Dimensions of Human
Behavior:
Person and Environment
Chapter 2
Theoretical Perspectives on Human
Behavior
KEY POINTS ADDRESSED
 Theories in General
 Big Ideas and Applications

Sociologically-based Perspectives
 Systems
 Conflict
 Rational Choice
 Social Constructionist

Psychologically-based Perspectives
 Psycho-dynamic
 Developmental
 Social Behavioral
 Humanistic
 Theories Compared
Chapter 2:Theoretical Perspectives
Theories
 Are useful for thinking about changing
configurations of persons and environments
 Are not mutually exclusive but overlapping and
intersecting
 Differ by focus and perspective
 Evolve as world views expand and change to
accommodate diversity and inequality
 Are used to guide practice interventions
Chapter 2:Theoretical Perspectives
Big Ideas of the Systems
Perspective
 Systems are made up of interrelated members (parts) that
constitute an ordered whole.
 Each part of the system impacts all other parts and the
system as a whole.
 All systems are subsystems of other larger systems.
 Systems maintain boundaries that give them their
identities.
 The dynamic interactions within, between, and among
systems produce both stability and change, sometimes
even rapid, dramatic change.
Chapter 2:Theoretical Perspectives
Applications of the Systems
Perspective
 Identify and discuss the recent role transitions that
may be affecting Martha Clark and her family.
 How can a social worker assist Martha Clark and her
family to renegotiate unsatisfactory role structures?
 What types of networks might members of the Clark
family develop for support as they face their
challenging role transitions?
Chapter 2:Theoretical Perspectives
Big Ideas of the Conflict
Perspective
 Groups and individuals try to advance their own interests
over the interests of others.
 Power is unequally divided, and some social groups
dominate others.
 Social order is based on the manipulation and control of
non-dominant groups by dominant groups.
 Lack of open conflict is a sign of exploitation.
 Members of non-dominant groups become alienated from
society.
 Social change is driven by conflict, with periods of change
interrupting long periods of stability.
Chapter 2:Theoretical Perspectives
Applications of the Conflict
Perspective
 What are the power arrangements and forces of oppression
and the alienation that emanates from them that you can
identify in the Clark family?
 What types of advocacy efforts might challenge the patterns
of dominance in this family?
 What are some techniques that social workers can use in
their practice to heighten awareness of the power dynamics
in relationships with the Clarks and other clients?
Chapter 2:Theoretical Perspectives
Big Ideas of the Rational Choice
Perspective
 People are rational and goal-directed.
 Social exchange based on self-interest as actors
try maximize rewards / minimize costs.
 Values, standards, expectations, and alternatives
influence the assessment of rewards and costs.
 Reciprocity of exchange is essential to social life.
 Power comes from unequal resources in an
exchange.
Chapter 2:Theoretical Perspectives
Applications of the Rational
Choice Perspective
 Explain the ecomap (exhibit 2.6) that describes the patterns
of exchange in the social support networks of the Clark
family and the organizations involved in their lives.
 How can a social worker help members of the Clark family
to renegotiate unsatisfactory patterns of exchange?
 What social policy can increase the rewards for prosocial
behavior in families like the Clarks?
Chapter 2:Theoretical Perspectives
Big Ideas of the Social
Constructionist Perspective
 Human consciousness, and the sense of self, is shaped by
continual social interaction.
 Social reality is created when people, in social interaction,
develop a common understanding of their world.
 People perform for their social audiences, but they are also
free, active, and creative.
 Social interaction is grounded in language customs, as well
as cultural and historical contexts.
 People can modify meanings in the process of interaction.
 Society consists of social processes, not social structures.
Chapter 2:Theoretical Perspectives
Applications of the Social
Constructionist Perspective
 What are the different ways that members of the Clark family
understand their situation?
 How can a social worker engage the Clarks in thinking about
the environments in which their constructions of situations
have developed?
 How can a social worker be involved in the discussion with
Martha Clark and her family to negotiate lines of action?
Chapter 2:Theoretical Perspectives
Big Ideas of the Psychodynamic
Perspective
 Emotions have a central place in human behavior.
