Minimalist theory

The Minimalist theory of J.M. Carroll is a framework for the design of instruction, especially training materials for computer users. The theory suggests that (1) all learning tasks should be meaningful and self-contained activities, (2) learners should be given realistic projects as quickly as possible, (3) instruction should permit self-directed reasoning and improvising by increasing the number of active learning activities, (4) training materials and activities should provide for error recognition and recovery and, (5) there should be a close linkage between the training and actual system.

This can applied to social work when doing project planning with community members. Are you valuing their time by giving them clear direction? Are they able to be self-determinant in their learning? These are important factors to consider.

This is related to higher education when thinking about how students are developing. Is what they are given in classrooms meaningful? College students often dread classes because they do not see the application. Educators must work to help students make those connections.

Carroll, J.M. (1998). Minimalism beyond the Nurnberg Funnel. Cambridge, MA: MIT Press.

Social Support

Social Support is associated with how networking helps people cope with stressful events. Besides it can enhance psychological well-being. Social support distinguishes between four types of support (House, 1981). Emotional support is associated with sharing life experiences. It involves the provision of empathy, love, trust and caring. Instrumental support involves the provision of tangible aid and services that directly assist a person in need. It is provided by close friends, colleagues and neighbours. Informational support involves the provision of advice, suggestions, and information that a person can use to address problems. Appraisal support involves the provision of information that is useful for self-evaluation purposes: constructive feedback, affirmation and social comparison.

Social workers should eat, live and breathe this. All of these types of support are critical in providing comprehensive support to communities. Life experiences should lead to services that help support overcoming struggles shared. With whatever programming is done, it should always be evaluated.

I see this in higher education on this campus with the diversity initiatives President Schlissel is implementing. I am hopeful that social support theory is being used in the implementation process. It seems like they are trying to provide a lot of entries for engagement. Will we see if they follow through with it.

Glanz, K., Rimer, B.K. & Lewis, F.M. (2002). Health Behavior and Health Education. Theory, Research and Practice.San Fransisco: Wiley & Sons.

Spiral of Silence

The phrase "spiral of silence" actually refers to how people tend to remain silent when they feel that their views are in the minority. The model is based on three premises: 1) people have a "quasi-statistical organ," a sixth-sense if you will, which allows them to know the prevailing public opinion, even without access to polls, 2) people have a fear of isolation and know what behaviors will increase their likelihood of being socially isolated, and 3) people are reticent to express their minority views, primarily out of fear of being isolated.

This is something that a community you enter has been dealing with for years. They may feel silenced by their local government, the police or even the businesses they frequent. As a community developer, it is important that you give them a megaphone of sorts (community participation) and make sure their voice is amplified.

In higher education, students of color often feel this. They do not speak up because they do not want to be the “angry black person” stereotype, so they stay silent. As I hope to enter higher education, I hope to amplify their voices like my mentors have mine.

Glynn, J.C., Hayes, F.A. & Shanahan, J. (1997). “Perceived support for ones opinions sand willingness to speak out: A meta-analysis of survey studies on the ‘spiral of silence’” Public Opinion Quarterly 61 (3):452-463.

Gatekeeping

Gatekeeping - The gatekeeper decides which information will go forward, and which will not. In other words a gatekeeper in a social system decides which of a certain commodity – materials, goods, and information – may enter the system. Important to realize is that gatekeepers are able to control the public’s knowledge of the actual events by letting some stories pass through the system but keeping others out.

As social workers, we are inherently gatekeepers. We decide what information we share and don’t share community members. With that, it is important to keep in my mind if the information you are withholding is harming the community in the long run.

In higher education, student life employees are gatekeepers of a wealth of information. It is up to them to synthesize what their students need the most so that they feel as supported as possible.

White, David Manning. (1964). "The 'Gatekeeper': A Case Study In the Selection of News, In: Lewis A. Dexter / David M. White (Hrsg.): People, Society and Mass Communications. London S. 160 - 172. "

Diffusion of Innovations Theory

Diffusion of Innovations Theory research centers on the conditions which increase or decrease the likelihood that a new idea, product, or practice will be adopted by members of a given culture. Diffusion of innovation theory predicts that media as well as interpersonal contacts provide information and influence opinion and judgment.

This is related to social work in that we must be realize we do not live in a vacuum. There are societal factors that affect how invested people may be in creating change in their community. Do you have a key constituent on your side? That can affect how people perceive you in their community.

This plays out often in policy work. If a certain lawmaker supports a bill, it now has a certain prestige. Without that support, policies go nowhere.

