEGES. What systems I am a part of that makes my life easier.
Disabled Naval Veteran: My status as a disabled veteran has made me eligible for the program that allows (pays for) me to attend college. Attending college is a huge dream of mine, so this system’s support is extremely valued. I also receive positive regard from people when they hear that I served in the military. This system helps make my life easier.
Physical Size: Being small has been easy on me. It helps me shop and find clothes and shoes easily. I get help with stuff easily when I ask. I get positive attention and I am often viewed as “healthy” and not negatively judged or treated because of my appearance. I suppose this system is as much societal as it is about me being small physically. This makes my life easier.
Skin Color: I don’t know the feeling of racial oppression or prejudice. My experiences of being racially outnumbered are isolated and rare. Let alone what it may feel like to live with that as an everyday reality. This makes my life easier.
Lifestyle sexuality: I don’t have to fight for rights in my relationship. I don’t fear hate crimes. I can choose to be involved with fighting discrimination with regard to sexual preference. This lifestyle makes my life easier.
Economic place: We never have to choose which bill to pay this month. We don’t have to wait for payday to buy stuff our family needs. We never need to stay home because of gas prices. We are planning a vacation and Christmas presents. We are homeowners. We have three cars. We eat out and spend on entertainment. I’ve learned that my childhood economic class effects how BAD I want to be here and society influences the fact that I WANT to be here. This economic place makes my life easier.
A silly extension to my analogy!
The napkin the cookie sits on represents those I touch in my life. The cookie leaves remnants of its presence. Crumbs, smudges of chocolate, warmth, stains… I affect other systems as well by touching individuals I come in contact with in one way or another.
The hope is that I affect people as positively as a chocolate chip cookie does. “We may never know if or how or when our influence will have an effect. The best we can do is act with truth, sincerity, and sensitivity, remembering that it is never one person who brings about change but the feedback of change within the entire system” (Briggs & Peat, p. 50).
“ Contrary to the conventions of our thinly moralistic culture, this emphasis on gladness and selfhood is not selfish…the question ‘Who am I’ leads inevitably to the equally important question ‘Whose am I?’—for there is no selfhood outside of relationship. We must ask the question of selfhood and answer it as honestly as we can, no matter where it takes us. Only as we do so can we discover the community of our lives.
As I learn more about…true self…I also learn more about the ecosystem in which I was planted – the network of communal relations in which I am called to live responsively, accountably, and joyfully with beings of every sort. Only when I know both seed and system, self an community, can I embody the great commandment to love both my neighbor and myself” (Palmer,p. 7).
Kendra
Excellent— presentation on Tuesday night.
· Good identification of multiple overlapping systems. However, you did not merely “list” systems. You also showed in both what you said and in your handout that you are capable of seeing the interconnectedness of systems, which is the learning goal of the quarter. It takes going beyond the personal, while at the same time, embracing the personal. You were able to do this. As you say in your handout, “America is focused on the individual and on individual experience.”
· Extraordinary level of comprehensiveness in name and complexity of systems addressed. What you said showed that you are willing to do the hard work of thinking honestly about everything that has influenced you.
· Creative and effective metaphor used as organizing principle.
· Effective graphic organizer used to support expression of interconnectedness of all systems to which you belong.
· Outstanding weaving in of course materials and texts. You have attended to the central course texts and to many that were available and not dealt with directly.
· No APA errors!!!
· Outstanding work
o Clear Identification of systems: 4/4
o Use of course concepts 4/4
o Depth of thought 3/3
o Quality of expression 3/3
o Creativity of graphic 3/3
o Handout 3/3
o Total 20/20
Given our other conversations, I read with particular interest your comments on “gender” and “Lifestyle sexuality.” You are aware that the “style” you have selected and committed to grants you privilege. Those who choose to think about and/or talk about any, even slight, variation to the “heteronormative style” put their privilege at risk, so your naming your privilege was courageous, as was your statement that, “My lifestyle makes my life easier.”
I look forward to seeing you continue to grow in your profession. You did an outstanding job on this presentation—as you have done in all your work. It is a pleasure to see someone who truly loves to learn.
Patricia M. Fabiano, Ph.D.
Faculty, Student Affairs Administration Program & Human Services Program
Assessment Consultant to the Division of Student Affairs
Miller Hall 353 Mailstop 9087
Western Washington University
Bellingham, WA 98225
360-650-3074
pat.fabiano@wwu.edu
"Be kind for everyone you meet is fighting a great battle."
