Psychosocial problems (as well as tasks to solve them) are imbedded in a context that influences and is influenced by the problem. Although the primary purpose of the model is to resolve target problems, significant and enduring change in these problems is usually not possible unless accompanied by some degree of contextual change. Moreover, an important secondary purpose of the model is to bring about contextual change as a means of preventing recurrence of problems and of strengthening the functioning of the client system.
In the task centered framework, this context consists of a hierarchy of multiple open systems (Tomm 1982; Reid 1985; Martin and O'Connor 1989). As Tomm l982:76 has put it, "within [hierarchical systems] each element or unit at a particular level of the hierarchy represents both a holistic system at that level and part of a larger system at the next higher level." To begin at the lower levels of the hierarchy, we can consider the various systems --circulatory, central nervous, cognitive and so on -- that make up the individual. The individual is a system at a higher level, and in turn is usually part of one or more micro systems that may consist of a family or others with whom he or she lives, or a social network of which he or she is part. These systems are a a part of a larger ecosystem consisting of such other systems as the neighborhood, social organizations and the community.
The target problem generally involves some breakdown in one or more of these systems. Its context includes remaining parts of the system in which the problem is located as well as other systems. However, only those systems that bear on the problem, or vice-versa, form its context; not all of the multiple systems in which the client moves may be relevant. Context should be distinguished from a related concept -- the environment. In our usage, context is what surrounds a problem; an environment is what surrounds a system. Thus, Mr. Roper, as a system, has an environment. The context of his problem may relate to only part of that environment and those aspects of his person -- e.g. his personality -- which are not a part of the problem. Both context and environment shift in relation to whatever problem or system occupies our attention. Should we focus on another of Mr. Roper's problems, we would have a different context. While his family is part of his environment, when we turn our attention to the Roper family, its environment consists of the neighborhood, community, and so forth.
Concepts useful in orienting the practitioner to the context of a problem are causes, obstacles, and resources. Causes are whatever brings the problem about. Obstacles block solutions of problems including tasks designed to alleviate them. Causes and obstacles serve equivalent functions -- to maintain the problem -- and in practice the terms may be used almost interchangably. Resources facilitate solutions. Whether a given factor is a cause or obstacle on the one hand, or a resource on the other, depends on the problem. Thus, a father's intense involvement in the life of his son may be a cause or an obstacle if the problem involves the son's struggle for autonomy, but a resource if the problem involves the son's need for financial help. In assessments of context then, two priority questions are: What obstacles are preventing solution of the problem? What resources can be found to help solve it?
[Back to TUTORIAL]
Task-Centered WebPages 1998, Matthias J. Naleppa