Rogers, E.M. (1995). Diffusion of innovations (4th edition). The Free Press. New York.

Coordinated Management of Meaning

The theory of Coordinated Management of Meaning says basically that persons-in-conversation construct their own social realities. Pearce and Cronen (1980) believe that CMM is useful in our everyday lives. People within a social situation first want to understand what is going on and apply rules to figure things out. They act on the basis of their understanding, employing rules to decide what kind of action is appropriate.

This can be associated with community participation. We must allow community member to construct their own meanings and realities. The best way to do this will always be in person, or at least person to person.

This can be applied to intergroup dialogue work. In intergroup dialogues, you allow people to use their experiences to understand how social identities interact in the world. Everyone's an expert at their own experience, so that is used as the basis of “figuring things out.”

Pearce, W. B., & Cronen, V. (1980). Communication, action, and meaning: The creation of social realities. New York: Praeger.

Cognitive dissonance

Cognitive dissonance is a communication theory adopted from social psychology. The title gives the concept: cognitive is thinking or the mind; and dissonance is inconsistency or conflict. Cognitive dissonance is the psychological conflict from holding two or more incompatible beliefs simultaneously.

This can be applied to community development when working with a community whose traditional structures may hinder the goal you are trying to accomplish in some way. While you value what they believe, you may see how it is holding back what are you trying to do. When that happens, it is important to put your ego to the side and meet the community where they are at.

This happens often as college students develop. They have heard one thing their entire lives, then get to college and learn that what their homogeneous city told them about the world is pretty far off. Educators must realize and help students work through these potentially difficult realizations.

Festinger, L. (1957). A theory of cognitive dissonance. Stanford, CA: Stanford University Press

Attraction-Selection-Attrition framework

The Attraction-Selection-Attrition framework states ‘attributes of people, not the nature of external environment, or organizational technology, or organizational structure, are the fundamental determinants of organizational behavior’ (Schneider, 1987). The people are functions of an Attraction-Selection-Attrition cycle.

This can be adapted to social work when thinking about the communities we interact that look different from ours. One place I think of is Brightmoor, a neighborhood I have lived near and have volunteered numerous times in. One can see the burnt out houses and assume the worst. However, once you meet the neighbors of Neighbors Building Brightmoor, you can see they are implementing a culture of safety and beautification where they can.

This can be applied to the world of higher education when thinking about campus climate issues around race. When first years come in, what type of skills are they gaining to help talk through cross-cultural differences? Looking at the attributes students have does a lot in creating an inclusive student body.

Schneider, B., Goldstein, H.W. & Smith, D.B. (1995). The ASA Framework: An Update. Personnel Psychology, 48, 747-779.

Agenda-setting

Agenda-setting is the creation of public awareness and concern of salient issues by the news media. Two basic assumptions underlie most research on agenda-setting: (1) the press and the media do not reflect reality; they filter and shape it; (2) media concentration on a few issues and subjects leads the public to perceive those issues as more important than other issues.

This can applied to social work and community development when thinking about how we engage community member in change. Are we sending them a press release with updates or are engaging them to come up with their own plan? I see in Detroit a lot of good intent that is based on what people see in the media, but they do not connect with Detroiters who have lived there for years.

This can be applied to the whole world right now with what is going on with Paris, Beirut and Baghdad. The characterization of Islam being a violent religion and not just ISIS itself as an organization is creating Islamaphobia across the globe at the moment. The media plays a huge part in this.

Kleinnijenhuis, J. & Rietberg, E.M. (1995). Parties, media, the public and the economy: Patterns of societal agenda-setting. European journal of political research: official journal of the European Consortium for Political Research, 28(1),95-118

Adaptive Structuration Theory

Adaptive Structuration Theory is based on Anthony Giddens' structuration theory. AST criticizes the technocentric view of technology use and emphasizes the social aspects. Groups and organizations using information technology for their work dynamically create perceptions about the role and utility of the technology, and how it can be applied to their activities.

This can be applied to community development when thinking about how social workers engage people through technology. Some may not have the technology you assume they have so you should do your best to be inclusive. People should be accommodated if technology is a potential hindrance.

This can be adapted to other disciplines like higher education and working with students. Many students today are connected at the hip to their phones, so it is important to learn how we can use this technology socially to connect people on college campuses to what they need and as well as to try to bridge communities.

Desanctis, G. & Poole, M. S. (1994). Capturing the Complexity in Advanced Technology Use: Adaptive Structuration Theory. Organization Science. 5, 121-147