SWK3026 thinking philosophically about collaborative change

SWK3026 thinking philosophically about collaborative change

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  Thinking philosophically about collaborativechange SWK3026 Tim Curtis and Mark Allenby 1
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  Objectives • To getyou to shift focus from the TASK of motivational interviewing and solutions focussed practice, in order to • Think theoretically and philosophically about yourself and social change, in order to • Translate your learning from here and now to a different context (i.e. your future work) • PRAXIS- theory informed practice 2
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  3 Kolb’s Experiential learning •How we teach…. – Developing your thoughts – Challenging your assumptions – Practical reinforced with reflection – Student led – You want different, you tell us!
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  Theory ‘triangle’ Task Theory Epistemology Task Theory Epistemology 4
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  This module is‘soft’ 5
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  Issues of Complexity Lookingoutwards 6 Rich Pictures work based on work with the Open University and material by Prof. Helen M Edwards & Dr Lynne Humphries (University of Sunderland) and Jeremy Rose (Manchester Metropolitan University).
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  Rumsfeld, 2004 7
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  "Every problem interactswith other problems and is therefore part of a set of interrelated problems, a system of problems…. I choose to call such a system a mess. Ackhoff 1974 8
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  Chapter 1 ofDialogue Mapping: Building Shared Understanding of Wicked Problems, by Jeff Conklin, Ph.D., Wiley, October 2006. 9 “Because of social complexity, solving a wicked problem is fundamentally a social process. Having a few brilliant people or the latest project management technology is no longer sufficient”
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  Expectations of Communitiesare Complex Egan, 2004 10
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  Your expected skillset is complex Egan, 2004 11
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  Chapter 1 ofDialogue Mapping: Building Shared Understanding of Wicked Problems, by Jeff Conklin, Ph.D., Wiley, October 2006. Some problems are so complex that you have to be highly intelligent ad well informed just to be undecided about them Lawrence J Peter 12
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  Wicked Problems 1. Thereis no definite formulation of a wicked problem. 2. Wicked problems have no stopping rules. 3. Solutions to wicked problems are not true-or-false, but better or worse. 4. There is no immediate and no ultimate test of a solution to a wicked problem. 5. Every solution to a wicked problem is a "one-shot operation"; because there is no opportunity to learn by trial-and-error, every attempt counts significantly. 6. Wicked problems do not have an enumerable (or an exhaustively describable) set of potential solutions, nor is there a well-described set of permissible operations that may be incorporated into the plan. 7. Every wicked problem is essentially unique. 8. Every wicked problem can be considered to be a symptom of another [wicked] problem. 9. The causes of a wicked problem can be explained in numerous ways. The choice of explanation determines the nature of the problem's resolution. 10.[With wicked problems,] the planner has no right to be wrong. Ritchie, T (2005) 14
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  Wicked Problems 1 1.There is no definite formulation of a wicked problem "The information needed to understand the problem depends upon one's idea for solving it. This is to say: in order to describe a wicked problem in sufficient detail, one has to develop an exhaustive inventory for all the conceivable solutions ahead of time." 2. Wicked problems have no stopping rules. In solving a tame problem, "… the problem-solver knows when he has done his job. There are criteria that tell when the solution or a solution has been found". With wicked problems you never come to a "final", "complete" or "fully correct" solution - since you have no objective criteria for such. The problem is continually evolving and mutating. You stop when you run out of resources, when a result is subjectively deemed "good enough" or when we feel "we've done what we can…“ 3. Solutions to wicked problems are not true-or-false, but better or worse. The criteria for judging the validity of a "solution" to a wicked problem are strongly stakeholder dependent. However, the judgments of different stakeholders …"are likely to differ widely to accord with their group or personal interests, their special value-sets, and their ideological predilections." Different stakeholders see different "solutions" as simply better or worse. 4. There is no immediate and no ultimate test of a solution to a wicked problem "… any solution, after being implemented, will generate waves of consequences over an extended - virtually an unbounded - period of time. Moreover, the next day's consequences of the solution may yield utterly undesirable repercussions which outweigh the intended advantages or the advantages accomplished hitherto.“ 5. Every solution to a wicked problem is a "one-shot operation"; because there is no opportunity to learn by trial-and-error, every attempt counts significantly. "… every implemented solution is consequential. It leaves "traces" that cannot be undone … And every attempt to reverse a decision or correct for the undesired consequences poses yet another set of wicked problems … ." 15Ritchie, T (2005)