Attributed to Alexander of Philo.
The ingredients of the cookie are all the systems that have worked together to make me who I am in personality, values, weaknesses etc. The ingredients working separately of one another do not suffice to make the whole cookie.
They must all “cook” together to make the system of me. The systems that I will talk about represented within the cookie are my “internalized” system, those that work within me, those that have shaped me who I am over time, or some time in my past.
“When you see whole systems, you start noticing where things come from and where they go. You begin to see that there is no ‘away’ to throw things to… To see not only things but also relationships, opens your vision immensely” (Meadows, p.102).
I have separated all the systems that work within me into categories representing each trait of a freshly baked cookie. I will introduce each cookie trait, relate that to my personality, then list the different systems that have shaped that part of me the most.
Freshly baked cookies are WARM!!
I, too, have warmth. I enjoy helping people, I strive to spread love, I am approachable, and forgiving.
The SYSTEMS that have shaped these parts of me are:
Human Services School: This is guiding me in identifying the ins and outs of my being a helpful person. Just my being drawn to this program is confirming in me, my inherent helpfulness.
Religion: As a kid, religion was useful in teaching me the concepts of showing love through actions, and unconditional love. It made me want to be the kind of person that people felt better after having known.
Abuse: My experiences with abuse and the healing process has taught me that true forgiveness is not easy, but also necessary for healing and growing. I’ve had a lot of practice in forgiveness and consider myself a tolerant, patient, and negotiable person.
Chocolate chip cookies have CHOCOLATE!!
To me chocolate represents youthfulness and also womanhood. Two very important parts of who I am.
The SYSTEMS that have shaped these parts of me are:
Media: I am scared of ageing. I get nervous around my birthday each year. I worry about ageing “gracefully” and losing my identity as I get older. The media has a strong influence in what shapes our views about what the “social norm” is in terms of age. It is best to be young, or at least look it. I recognize that I have been susceptible to the media system and its persuasive power.
Gender Roles: well…Chocolate = woman. That is a gender roll in itself, huh? But I also embody the gender role of mother, home maker, wife, dishwasher… etc. Luckily, I thrive in this role so it does not hurt my spirit to be involved in this system.
Usually cookies aren’t alone, they are
SURROUNDED WITH OTHERS!!
This is all about the social aspect of me. I love to be around others. I love when there is “something going on”. I like crowds and being in groups of people, parties, classes, tours etc. I fill my energy banks with people contact. I am an extrovert. And, as with cookies, I also really shine with one-on-one connections. (people like to eat cookies) .
The SYSTEMS that have shaped these parts of me are:
Birth Order: I am a youngest sibling. I was rarely alone growing up and demanded attention to be noticed.
American: Our culture has many spaces for celebrations and gatherings of people. Nearly every month there is a holiday of some sort. We have carnivals, fairs, zoo’s, shopping malls, festivals. Being a part of this cultural system has also been a source of frustration for me. I really relish in interpersonal connections (like when people enjoy eating their cookies) and the American culture is very focused on the individual experience. Many people live their lives in relative isolation, working and carrying out their lives parallel to, and not intertwined with those around them.
Then there is the COOKIE PART!!(the cooked dough)
This part of the cookie is made up of many ingredients all mixed together to make a whole part of the cookie. Each ingredient is individually unseen but vital in the existence of the successful (tasty) cookie. In this part of my personality, I think of the systems (mostly challenging ones) in my past which have shaped me the most. They are the systems that are equally unseen in my life as each the separate ingredient of the cookie dough.
The SYSTEMS that make up my unseen past are:
Abuse Victims: Through enduring and continually healing from an abusive past, I’ve come out as someone with emotional independence, pride in who I am and where I’m going, and strength in my abilities to overcome. This journey of healing is long, hard and interesting. Interesting because it requires the full range of growth. It travels from feeling like nothing, to being proud of who you are and embracing that existence. “The spiritual journey is full of paradoxes. One of them is that the humiliation that brings us down-down to ground on which is safe to stand and to fall-eventually takes us to a firmer and fuller sense of self” (Palmer,p.70). I also carry a spectrum of prejudices that I continually work to acknowledge and, when possible, overcome altogether. “We will become better… not by trying to fill the potholes in our souls, but by knowing them so well that we can avoid falling into them” (Palmer, p. 52).