 Unconscious, as well as conscious, mental activity serves
as the motivating force in human behavior.
 Early childhood experiences are central in the patterning of
an individual’s emotions and, therefore, central to problems
of living throughout life.
 Individuals may become overwhelmed by internal and/or
external demands.
 Individuals frequently use ego defense mechanisms to
avoid becoming overwhelmed by internal and/or external
demands.
Chapter 2:Theoretical Perspectives
Applications of the
Psychodynamic Perspective
 Discuss the emotional conflicts of Martha
Clark and her family and trace these conflicts
to potentially related past events.
 How can a social worker help the member of
Martha Clark’s family develop self-awareness
and self-control?
 What and where are some of the
environmental resources needed by the
Clarks?
Chapter 2:Theoretical Perspectives
Big Ideas of the Developmental
Perspective
 Human development occurs in clearly defined age-
graded stages.
 Each stage of life is qualitatively different from all
other stages.
 Each stage builds on earlier stages.
 Human development is a complex interaction of
biological, psychological, and social factors.
 Moving from one stage to the next involves new tasks
and changes in statuses and roles.
Chapter 2:Theoretical Perspectives
Applications of the Developmental
Perspective
 Identify some of the key developmental
transitions of Martha Clark.
 How have the familial, cultural, and historical
contexts in the timing and experience of
developmental transitions impacted her
situation?
Chapter 2:Theoretical Perspectives
Big Ideas of the Social Behavioral
Perspective
 Human behavior is learned when individuals interact
with the environment.
 Similar learning processes taking place in different
environments produce differences in human
behavior.
 All human problems can be formulated as
undesirable behavior.
 All behavior can be defined and changed.
 Human behavior is learned by association of
environmental stimuli, by reinforcement, by imitation,
and by personal expectations and meanings.
Chapter 2:Theoretical Perspectives
Applications of the Social Behavioral
Perspective
 Consider the variety of learning processes by which
Al and his mother have learned behavior.
 Is there any reason to consider the possibility of
learned helplessness and the lack motivation for
change in working with the Clarks?
 Are there social justice and fairness issues that a
social worker should be aware of before engaging in
behavior modification with any member of this family?
Chapter 2:Theoretical Perspectives
Big Ideas of the Humanistic
Perspective
 Each person is unique and valuable.
 Each person is responsible for the choices he
or she makes within the limits of freedom.
 People always have the capacity to change
themselves, even to make radical change.
Chapter 2:Theoretical Perspectives
Big Ideas of the Humanistic
Perspective
 Human behavior can be understood only from
the vantage point of the phenomenal self—from
the internal frame of reference of the individual.
 People make psychologically destructive
demands on each other, and attempts to meet
those demands produce anxiety.
 Human behavior is driven by a desire for growth,
personal meaning, and competence, and by a
need to experience a bond with others.
Chapter 2:Theoretical Perspectives
Applications of the Humanistic
Perspective
 What might be some differences between your
assessment of the Clarks’ situation and Martha or
Al Clark’s own assessment?
 What are the strengths of each member of the
Clark family?
 How does a focus on the strengths differ from a
focus on the pathology in this family?
Chapter 2:Theoretical Perspectives
Theories Comparatively
 Refer to the Exhibit 2.1 in the text and review the
five criteria of analysis:

Coherence and conceptual clarity

Testability and empirical support

Comprehensiveness

Diversity and power

Usefulness for practice
Chapter 2:Theoretical Perspectives
Theories Comparatively (continued)
 Pair up with classmate:

Choose one psychological and one sociological based
theory and discuss the similarities and differences across the
five criteria. Which one of these theories would each of you
be more likely to use in your practice? Why?

Choose two psychologically-based theories and discuss the
similarities and differences across the five criteria. Which
one of these theories would each of you be more likely to
use in your practice? Why?

Choose two sociologically-based theories and discuss the
similarities and differences across the five criteria. Which
one of these theories would each of you be more likely to
use in your practice? Why?