Chapter 1 notes Human Behavior

Human Behavior in the Social Environment: A Multidimensional Perspective (7th Edition)

Chapter 1: Introduction to Human Behavior in the Social Environment

Objectives of the Chapter (1 of 2)

• By the end of this chapter, you should be able to:

  • Explain why social workers study human behavior and the social environment.

  • Understand the role of human development in social work.

  • Describe the role played by normative and nonnormative influences on developmental outcomes.

  • Contrast the contributions of life-stage, life-span, life-course, and strengths perspectives for understanding human development.

Objectives of the Chapter (2 of 2)

• Continued objectives include:

  • Describe the supporting frameworks and theories for understanding human development in social work.

  • Explain the effects of intersectionality on developmental outcomes.

  • Describe the role of anti-oppressive frameworks and theories for understanding power and inequalities.

  • Describe the defining elements of the ecological systems perspective in social work.

Why Social Workers Study Human Behavior and the Social Environment

Definition of HBSE

• Human Behavior and the Social Environment (HBSE) refers to the study of how people and their environments influence each other. Key components include:

  • Theories of human behavior.

  • Person-in-Environment framework.

  • Other multidisciplinary frameworks.

Importance of HBSE

• Understanding HBSE is crucial for social workers because it:

  • Helps in grasping how individuals grow, change, and respond to life events.

  • Considers both the person and their environment including family, friends, community, and society.

  • Focuses on social adaptation: aiding individuals in coping with life changes or challenges in healthful ways.

  • Aids in comprehending vulnerability and resilience:

  • Some individuals are more vulnerable and struggle more with life changes.

  • Others exhibit resilience, bouncing back from challenges.

• Knowledge in HBSE allows social workers to tailor support, interventions, and advocacy based on individual differences.

Understanding People in Context

• Social workers employ a framework to illustrate the interaction between the individual and their environment, positing that:

  • Environmental influences and experiences shape people.

  • Behavior must be understood in the context of these influences.

• Different levels of a person’s environment that are considered by social workers include:

  • Micro: Individual & Close Relationships (e.g., family, friends, peers, personal beliefs).

  • Mezzo: Small Groups & Community (e.g., school, local organizations).

  • Macro: Society & Systems (e.g., laws, policies, social norms, and cultural dynamics).

Applying Knowledge to Practice

• HBSE knowledge is utilized by social workers to:

  • Assess needs and strengths of clients.

  • Intervene effectively and advocate for clients.

Understanding Normative Age-Graded Influences

• Normative age-graded influences are events occurring universally among individuals of a similar age, shaping predictable behaviors and adaptations. This concept raises the question of other age-related events that may be normative in various cultures.

Understanding Nonnormative Age-Graded Influences

• Nonnormative influences are unpredictable, happening individually.

  • Can function as:

  • Risk factors that complicate life (e.g., health issues).

  • Protective factors that foster growth and success (e.g., supportive relationships).

Key Concepts in Social Demographics

• Cohort: A group born in a specific generational timeframe.

  • Example: Adolescents growing up with smartphones may have different social relationships compared to their predecessors.

• Generation: A time frame of approximately 20 years within a cohort sharing evidently similar experiences, values, and challenges.

  • Example: The Millennial generation shares numerous societal experiences related to a digital age upbringing.

Age Norms, Assets, Adaptations, and Adjustments in HBSE

• Age Norms: Societal expectations for behavior at set ages (e.g., starting school around age 5-6).

• Assets: Strengths or resources utilized by clients to tackle challenges (e.g., supportive family).

• Adaptations: How clients adjust to significant life events or changes (e.g., learning coping strategies after loss).

• Adjustments: Specific behavioral, emotional, or cognitive changes in response to experiences (e.g., modifying daily routines after job changes).

Assessing Developmental Risks and Protective Factors

Developmental Risks

• Developmental risks are factors that contribute to negative outcomes (e.g., psychological issues).

• Risks arise from:

  • Biological factors (genetics).

  • Psychological factors (emotional challenges).

  • Environmental/Social/Cultural factors (poverty, discrimination).

Cumulative Risk Hypothesis

• Exposure to multiple risks increases the probability of negative outcomes.