Depression: I’ve lived with, experienced, and supported a number of family members who have suffered with depression and mood altering imbalances. This has helped me to be aware of my emotions, objectively guide my actions, and maintain a realistic view of the world. I’ve also developed some understanding about supporting someone struggling in these ways, and the cyclic nature of these systems.
Alcoholism: My life has been affected by people suffering from it as long as I can remember. I am careful about not allowing myself to develop negative habits or dependencies. I have developed a certain level of acceptance and tolerance for this disease. Though, at times, the saddening effects of the system of alcoholism still grasp me.
Each cookie has its own distinct BUMPY SURFACE!!
This aspect of the cookie represents my individuality. Those things that truly set me apart, my flaws, my awkwardness, my quirky, spunky side. I embrace this “bumpiness” as my identity. It’s what makes me an individual cookie- like none other.
Some of the SYSTEMS that have made me an individual are:
Geography: Living in the Pacific Northwest most of my life has helped shape me into someone who loves nature, animals, certain clothing styles, changing seasons and… rain. Also, living in San Diego for a (relatively) large chunk of my adult life imbedded in me a love for the convenience of a city who values recreational activities. San Diego also helped solidify my taste in music and our goals in raising our family in a “smaller” environment (with bigger yards).
School: The public school system provided me the opportunity to learn most all of my early academic knowledge and realize my love of learning. In terms of social interaction and my system of friends I met and kept through the same system, I learned how to BE me. I interacted with those around me, learned what worked and what didn’t work for me socially. What type of people I had fun with and some beginnings of how to handle uncomfortable situations socially.
Socioeconomic class: The class that I grew up in did not allow me to be likeable for the stuff or clothes I had. I didn’t have a lot of stuff. We moved a lot usually from financial struggles. Both of these made it necessary for me to actively make friends. My friends weren’t those I’d had all my life since school began. My friend systems weren’t built in, because I was often the new kid. I found ways to be noticed and likeable. Further, I was always aware of “not having the money”. From a young age I had an intimate relationship with the feeling of wanting and not affording. From this I value my ability to truly acknowledge what I have in my life and be thankful for and create abundances around me. I am also real cheap with my money. I worry about spending. Always.
Chocolate chip cookies have a
MONOCHROMATIC COLOR SCHEME!
(they’re all brown)
Since they are all brown, the potential for change is extreme. Anything changed or added to the cookie will be noticed and welcomed. (say… m&m’s?) This infinite potential for change represents my tendency to strive for self improvement and gained knowledge as well as my unceasing creativity!
The SYSTEMS that has directly utilized this part of me is:
Marriage: The ability to seek and accept change is vital to a lasting relationship.
Parenthood: Flexibility is in the top most important characteristics of any parent.
Artist: Having a creative outlet keeps me balanced. My art is my sanctuary.
Not only am I the cookie and there are systems that have worked to shape my internal self… There are systems that make up my external environment as well. My “influential” systems. This is my OVEN. (within which the cookie is baked)
My external systems (oven) is my environment, it effects HOW all my ingredients (internalized systems) interact and what the more current manifestation is, or how the cookie turns out! “The performance of a system is not the sum of the independent effects of its parts: it is the product of their interactions” (Gharajedaghi & Ackoff, p. 24).
My outwardly influential systems are the more current systems that affect my experience, thoughts and actions. They are:
College: Being a part of this Human Services program guides my thinking, and I follow. I spend my time learning and thinking about the subjects that are presented to me in classes. The system of western and this human services program directly influences the areas in which I emphasize my learning. I am always trying to learn more and be better, I end up pushing myself to a fault. I’m learning that it’s all about living in “a creative tension between our limits and our potentials”(Palmer, p.55).
Family: I do nothing without considering how it may affect my daughter and husband. We work together and learn and grow within our little system in our home. A big part of my extended family lives close together. We help each other, run errands, talk to each other, support each other and cooperate to make our lives to smoother and be happier.
This category of systems are all SOCIETAL systems:
Family Ideals: Here is the scary part. My life is completely modeled after the “Jones’s”. The system of Family Ideals involves things like: Marriage, children, home, car payment, IRA’s, Health Insurance, Career in the household, household pets… etc. Not only that, I finally feel happy, content and as though I’ve “arrived” somewhere. Is this a coincidence that I just so happened that my individual goals and triumphs so perfectly models this societal ideal? Further, I act to protect these accomplishments and orient my goals that will further this ideal. For example: Buying property, building our own house, get a dog. I FEEL like our goals and hopes and wants are individual,but are we really? Do you want the same things I want?
