student

MSWPROGRAM

Liaison

University

Agency

Field Instructor

client

AgencySupervisor

client

Seminargroup

Relatedagency

MSWclass

Figure 2

Principles of systems theory that apply to power

1.Seeking homeostasis – systems seek stability; good and bad

2.relationships are either complementary or symmetrical

Complementary is 1-2, 2-3,-3-4, 1-3, 2-4 etc. Involve power disparity, giving orders/taking orders – unequal power authority.

Symmetrical is equal relationships 1-1, 2-2 etc.

Problems arise when attempt is made to change complementary to symmetrical or vica versa

Problems also arise when there is conflict between those in a symmetrical relationship.

See Diagram example on next slide:

Mental health and Family and children services are seeing same clients. Mental health sees the client as a mentally ill single parent, living with older mother and father. From mental health point of view Mother needs responsibility of ongoing childcare with help of parents. Dept. Of family and children services is concerned with the child and sees the mother as neglectful, wants grandparents to take legal custody of child or place in foster care.

Thus, two services are in conflict with client in the middle. Neither has enough power to make what they wish, happen. The more conflict escalates the more WHAT? Happens.

3.Pay attention to Triangles - Triangles refer to relationships involving three or more people wiith the Same or differing degrees of power. In triangulation, alliances are formed, usually between two parts of the triangle to deal with the remaining part. In many cases the alliances may be unwilling or unwitting. For example, worker a who is having difficulty with her supervisor b, may form an alliance with an intern c who receives field instruction from b in order to get info on b. In families pathological triangles are often essence of dysfunctional behavior and scapegoating. What happens in a triangle is that at any given time, alliances are formed or maintained that block progress growth and development. Triangles often rigid. They occur when a predictable pattern of relating emerges among three of more people, at the expense of at least one of them. They ususally involve at least one person with greater or lesser power.

Triangles are often attempts to balance power disparities.

Below is the diagram described on previous slide!

4 4

1

symmetrical

complementary

WHAT CAN HAPPEN AS THE CONFLICT IN THESYMMETRICAL RELATIONSHIP ESCALATES?

Indicates overt conflict

Socio-political other - has more power than the professional -power rating = 4

WHEN THE 'OTHER' IS NATURE OF INTERACTION IS PRIMARILY

RELATIVE TO THE 'OTHER' YOUR POWER AND AUTHORITY IS

Service user

Intimate of service user

Clinical

Clinical/collateral

High

Trainee

Supervisee

Consultee

Collateral

Collateral/collegial

Somewhat higher

Consultant

Colleague

collegial Equal or relatively equal

Supervisor

Program director

Collegial/supervisory

Supervisory

Relatively less

Less

Community resource controller

Agency head/employer

Policy-maker or funding source

Socio-political Low

As you have less power, you also have less control over the setting in which the interaction takes place. Additionally you have less control over the rules for the interaction. Finally, the more overtl personal and emotional your internal response may be. .When power your power is limited in relation to others, there is more PERSONAL RISK involved. Taken From: Specht, H. (1988). New directions for social work practice. New Jersey: Prentice-Hall.

4

3

1

2

2.5

Student

MSWprogram

Liaison

University

Agency

Field Instructor

Client

AgencySupervisor

Client

Seminargroup

Relatedagency

MSWclass

Figure 3 Typical linesin eco-map

Lines are added thatIndicate flow of resourcesOr energy

student

MSWPROGRAM

Liaison

University

Agency

Field Instructor

client

AgencySupervisor

client

Seminargroup

Relatedagency

MSWclass

Figure 1 Add resourcerelationship linesamong others

= good relationship

= weak relationship

= conflict or problem relationship= covert conflict

= cutoff or broken relationship

student

MSWPROGRAM

Liaison

University

Agency

Field Instructor

client

AgencySupervisor

client

Seminargroup

Relatedagency

MSWclass

Figure 1Different lines indicate different types of rel.

conflict

Covert conflict

weaksolid

Student2

MSWprogram

4-5

Liaison3-4

University5

Agency4

Field Instructor

3

Client1

AgencySupervisor

4

Client 1

Seminargroup

2-3

Relatedagency

4

MSWclass

2

Figure 4 Add powerratings; noticetriangles

When other relationships are added, along withpower ratings, we can see how complex intra- andinter-agency systems really are.

Notice the number of triangles, all potentially helpful or harmful.

In macro practice there is no such thing as a simpleone on one relationship!

What happens to you, when there is a conflict between your client and your field instructor?

Your liaison and the agency director?

student

MSWPROGRAM

Liaison

University

Agency

Field Instructor

client

AgencySupervisor

client

Seminargroup

Relatedagency

MSWclass

Figure 1

Grade for eco-map1. identifying relevant systems and sub-systems (including individuals)(20 points)2. Clarity and differentiation of relationship lines and directional flow ofresources. This includes relationship reflecting relationships betweensub-systems as well as relationships with you! 40 points3. Give power ratings for each element in eco-map (10 points)

4. identify problematic triangles or or if not triangles, the configuration ofsubsystems that are problematic. (Draw a circle or some type of border thatidentifies this area – 30 points.

Narrative section1. explain the major features of the eco-map 20 points2. explain the problematic subsystems – triangles etc. 30 points3. identify possible strategies that you could use to problem-solve the

situation. Focus on how you could use other relationships in the eco-maoand or any assertive skills or strategies. Think back to examples in classone. 50 points.

200 points total

SW Intern2

Principal4

Secretary2-3

Cottagetherapist

4

Teacher3

Field instructor

4

Clinicaldirector

5

Students1

Eco-map of student inresidential adolescent treatment

Figure 6