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  Wicked Problems 2 6.Wicked problems do not have an enumerable (or an exhaustively describable) set of potential solutions, nor is there a well-described set of permissible operations that may be incorporated into the place "There are no criteria which enable one to prove that all the solutions to a wicked problem have been identified and considered. It may happen that no solution is found, owing to logical inconsistencies in the 'picture' of the problem.“ 7. Every wicked problem is essentially unique. "There are no classes of wicked problems in the sense that the principles of solution can be developed to fit all members of that class." …Also, …"Part of the art of dealing with wicked problems is the art of not knowing too early which type of solution to apply." 8. Every wicked problem can be considered to be a symptom of another [wicked] problem. Also, many internal aspects of a wicked problem can be considered to be symptoms of other internal aspects of the same problem. A good deal of mutual and circular causality is involved, and the problem has many causal levels to consider. Complex judgements are required in order to determine an appropriate level of abstraction needed to define the problem. 9. The causes of a wicked problem can be explained in numerous ways. The choice of explanation determines the nature of the problem's resolution. "There is no rule or procedure to determine the 'correct' explanation or combination of [explanations for a wicked problem]. The reason is that in dealing with wicked problems there are several more ways of refuting a hypothesis than there are permissible in the [e.g. physical] sciences.“ 10. [With wicked problems,] the planner has no right to be wrong. In "hard" science, the researcher is allowed to make hypotheses that are later refuted. Indeed, it is just such hypothesis generation that is a primary motive force behind scientific development (Ritchey, 1991). Thus one is not penalised for making hypothesis that turn out to be wrong. "In the world of … wicked problems no such immunity is tolerated. Here the aim is not to find the truth, but to improve some characteristic of the world where people live. Planners are liable for the consequences of the actions they generate …" 16Ritchie, T (2005)
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  Tame Problems Chapter 1of Dialogue Mapping: Building Shared Understanding of Wicked Problems, by Jeff Conklin, Ph.D., Wiley, October 2006. 17
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  SSM (Soft Systems Methodology) •SSM “systems thinking” approach • SSM has seven steps • In step 2: “problem situation expressed” rich pictures are used. situation considered problematic problem situation expressed real world systems thinking about real world conceptual models of systems described in root definitions 4 comparison of models and real world 5 6 changes: systemically desirable, culturally feasible 7 action to improve the problem situation 3 root definition of relevant systems 2 1 18
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  Rich Pictures • Inreviewing a situation or examining a system the first task is to – 'express' the problem situation i.e. to form a rich picture. – Rich picture = 'thorough, but non-judgmental understanding’. – N.B. Different rich pictures can be draw for the same system/situation by different stakeholders. 19
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  Rich Pictures • Usuallyfree form diagrams or “cartoons” – Pictures provide an excellent way of sorting out and prioritising complex problem areas. – Pictures display relationships - the way business functions work together. • They may include elements of – structure (e.g. the departments of a university) – process (e.g. studying, examining), – issues, concerns, or developments (e.g. implementing a quality service). 20
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  Rich Picture Example •Here is an example of a rich picture: what does it tell you? • Can you see any risks here? • Can you see any opportunities? source: Lewis, P.J. (1992) Rich Picture building in the SSM, European Journal of Information Systems 22
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  References • Avison,D. andFitzgerald,G (1995) IS Development: Methodologies, Techniques and Tools. 2nd Edition, McGraw-Hill, McGraw-Hill • Checkland, P., and Scholes, J. (1990) Soft Systems Methodology in Action, Wiley • Lewis, P.J.(1992) Rich Picture Building. European Journal of Information Systems, Vol 1, No. 5 • Egan (2004) The Egan Review: Skills for sustainable communities ODPM http://resources.cohesioninstitute.org.uk/Publications/Documents/Document/Default.aspx?recordId=15 7 Accessed 8/1/14 • Open University (ud) Systems Thinking and Practice: Diagramming http://systems.open.ac.uk/materials/t552/index.htm – “Talked through” explanation (with example of the energy debate). • Patching, D. (1990) Practical Soft Systems Analysis. FT Prentice Hall, London. • Rose, J (ud) Soft Systems Methodology, Department of BIT, the Manchester Metropolitan University. – Available from http://osiris.sunderland.ac.uk/~cs0hed/cifm04.html • Rittel, H., and M. Webber; "Dilemmas in a General Theory of Planning" pp 155-169, Policy Sciences, Vol. 4, Elsevier Scientific Publishing Company, Inc., Amsterdam, 1973. • Ritchey, T 2005 (revised 2013), Wicked Problems: Modelling Social Messes with Morphological Analysis Swedish Morphological Society http://www.swemorph.com/wp.html Accessed 8/1/14 • Ackoff, Russell, "Systems, Messes, and Interactive Planning" Portions of Chapters I and 2 of Redesigning the Future. New York/London: Wiley, 1974 • Conklin, Jeff; Wicked Problems & Social Complexity, Chapter 1 of Dialogue Mapping: Building Shared Understanding of Wicked Problems, Wiley, November 2005. • Office of the Deputy Prime Minister (2004) The Egan Review: skills for sustainable communities. 23
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  Issues of Identity Lookinginwards 24
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  Who am I,Sam? • I am not who I think I am I am not who you think I am I am who I think you think that I am • it's not "You are what you eat," it's "You eat what you think you are." • WHO ARE YOU? • If you are to ‘fix’ other people, is your identity(ies) stable? 25