Gender roles: I don’t fundamentally agree with the constraints that gender roles place on our population, but I live by them. My husband works, I’m a mom who (mostly) stays home. I clean – he works in the garage. (He does laundry and cooks—so I guess we are breaking through). Chloe actually told me the other day that “Doctors are boys.” I said, girls can be doctors, and she said: “No, girls are mommies.” The lessons we teach by example are the strongest ones, I guess. (of course we had the follow up conversation about we can be anything we want when we ‘grow up’)
Parenthood: Societal systems affect my motherhood in a variety of ways in order for me to provide a healthy environment for her to thrive. Examples: Limiting Television. Ensuring healthy attachment and emotional fulfillment. Respectful discipline. Education in the home.
Nutrition: I am influenced by our societal system of accepted nutrition. I eat out at popular restraints and buy mainstream foods. I struggle to stay away from food that is more convenient than healthy.
This category of systems pertains to my PRIVELEGES. What systems I am a part of that makes my life easier.
Disabled Naval Veteran: My status as a disabled veteran has made me eligible for the program that allows (pays for) me to attend college. Attending college is a huge dream of mine, so this system’s support is extremely valued. I also receive positive regard from people when they hear that I served in the military. This system helps make my life easier.
Physical Size: Being small has been easy on me. It helps me shop and find clothes and shoes easily. I get help with stuff easily when I ask. I get positive attention and I am often viewed as “healthy” and not negatively judged or treated because of my appearance. I suppose this system is as much societal as it is about me being small physically. This makes my life easier.
Skin Color: I don’t know the feeling of racial oppression or prejudice. My experiences of being racially outnumbered are isolated and rare. Let alone what it may feel like to live with that as an everyday reality. This makes my life easier.
Lifestyle sexuality: I don’t have to fight for rights in my relationship. I don’t fear hate crimes. I can choose to be involved with fighting discrimination with regard to sexual preference. This lifestyle makes my life easier.
Economic place: We never have to choose which bill to pay this month. We don’t have to wait for payday to buy stuff our family needs. We never need to stay home because of gas prices. We are planning a vacation and Christmas presents. We are homeowners. We have three cars. We eat out and spend on entertainment. I’ve learned that my childhood economic class effects how BAD I want to be here and society influences the fact that I WANT to be here. This economic place makes my life easier.
A silly extension to my analogy!
The napkin the cookie sits on represents those I touch in my life. The cookie leaves remnants of its presence. Crumbs, smudges of chocolate, warmth, stains… I affect other systems as well by touching individuals I come in contact with in one way or another.
The hope is that I affect people as positively as a chocolate chip cookie does. “We may never know if or how or when our influence will have an effect. The best we can do is act with truth, sincerity, and sensitivity, remembering that it is never one person who brings about change but the feedback of change within the entire system” (Briggs & Peat, p. 50).
“ Contrary to the conventions of our thinly moralistic culture, this emphasis on gladness and selfhood is not selfish…the question ‘Who am I’ leads inevitably to the equally important question ‘Whose am I?’—for there is no selfhood outside of relationship. We must ask the question of selfhood and answer it as honestly as we can, no matter where it takes us. Only as we do so can we discover the community of our lives.
As I learn more about…true self…I also learn more about the ecosystem in which I was planted – the network of communal relations in which I am called to live responsively, accountably, and joyfully with beings of every sort. Only when I know both seed and system, self an community, can I embody the great commandment to love both my neighbor and myself” (Palmer,p. 7).
Kendra
Excellent— presentation on Tuesday night.
· Good identification of multiple overlapping systems. However, you did not merely “list” systems. You also showed in both what you said and in your handout that you are capable of seeing the interconnectedness of systems, which is the learning goal of the quarter. It takes going beyond the personal, while at the same time, embracing the personal. You were able to do this. As you say in your handout, “America is focused on the individual and on individual experience.”
· Extraordinary level of comprehensiveness in name and complexity of systems addressed. What you said showed that you are willing to do the hard work of thinking honestly about everything that has influenced you.
· Creative and effective metaphor used as organizing principle.
· Effective graphic organizer used to support expression of interconnectedness of all systems to which you belong.
· Outstanding weaving in of course materials and texts. You have attended to the central course texts and to many that were available and not dealt with directly.
