Micro meso-macro

1. Issues in Human Services (HMNS 10085) Module 1: Structural and Strengths-Based Approach

2. Marco Felvus M.Ed., BA Child and Youth, CYW Diploma Family : Common Law , Twins, Pets Work : Mohawk College, Professor HSF, Social Inc. Coordinator Originally from Grassie , Niagara now live in Hamilton. Hamilton Positive Space Collaborative, Postive Space Trainer Gardenin g, Dog Walking Ontario Association of Child and Youth Counsellors, Ontario College of Teachers Member, Prevention and Management of Aggressive Behaviour Certified, Applied Suicide Intervention Skills Trained

3. Individuals, Families, Society Thinking about families: Concept: Census Family (Statistics Canada) Definition: Census family is defined as a married couple and the children, if any, of either or both spouses; a couple living common law and the children, if any, of either or both partners; or, a lone parent of any marital status with at least one child living in the same dwelling and that child or those children. All members of a particular census family live in the same dwelling.

4. Individuals, Families, Society A couple may be of opposite or same sex. Children may be children by birth, marriage or adoption regardless of their age or marital status as long as they live in the dwelling and do not have their own spouse or child living in the dwelling. Grandchildren living with their grandparent(s) but with no parents present also constitute a census family. http://www.statcan.gc.ca/concepts/definitions/cfamily-rfamille- eng.htm

5. Individuals, Families, Society Changing Family: http://www.ctvnews.ca/canada/new-census-data-illustrates-changing-definition-of-family-in-canada-1.962285

6. Structural Approach A social structure is composed of 3 levels: Macro (macrosystem) Consists of a society’s ideology and culture Shared beliefs and ways of doing things (policy decisions, government, politics, legal) Cultural systems and Social Values Social and Health systems Education and Recreation systems

7. Structural Approach Meso (mesosystem) Made up of the relationships between two or more groups of which the individual is a member Quality of the connections is important Middle structure, composed of the individual’s immediate community Consist of relationships between parents and childcare, recreation centres, faith community, school

8. Structural Approach Micro (microsystem) Consists of the small groups in which people interact face-to-face Adults – family, workplace and organizations of which they are members Children – family or primary caregiver Most directly affects the quality of life, nature and quality are important

9. Micro Meso Macro Structural Approach Activity

10. Strengths-Based Approach A strengths-based approach refers to policies, practice methods, and strategies that identify and draw upon the strengths of children, families, and communities. Strengths-based practice involves a shift from a deficit approach, which emphasizes problems and pathology, to a positive partnership with the family. The approach acknowledges each child and family’s unique set of strengths and challenges.

11. Strengths-Based Approach “If we ask people to look for deficits, they will usually find them, and their view of the situation will be colored by this. If we ask people to look for successes, they will usually find them, and their view of the situation will be colored by this.” ( Kral , 1989, p. 32)

12. Strengths-Based Approach Strength-based approaches are founded on four important assumptions: Every child, regardless of his or her personal and family situation, has strengths that are unique to the individual . 2. Children are influenced and motivated by the way significant people in their lives respond to them.

13. Strengths-Based Approach 3 . Rather than viewing a child who does not demonstrate a strength as deficient, we assume the child has not had the opportunities that are essential to learning, developing, and mastering the skill . 4. When development planning is based on strengths rather than deficits,  children and adults are more likely to become involved in their development process and to use their strengths and resources

14. Strengths-Based Approach Strength-based approach IS: • valuing everyone equally and focusing on what the child can do rather than what the child cannot do • describing learning and development respectfully and honestly • building on a child’s abilities within their zones of proximal and potential development • acknowledging that people experience difficulties and challenges that need attention and support • identifying what is taking place when learning and development are going well, so that it may be reproduced, further developed and pedagogy strengthened Strength-based approach is NOT: • only about ‘positive’ things • a way of avoiding the truth • about accommodating bad behaviour • fixated on problems • about minimizing concerns • one-sided • a tool to label individuals

15. Macro Remove Barriers Meso Remove Barriers Micro Remove Barriers Individual -Strengths Integrating Structural Approach with Strengths-Based Approach

16. Removing Barriers Barriers : Issues pertaining to Childhood Issues pertaining to Youth Poverty Issues pertaining to Women Issues pertaining to Individuals identifying as LGBTQ Issues pertaining to Older Adults Issues pertaining to Individuals with disabilities Issues pertaining to racism

17. Next Class: Complete your Personal Social Structure diagram adding in Barriers. Bring to next class and be prepared to present to the class! Research the following: United Nations Convention on the Rights of the Child, 1989 Be aware of the 4 basic human right principals