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  Objective • To getyou think about your own ‘authentic identity’ as a community development worker • To get you to ‘imagine inside’ your roleplayed MI client, and the processes that led you to select that persons ‘identity’ • To see ‘taken for granted’ assumptions about identity, that form the basis of ‘prejudice’ 26
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  • Masks • Stage •Scripts – Discursive – Performative • 'symbolic communication’ • ‘authentic self’ • ‘deviant’ ‘otherness’ 27
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  Who am I? •How do ‘I’ get constituted, on a daily basis? • What is the ‘I’ that I refer to? • When am I being ‘me’? • Who are ‘you’? • Which you am I perceiving? 28
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  Mead: The ‘I’and the ‘Me’ • ‘I’ is the spontaneous unpredictable element of the self • 'I' memory is a store of creativity, adaptability and novelty in the social process. • Where our most important values are located • Constitutes the realisation of the self - i.e. reveals a definite personality • Seen as an evolutionary process • 'Me' is the conformist aspect of the self, and the reflexive, organised aspect of the self (Mead 1934: 197). 29
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  Erving Goffman • Stigma(1963) Interaction Ritual (1967), Forms of Talk (1981) • Presentation of the Self in Everyday life (1956), • Dramaturgy - with human social behaviour seen as more or less well scripted and with humans as role-taking actors. – Role-taking is a key mechanism of interaction > reflexive awareness of self and others – Role-making a key mechanism of interaction in unaccustomed situations • improvisational quality of roles, with human social behaviour seen as poorly scripted and with humans as role-making improvisers. 30
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  Blumer ‘meaning’ • meaningstates that humans act toward people and things based upon the meanings that they have given to those people or things. • Language gives humans a means by which to negotiate meaning through symbols. • Thought, based on language, is a mental conversation or dialogue that requires role taking, or imagining different points of view 31
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  “Minding” • Minding isthe two-second delay where individuals rehearse the next move and anticipate how others will react. George Herbert Mead 32
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  ‘I’ looking at‘you’ 33
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  STAGE JohariOthers Like Me Deviant Others 34
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  Learning/socialisation • From aperiod of imitation without meaning for infants, through the play-acting world of children • Through such play, one develops and internalizes a group of perspective on the self that Mead termed the "generalized other.“ (society? community? policy?) • the "inner voice" of the generalize other continues to whisper the complex requirements of being "human.“ • (links to Foucault’s panopticism) 37
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  Michel Foucault Panopticism •Surveillance & Spectacle • The silent power of editing what you do because you are being watched, or think you are being surveilled. 38
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  Deviance & labelling •Howard Becker • Outsiders: Studies in the sociology of deviance(1969) • Studies of group values among ‘delinquents’ and emergence of shared codes, values contra ‘mainstream’ values 39
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  Becker, labelling • Beckerand labelling – ‘social groups create (socially construct) deviance by making the rules whose infraction constitutes deviance, and by applying those rules to particular people and labelling them as outsiders. • From this point of view, deviance is not a quality, of the act the person commits, • but rather a consequence of the application by others of rules and sanctions to an ‘offender’. • The deviant is one to whom that label has successfully been applied; deviant behaviour is behaviour that people so label. 40
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  Taking the Roleof the Other • This is seeing the world through another’s eyes. • Walking in someone else’s shoes • Grown up version of having imaginary friends and talking to yourself. 41
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  Issues of authenticityin roleplaying in therapeutic settings Blumer- Symbolic interactionism Berger and Luckmann -Social construction of reality Cohen (1985) Symbolic construction of community Dramaturgy “the self is a sense of who one is, a dramatic effect emerging a particular scene” Goffman, involves status, role, scripts, stage & boundaries how people live their lives like actors performing on a stage and how we should strive to remove our masks to be authentic Epistemology Theory Action Roleplaying/acting Stanislavski- being in the moment creates authenticity Brecht – action creates emotion, no need for authenticity Performativity- we ‘act’ our gender, race, sexuality, according to our own, and society’s understanding of that gender, etc Masking Practitioner acting ‘professionally’ ≠ empathy Client ‘acting up’ to power ≠ removing the mask from both Motivational Interviewing practitioner and client Tim Curtis, The University of Northampton, 2013 42
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  Epistemology How do youknow what you observe is really happening? 43 "Perplexity is the beginning of knowledge" Kahlil Gibran
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  44http://researchmeth.wikispaces.com/file/view/Capture.PNG/281789430/Capture.PNG
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  Post post-modernism 45
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  Contexts Mechanisms Outcomes 46http://ghill.customer.netspace.net.au/docs/thesis-images/image015.gif