· No APA errors!!!
· Outstanding work
o Clear Identification of systems: 4/4
o Use of course concepts 4/4
o Depth of thought 3/3
o Quality of expression 3/3
o Creativity of graphic 3/3
o Handout 3/3
o Total 20/20
Given our other conversations, I read with particular interest your comments on “gender” and “Lifestyle sexuality.” You are aware that the “style” you have selected and committed to grants you privilege. Those who choose to think about and/or talk about any, even slight, variation to the “heteronormative style” put their privilege at risk, so your naming your privilege was courageous, as was your statement that, “My lifestyle makes my life easier.”
I look forward to seeing you continue to grow in your profession. You did an outstanding job on this presentation—as you have done in all your work. It is a pleasure to see someone who truly loves to learn.
Patricia M. Fabiano, Ph.D.
Faculty, Student Affairs Administration Program & Human Services Program
Assessment Consultant to the Division of Student Affairs
Miller Hall 353 Mailstop 9087
Western Washington University
Bellingham, WA 98225
360-650-3074
pat.fabiano@wwu.edu
"Be kind for everyone you meet is fighting a great battle."
Attributed to Alexander of Philo.
Appendix G -- Joint Paper, Healthy Relationships
Joint Paper/ Healthy Relationships Checklist
Rachael, Sharon, Kendra
In our first draft of the checklist we didn’t have much organization with the checklist items. However as we explored these items more in depth, we realized that there are multiple categories that naturally pop out and group together, just as there are multiple aspects of communication. The four main categories or sections we split the checklist into are Communication, Conflict Management, Individual Attributes, and Group Attributes. Each aspect cannot work alone, but rather there must be a balance of all four in order to create and successfully maintain communication in a healthy relationship. For example, a healthy relationship cannot survive if one person is always talking and everyone else in the group has little input. It takes teamwork, equal contribution, honesty and patience to make sure that everyone is heard and understood. On the other hand, a healthy relationship also centers on the reality that each member must bring individual, specific and unique attributes to the group such as good listening skills, discretion on when to speak and when to keep silent, and willingness to respectfully acknowledge other perspectives. By creating and viewing our checklist with an open mind, we took a look at some of the capacities and limitations of individuals, as well as course materials and created a guideline to keep in mind when striving toward healthy working relationships. We focused separately within the individual system with attributes of flexibility, but did not remove ourselves from respect. We applied positive attitudes to developing our limitations and strengths. Most of the additions to this revised checklist were incorporated through thinkings derived from True Partnership as well as class discussions. Much of what we came up with speaks to the diversity of human systems.
In order to serve both the large and small human systems, we integrated healthy human service skills such as communication, conflict management, and listening. Using critical thinking, we incorporated personal and group values and attitudes that would open opportunities to reach objectives and goals within interpersonal communications. Having an understanding of the systems that shape who we are and further, shape our relationships and how they form is the undercurrent of this checklist. So many of the checklist points we made require the use of systems-thinking to integrate into a relationship effectively. For example: In order to have a good sense of self knowledge and be continually working on it, the systems that shape each person become a focal point of that reflection. In order to truly respect those people you work with, treat them with equality and value their perspectives you need to take into account the systems that affect them as well as the systems that shape how you perceive them. In order to truly be open minded, uphold “both/and” thinking (Zaiss, 2002), maintain teamwork mentality, and truly listen; some level of understanding of the systems influences on your relationship is needed. Further, all of the interpersonal abilities listed in the checklist put together and mastered may not even be enough for a truly healthy working relationship. It is necessary to recognize that each individual has active systems at work in their lives that influence their ability to schedule, meet, focus, and be productive. Carl Ziass talks about the effects of these systems in our lives as “the drift” in his book True Partnership. Each person brings a mix of personal history, current situations, individual diversities, health, family, inner conflicts, and overall feeling of the day, all of which will affect how the working interactions will flow simply by being a part of that individual.
Beyond the individual system, we entered the group system with equality and teamwork using our diversity to find commonalities and brainstorm ideas. A broadened perspective shows that while each individual has systems that must be self and interpersonally recognized in order to interact healthfully, there are also larger systemic influences that shape working relationships overall. For example: The weather prevents them from carrying on with the laid work plan for the day. Or: The cell phone service provider drops all calls that day and the work for the day relied heavily on that connectedness. Or: Everyone wants to move forward with a new big idea but work must be held off until all the legal aspects are considered and addressed. These examples could go on and on. Clearly, there are an overwhelming number of larger systems that effect the interactions and hence relationships of people working together.
