THE NATURAL SYSTEMS INSTITUTE

The Duplex Pyramids

1 Environment  2 Structure  3 Systems  4 Settings  5 Situations  6 Formal Roles  7 Dyads  8 Inner Processes

5. DEFINING SYSTEMS

Systems within Structures  

By Edwin L. Young, PhD   

    Structures are not things.  Structures are the way we conceive of things, our perspectives on things.  There can be an infinite variety of conceived structures.  Taking perspectives and conceiving of structures with respect to any phenomena is an art.  Typically, people see what is immediately present.  It is possible to see the same entity or group of entities or parts from the perspective of history or histories.  It is also possible to see the same group from the perspective of its place within encompassing structures, in the midst of coextensive or related groups or parts, or as a structure that itself encompasses substructures.  One can choose the perspective on and components of the structure.  One can also change perspectives on and components of any designated entities within a set of levels of structures and the systems within each level so as to study different conceptions of structures.  Each conception could be viewed as something like a scaffolding, blueprint, or model of a multi-story building.

    Each time a structure is conceived, it is then possible to observe and analyze the interrelations of its components.  One can examine the structure of a poem, a game, a machine, a tree, a body of water, or anything.  Deciding upon a unit of analysis and isolating particular units, one can then observe how it [or they] is effected by and effects other units.  It may appear that one unit is the cause of the behavior or significance of another unit.  However, when taking another structural perspective, it could become apparent that it is an historical pattern.  Switching perspectives, it can be viewed in terms of its place within the arrangement of a more encompassing structure.  Still another perspective can see it in terms of its place in relation to parallel structures.  Each perspective can yield valuable information.  By continuing to experiment with structural perspective taking, a more comprehensive understanding may emerge that yields more effective strategies for rearranging units and their relations.  At the same time, it may become possible to see and understand why prior strategies for the design of a structure have not worked or worked only for a brief period and then became counterproductive or obsolete.  In fact, it could become apparent that prior solutions were successful for the one component while, ironically, contributing to dysfunction with respect to other, psychologically or physically related, parallel, or adjoined components.  The success for the short term may conceal the fact that it inevitably promoted dysfunction in the more distant future.  What we are talking about here, in terms of effects of units within a structure and their effects upon one another is 'systems'.  The dynamic and interdependent interaction of units within a structure constitutes a system.

    When examining the way components are interrelated or effect one another, physically, temporally, or psychologically, we are examining the systems within structures.  Once again, it is possible to take multiple perspectives on systems and examine their interrelations and interactions.  The important point to weigh here is that it is the taking of multiple perspectives on structures containing, consisting of, and encompassing systems and then on the systems themselves that yields the most powerful results.  When attempting to restructure structures and systems, the advance work done in taking different perspectives is likely to yield the most effective and enduring results.  

    The graphic below illustrates a way to look at systems in relation to levels of structure.

Each Level of Structure Has Its Own Set of Systems

    In these sections on school violence, as well as with all of the ideas within the Natural Systems Approach, we take different perspectives, examine their implications, and from these insights devise a comprehensive, integrated set of strategies designed to solve the problem of school violence.

    Whether working with a large institution or organization or with an individual client in psychotherapy, natural systems considers the past, present, and future of the multidimensional interaction of external structures and systems, from global environments to local situations, with internal structures and processes, and, temporally, from an individual's life history to their present intentions and future goals.  A powerful use of such perspectives on external structures and systems is that this makes possible a methodical approach to considering how their components impact a person's, possibly a  student, inmate, patient, member, participant, employee, constituent, consumer, or the like, specific internal structures and processes as well as each of their various intentionality processes.

    It is worth noting that professionals and others with experience who create or restructure organizations mentally carry out cognitive processes like those noted above.  However, they almost all do this intuitively.  If they are lucky, their intuitions may be correct.  Unfortunately, all too often there are critical imperfections in their design.  When this is the case, would it not be ideal if they had use a methodical approach like Natural Systems and left a record of their deliberations and bases for decisions.  Others could follow their rationale and know how and where to look for possible flaws, determine the what and why of their negative effects, ferret out affected interdependent units within systems, as well as avoid repeating some mistakes that are not so easily detectable. 

      For the Natural System's approach, everything is interconnected and dealt with when the time is right from the point of view of the client, resident, participant, etc.

    The following sites illustrate how systems operate and can be changed for the better in public schools, colleges, and juvenile correctional institutions:

Systems within Structures

Each Level of Structure Has Its Own Set Of Systems

Conceptualization of the Dynamics of Structure and Systems in the Institution

Interaction of Horizontal, Vertical, and Social Systems and the Vicious Cycle of Prejudice