  • Example: Socioeconomic disadvantages combined with family stresses.

Developmental Protective Factors

• Characteristics or conditions that mitigate negative risk impacts (e.g., supportive relationships).

• Essential for improving chances of successful outcomes despite adversities.

Perspectives on Human Development

Life Span and Life Course Perspectives

• Life Span Perspective: Considers individual developmental trajectories across life, focusing on:

  • Lifelong development.

  • Changes in biology, cognition, social interactions.

  • Emphasizing individual growth and plasticity.

• Life Course Perspective: Examines individual lives in social and historical contexts, emphasizing:

  • Social, historical, and cultural influences on development.

  • The timing and sequencing of life events.

Key Concepts in Understanding Development

• Age Norms: Societal expectations for behavior.

• Life Stages: Distinct developmental phases.

• Coping Behaviors: Strategies for handling stress across life stages.

Comparing Life Span and Life Course Perspectives

Utilizing Perspectives in Social Work

• The biopsychosocial assessment approach combines both perspectives to form a holistic understanding of clients, considering:

  • Biological factors (individual health stage).

  • Psychological factors (emotional and cognitive aspects).

  • Social factors (historical context and transitions).

Erikson’s Stages of Psychosocial Development

• Erik Erikson proposed eight stages of psychosocial development from infancy to old age, detailing:

  • Trust vs. Mistrust (Infancy): Reliance on caregiver reliability instills trust or mistrust.

  • Autonomy vs. Shame (Toddler): Encouragement fosters confidence.

  • Initiative vs. Guilt (Preschool): Initiating play contributes to feelings of capability.

Indicators of Developmental Stages

• Trust Indicators: Safety in forming relationships, exhibiting healthy attachments.

• Mistrust Indicators: Anxiety, suspicion towards others, difficulty forming bonds.

Stability and Change in Development

• Cumulative Continuity: Earlier behaviors impact later opportunities.

• Self-Selection: Individuals may gravitate towards environments that match their personalities.

• Life-span theory posits all-encompassing continuous change through a concept known as plasticity.

Funnel Theory in Human Development

• The theory posits an exponentiating narrowing of experiences as a person ages, affecting decision-making and coping abilities. Social workers assist in broadening perspectives to regain control over choices.

Self-Control Theory of Crime

• This theory provides an explanation for criminal behavior, positing low self-control developed in childhood as a pivotal factor in lifelong crime rates.

Key Components of Self-Control

• Impulsivity: Individuals exhibit behavior without consideration of consequences.

• Opportunity: Without opportunities, impulsive individuals may not act.

• Social Bonds: Weak relationships reduce compliance pressures leading to impulsive behaviors.

Positive Psychology & Strengths Perspective in Social Work

• Positive Psychology: Studies the components of happiness, fulfillment, and overall wellness.

• Strengths Perspective: Centers on clients' skills and capabilities to overcome difficulties, asserting all have inherent strengths to draw from.

Frameworks Supporting HBSE Perspective

• Social Functioning Framework assesses how social groups and environments affect a client’s ability to fulfill daily tasks and adjust to their social roles.

• Person-in-environment Model (PIE) views clients in relation to their social, economic, and physical environments, emphasizing holistic approaches in interventions.

Critical Issues in Understanding Social Dynamics

Age and Ageism

• Age influences distinct developmental stages and can invoke ageism, a form of prejudice impacting elders disproportionately.

• Social workers challenge age discrimination and advocate for inclusive practices that value the contributions of various age groups.

Race and Racism

• Race is a social construct categorizing individuals based on physical traits, while racism entails a systemic framework perpetuating inequality; this can manifest in various forms, including individual and institutional oppression.

Gender

• Gender considerations entail understanding and respecting self-identification, recognizing fluidity in identities, and employing inclusive language.

Social Class

• Social status conveys prestige related to one’s role, impacting relationships and life experiences, and necessitates social workers to consider class implications when designing interventions.

Intersectionality

• Intersectionality addresses how interlocking identities impact social experiences and shapes understanding of privilege or oppression.

Social Inequality

• Social inequality emerges in various forms (conditions vs. opportunities), influencing access to resources and with overarching implications for social work practice.