Systems Thinking

This page has been created and is maintained by the Child and Youth Mental Health Learning Outcomes Project team.

VI              SYSTEMS THINKING

Systems thinking is a central organizing and conceptual framework of child and youth care practice and the lens through which assessment and intervention in the child’s life occurs. It is the area of influence that requires the practitioner to incorporate the environmental conditions into his/her work: the historical and cultural environment of the child, the political, community and family environment and all systems within which the child, family and practitioner interact.  The systemic framework orients the practitioner to the client’s situation and the complexity of interrelated structures within their environment. (adapted N, A)

Systemic assessment facilitates the identification of realistic goals for changes and assists the practitioner to identify individuals and programs which will contribute to a successful treatment process. Central to the systems orientation is the notion that all the components of a system are interrelated.  Thus, changes to one part of the system influence other components affecting the possibilities for growth, change and successful outcomes.

The domain addresses the areas of systems theory, ecological perspective, legal guidelines and practice, and family systems.

A      Knowledge Foundations

1. Ecological and Systems theory (801-1, Child Welfare)
2. Provincial and federal legislations applicable to children and families (Alberta, NACP -1A)
3. Children’s rights
4. Procedures for children’s advocacy and grievances (Alberta, NACP-1A)
5. Family systems theory
6. Cultural and human diversity in the professional environment (NACP)
7. Current and emergent trends in society, services and the profession

B      Systems Theory

The child and youth worker (recent graduate) understands systems theory as a central organizing and conceptual framework for practice. (outcome)

The systemic framework provides an organizing schema that emphasizes the relationships between family, service and community systems and enables the worker to develop integrated and holistic approaches for children, youth and their families (clarification) (A)

Elements of Performance

The child and youth practitioner:

1. Understands and describes the concepts of systems theory as they apply to working with children and families
2. Understands and analyzes the  web of systems and sub-systems and the socio- economic and political environment that practice occurs within
3. Utilizes the concepts and language of systems theory to identify the relevant sub-systems that a child participates in and the interrelationships between those systems that may influence their developmental path (A)
4. Incorporates a systemic/ecological approach into  intervention plans   (A)

C      Ecological Perspective

The child and youth care practitioner (recent graduate) understands an ecological perspective which emphasizes the interaction between persons and their physical and social environments, including cultural and political settings. (NACP, 24). The emerging child and youth care practitioner understands how institutional systems such as justice, mental health, child welfare and education serve to impact children and youth and understands the importance of interacting with these systems in an effort to meet children’s needs (A).(outcome)

Elements of performance

The child and youth practitioner:

1. Assesses, in collaboration with the child’s family and the multi-disciplinary team, the impact of the environment:  The cultural, economic, physical, emotional, social, spiritual, and or psycho-social contexts in which a client and his/her family lives and functions. (O)
2. Assesses the social ecology of children and youth by identifying relevant social systems and their components; describing the relationships, rules and roles within the systems; and developing connections among the people in the child’s social systems (N)
3. Analyzes current and emergent trends in society relative to the impact on  services for children and youth and the profession
4. Modifies individual intervention plans to reflect differences in culture, ethnic, and religious backgrounds accounting for diversity within individuals and groups. (N,Q,M)
5. Discusses how services and programs need to accommodate the social, political and economic realities of today.

D      Family Systems

The child and youth care practitioner (recent graduate) understands that optimal development occurs within the family and surrounding social environment. Practitioners have a sound knowledge of family systems theory and they value the family’s input ensuring that cultural values and beliefs held by children and families are respected. (adapted A)

Elements of Performance

The child and youth care practitioner:

1. Describes the development of the family over time and in the context of Canada’s social and cultural norms.
2. Identifies and describes a family’s strengths, roles, rules, and relationships to each other.
3. Understands and applies family systems theory to assessment, planning, and intervention. (M)
4. Explores the cultural, spiritual and socio economic status of the family to inform his/her understanding of the child’s developmental needs. (Alberta)
5. Identifies and analyzes his/her own family history and its affect on his/her relationships with children and families.
   

E      Legal Guidelines and Practice

The child and youth care practitioner (recent graduate) understands how his/her practice is guided by a set of legal rules governed by provincial and federal legislation governing children and families. These laws and guidelines are considered and applied in everyday practice (outcome).

Elements of Practice

The child and youth practitioner:

1. Knows, understands, and follows relevant laws, regulations, legal rights and licensing procedures governing practice. ( NACP 5 a)
2. Describes the legal rights and responsibilities enshrined in provincial, national and international laws and covenants that pertain to care providers, families, children, youth in care, and juvenile offenders (M)
3. Describes the relevant legal protections from abuse, disclosure of personal information, and protection from exploitation that are accorded to children and youth.
4. Describes the local reporting protocols when legal protections are violated.