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Human Behavior and Social Environments Human Behavior and Social Environments Foundations of Social Work Knowledge Foundations of Social Work Knowledge Frederic G. Reamer, Series Editor Social work has a unique history, purpose, perspective, and method. The primary purpose of this series is to articulate these distinct qualities and to define and explore the ideas, concepts, and skills that together constitute social work’s intellectual foundations and boundaries and its emerging issues and concerns. To accomplish this goal, the series will publish a cohesive collection of books that address both the core knowledge of the profession and its newly emerging topics. The core is defined by the evolving consensus, as primarily reflected in the Council of Social Work Education’s curriculum Policy State- ment, concerning what courses accredited social work education programs must include in their curricula. The series will be characterized by an em- phasis on the widely embraced ecological perspective; attention to issues concerning direct and indirect practice; and emphasis on cultural diversity and multiculturalism, social justice, oppression, populations at risk, and so- cial work values and ethics. The series will have a dual focus on practice traditions and emerging issues and concepts. David G. Gil, Confronting Injustice and Oppression: Concepts and Strategies for Social Workers George Alan Appleby and Jeane W. Anastas, Not Just a Passing Phase: Social Work with Gay, Lesbian, and Bisexual People Frederic G. Reamer, Social Work Research and Evaluation Skills Pallassana R. Balgopal, Social Work Practice with Immigrants and Refugees HUMAN BEHAVIOR AND SOCIAL ENVIRONMENTS A Biopsychosocial Approach Dennis Saleebey COLUMBIA UNIVERSITY PRESS : NEW YORK Columbia University Press Publishers Since 1893 New York Chichester, West Sussex Copyright ᭧ 2001 Columbia University Press All rights reserved. Library of Congress Cataloging-in-Publication Data Saleebey, Dennis. Human behavior and social environments : a biopsychosocial approach / Dennis Saleebey. p. cm. — (Foundations of social work knowledge) Includes bibliographical references and index. ISBN 0-231-11280-7 (cloth : alk. paper) 1. Interpersonal relations. 2. Social ecology. 3. Psychology. I. Title. II. Series. HM1106 .S25 2001 302—dc21 2001028100 A Casebound editions of Columbia University Press books are printed on permanent and durable acid-free paper. Printed in the United States of America c10987654321 Contents Preface ix Acknowledgments xiii Chapter One 1 Philosophical Principles 2 Conceptual Frameworks 8 Integrative Themes 16 Paradigms, Postmodernism, and Possibilities 19 M and M Dialogue 28 Chapter Two - 34 Self 36 Culture 42 Story, Connection, Ritual, and Myth 49 Conclusion 56 M and M Dialogue 57 Chapter Three 61 Strengths and Resilience: Images of Altruism and Humanity 63 Conclusion 87 M and M Dialogue 87 Chapter Four 92 Human Nature and the Human Condition 92 Genes and Experience: The Case of Temperament 100 The Brain and Behavior: The Biopsychosocial View 106 Conclusion 127 M and M Dialogue 127 Chapter Five , : 132 Nature and Nurture: How Necessary Are Parents? 132 v Neurons and Narratives: A Biopsychosocial Understanding of Mental Illness 150 Conclusion 164 M and M Dialogue 165 Chapter Six : 171 The Elements of Theory 172 Part/Whole Analysis 185 Psychodynamic Theory 187 M and M Dialogue 199 Chapter Seven : 205 Ecological Theory 205 Cognitive Theory 216 Radical/Critical Theory 229 Conclusion 242 M and M Dialogue 243 Chapter Eight ⁄ , : — 251 The Family and Society Today: What’s Up? 252 What Are Families For? 256 What Is a Family? 264 Family Resilience 287 Conclusion 289 M and M Dialogue 290 Chapter Nine ⁄ , : 297 A Contextual Model of Family Transition and Adaptation 298 Becoming Partners and Being a Couple 303 A New Human Being Joins the Family 310 When Things Go Awry 328 Conclusion 334 M and M Dialogue 334 Chapter Ten ⁄ , : 340 Middle Childhood: The Forgotten Years 340 Conclusion 364 M and M Dialogue 365 vi Chapter Eleven ⁄ , : 370 Sturm und Drang or The Romance of Risk? 370 Conclusion 411 M and M Dialogue 412 Chapter Twelve ⁄ , : 418 Maturity: Love, Work, Connection, and Closure 418 Some Important Moments in Adult Life 435 Coming of (Older) Age in America 452 Conclusion 466 M and M Dialogue 466 Chapter Thirteen , , 474 Reprise 474 So What Is the Good Life, Anyway? 