Working together to make a checklist about working together was interesting and helpful. All of the great ways to treat one another and productive ways in approaching tasks were right in front of us while we were working. It was not difficult to find information from the class readings and from our own experiences to fill a page on healthy ways to interact. It’s interesting to realize how easily our list changed and grew with just a few weeks of learning in between. It will not only be interesting to learn what the other groups came up with according to their respective standpoints and relationships but also further proof that our systems influence us all individually and we all individually influence our working relationships.
Rachael, Sharon, Kendra
In our first draft of the checklist we didn’t have much organization with the checklist items. However as we explored these items more in depth, we realized that there are multiple categories that naturally pop out and group together, just as there are multiple aspects of communication. The four main categories or sections we split the checklist into are Communication, Conflict Management, Individual Attributes, and Group Attributes. Each aspect cannot work alone, but rather there must be a balance of all four in order to create and successfully maintain communication in a healthy relationship. For example, a healthy relationship cannot survive if one person is always talking and everyone else in the group has little input. It takes teamwork, equal contribution, honesty and patience to make sure that everyone is heard and understood. On the other hand, a healthy relationship also centers on the reality that each member must bring individual, specific and unique attributes to the group such as good listening skills, discretion on when to speak and when to keep silent, and willingness to respectfully acknowledge other perspectives. By creating and viewing our checklist with an open mind, we took a look at some of the capacities and limitations of individuals, as well as course materials and created a guideline to keep in mind when striving toward healthy working relationships. We focused separately within the individual system with attributes of flexibility, but did not remove ourselves from respect. We applied positive attitudes to developing our limitations and strengths. Most of the additions to this revised checklist were incorporated through thinkings derived from True Partnership as well as class discussions. Much of what we came up with speaks to the diversity of human systems.
In order to serve both the large and small human systems, we integrated healthy human service skills such as communication, conflict management, and listening. Using critical thinking, we incorporated personal and group values and attitudes that would open opportunities to reach objectives and goals within interpersonal communications. Having an understanding of the systems that shape who we are and further, shape our relationships and how they form is the undercurrent of this checklist. So many of the checklist points we made require the use of systems-thinking to integrate into a relationship effectively. For example: In order to have a good sense of self knowledge and be continually working on it, the systems that shape each person become a focal point of that reflection. In order to truly respect those people you work with, treat them with equality and value their perspectives you need to take into account the systems that affect them as well as the systems that shape how you perceive them. In order to truly be open minded, uphold “both/and” thinking (Zaiss, 2002), maintain teamwork mentality, and truly listen; some level of understanding of the systems influences on your relationship is needed. Further, all of the interpersonal abilities listed in the checklist put together and mastered may not even be enough for a truly healthy working relationship. It is necessary to recognize that each individual has active systems at work in their lives that influence their ability to schedule, meet, focus, and be productive. Carl Ziass talks about the effects of these systems in our lives as “the drift” in his book True Partnership. Each person brings a mix of personal history, current situations, individual diversities, health, family, inner conflicts, and overall feeling of the day, all of which will affect how the working interactions will flow simply by being a part of that individual.
Beyond the individual system, we entered the group system with equality and teamwork using our diversity to find commonalities and brainstorm ideas. A broadened perspective shows that while each individual has systems that must be self and interpersonally recognized in order to interact healthfully, there are also larger systemic influences that shape working relationships overall. For example: The weather prevents them from carrying on with the laid work plan for the day. Or: The cell phone service provider drops all calls that day and the work for the day relied heavily on that connectedness. Or: Everyone wants to move forward with a new big idea but work must be held off until all the legal aspects are considered and addressed. These examples could go on and on. Clearly, there are an overwhelming number of larger systems that effect the interactions and hence relationships of people working together.
Working together to make a checklist about working together was interesting and helpful. All of the great ways to treat one another and productive ways in approaching tasks were right in front of us while we were working. It was not difficult to find information from the class readings and from our own experiences to fill a page on healthy ways to interact. It’s interesting to realize how easily our list changed and grew with just a few weeks of learning in between. It will not only be interesting to learn what the other groups came up with according to their respective standpoints and relationships but also further proof that our systems influence us all individually and we all individually influence our working relationships.
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