487 Conclusion 491 The Final M and M Dialogue 492 Index 499 vii This page intentionally left blank Preface o write a book on a subject so wide and diverse, so full of uncertainties Tand intrigues takes more than a little hubris—a condition not smiled upon by the gods—and not a little humility as well. The book as I planned it in my head, as I thought about it for many years as I taught human behavior and the social environment to students, came to have something of a life of its own and evolved in ways that I could not have imagined. I hope, however, that it remains loyal to some presuppositions and assump- tions I have about both the course and the subject matter. Let me share a few of these with you. Then, you can be the judge of whether or not I have stayed the course. I hope the book reflects the excitement and wonder, the terror and puzzlement of human nature and the human condition. Good and evil, creativity and destruction, falls from grace and redemption, the struggle for freedom and the reality of oppression, the promise of the newborn and the wisdom of the elders, the ravages of disease and the miracle of regeneration, the potential of technology and the enlightenment of indigenous peoples, the corrosive effects of racism and the hope of plurality and inclusion—all these demand our fullest understanding and insight. The book must relate to practice and experience, both personal and professional. The leap from theory to practice is fraught with peril, a kind of existential bungee jump. Eventually, though, what we think we know about humans, individually and collectively, must inform our practice and our policy. This kind of knowing has many sources—some, perhaps more reliable than others. The knowledge we use ranges from that which is a part of cultural lore, to the observations and experiences of various groups, to the knowledge wrested from the methods of science, to stories and narratives that have relevance and impact in people’s lives, to hypotheses and theories yet unproven but plausible. All knowledge, no matter how apparently true or produced through the unself-conscious and distanced observations of sci- ence and scientists, requires human judgment, interpretation, and decisions and is played out against the backdrop of the limitations of our senses, our tools, and our presumptions about the world. We are obliged to understand this and to use whatever knowledge is available to us, and even though it seems to reek with pertinence, we must approach its use with care and ix circumspection. And, as social workers, we must be alert to its effects on our clients and on ourselves, and we must ensure that the knowledge is in harmony with our professional values and commitments. One of the earlier views of social science was that it must somehow contribute to the well- being of humanity and that it must help us progress to a better quality of life, a more benevolent state of being. Although to contemporary discern- ment, such an idea might seem naı¨ve, I believe that the basic instinct is correct: we must use knowledge that somehow clarifies the burdens of op- pression and illuminates the paths of liberation. Social workers, perhaps more than other professions, must be alert to the impressions and persuasions of context. We are a society at times hope- lessly and unapologetically devoted to the idea of the ascendant importance of the individual. But we all live our lives buffeted and buoyed by the forces of other people, institutions, organizations, events, and chance happenings that swirl about us. Oddly, in a way, the things that make us distinct indi- viduals are almost always (genes aside) contextual. Relationships with others, the sociohistorical moment in which we live, institutional opportunities and barriers, and the shifts and spurts of contingencies all sculpt the human being that we continue to become until we die. I believe that much of what we know is provisional and fleeting, always evolving, and sometimes becoming extinct. I have no idea how many of the things I have discussed in this book are now being supplanted or shaped— even if only slightly—by new ideas or “discoveries.” But at the least there should be a handle to grab for further exploration on your part. The rapidly changing contours of the landscape in neuroscience or genetics, for example, requires us to continue to revise our map of the territory. I hope that you have some means and resources through your reading here to do that. I do believe that pop culture, easy nostrums about improving yourself or the human condition, and handy and beguiling depictions of elements of human attributes have rendered us sometimes a little less critical about the complexities of understanding and application. For example, it would be nice to be able to think yourself into health—and perhaps we can do that. But we need to know how that happens and to understand the elegance and improbability of such a phenomenon in the natural world. Every day, books, magazines, television, the Internet, and newspapers lay before us ideas about human nature and the human situation that have little to recommend them—philosophically, scientifically, or humanely. Finally, I intended at the outset that this book would be for graduate students. But I really do not know that that is a helpful designation. I want those who read the book to be challenged, to be encouraged to think criti- cally, to imagine the application and impact of various ideas, and to be skeptical and to question what is laid out in these pages.
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