Foundational theories and knowledge

Systems theory - Practice Paper

1. Introduction
The purpose of this Practice Paper is to provide DCP practitioners with an understanding of the principles
of systems theory as it relates to child protection practice. Key concepts and skills associated with systems
theory will be outlined.

This Practice Paper should be read in conjunction with the Strengths based practice - Practice Paper as
there are critical links between systems theory and strengths based practice.

2. Systems theory explained

Systems theory (also known as ecological systems theory) explores the relationships between children
and young people, their family and community and how these relationships and social contexts influence
safety and risk. Children and young people must be understood in the context of the multiple
environments (also known as ecological systems) that exist, and influence each other. Systems theory is
helpful to identify strengths and opportunities for change, such as identifying a child or young person and
family’s positive supports. Systems theory explains that the individual or family cannot be understood in
isolation from the broader system in which they exist.

Systems theory examines the individual at the centre of the interconnected environments or sub-systems
around them. The interconnected nature of the sub-systems means that change in one area or
relationship has the potential to create change in other parts of the sub-system (either positively or
negatively). In child protection practice, the individual at the centre of the system is the child or young
person. Systems theory also requires practitioners to examine the factors that impact the individual
directly such as their developmental age, gender, health and disability.

There are five environmental sub-systems that are used to explore and explain impacts on the individual
(refer to figure 1 below for a diagram of systems theory). The five environmental sub-systems are:
1. Microsystem
2. Mesosystem
3. Exosystem
4. Macrosystem
5. Chronosystem

Systems theory - Practice Paper 1 of 7

V1.0 July 2020
For Official Use Only – I1 – A1
Microsystem:
The microsystem includes people and groups who have direct impacts on the individual, including on their
safety and development. This can include family members, neighbours, peers and education and health
services.

Mesosystem:
The mesosystem is the interactions between the people and groups in the microsystem such as
interactions between parents and the school, or the child’s peers and the child’s family. The mesosystem
interactions may offer safety and support to the child or young person, but could also contribute to risks.
For example, if the parent is positively engaged with the school, it is likely that the child will receive the
education supports they require. Conversely if there is a conflictual relationship between the parents and
the school, this could limit the child’s school engagement or negatively influence the child’s attitudes
towards school or the supports that the child receives.

Exosystem:
The exosystem explains the linkages that exist between two or more sub-systems and social settings that
do not directly involve the child or young person but still impact them. An example of this is the parent’s
employment in that if the parent has a reduction in their income, this may contribute to conflict in the
family and the child being exposed to aggressive behaviour. This in turn impacts the child’s experience of,
and relationship with their parent/s.

Macrosystem:
The macrosystem includes the culture that influences the child, as well as the microsystems and
mesosystems embedded in those cultures. The macrosystem has a significant impact on the child through
access to opportunities and developing their sense of self including their feelings of belonging
(particularly where the child is from an Aboriginal or culturally and linguistically diverse background).

Chronosystem:
The chronosystem explores how factors change over time and includes changes in the family structure
and social changes. This could include how a parental relationship breakdown impacts the child over time
where life may become chaotic and conflictual at the time of the relationship ending but may then
stabilise and improve as time progresses. Social changes could include the impact of parental
employment as well as broader societal impacts such as economic cycles (for example a recession).

Systems theory - Practice Paper 2 of 7

V1.0 July 2020
For Official Use Only – I1 – A1
 Figure 1: Systems theory diagram

3. Systems theory tools

Genograms and ecomaps are critical tools in systems theory application.

Genograms:
Genograms map out the diverse and complex relationships of families and should include as much
information on family connections as possible. Genograms have application across all phases of practice
but should be developed as early as possible. Practitioners must develop genograms in partnership with
families and ensure that information is accurate and updated regularly. Genograms can be used as an
engagement tool with families and are helpful in clarifying critical family relationships.

It may be appropriate to develop a genogram with the support of a Principal Aboriginal Consultant or
Aboriginal Family Practitioner to understand complex kinship structures and support engagement for
Aboriginal families.

Where a child or young person requires a placement, genograms are critical in family scoping and
identifying potential placement options. Genograms are also useful in identifying who are the decision
makers in the family to support family led decision making.

Generally speaking, the more information and family connections a genogram contains the better but as a
minimum, the genogram should include three generations (that is, the child, the parents, aunts and
uncles, and grandparents).

Systems theory - Practice Paper 3 of 7

V1.0 July 2020
For Official Use Only – I1 – A1
 Figure 2: example genogram with three generations

Genograms can be hand written or developed using GenoPro. The genogram must be recorded to the
child or young person’s C3MS record. Refer to the Genograms C3MS Guide for further information.
Genograms can also be used to inform the review of relationships screen of the child or young person’s
C3MS record.

Ecomaps:
An ecomap is a visual representation of the child or young person’s network and support system.
Ecomaps detail how the child or young person’s relationships and environment influences their safety and
wellbeing. Like genograms, ecomaps can be used as an engagement tool and inform an understanding of
the child or young person in their social context. Ecomaps can support connections to family, community
and culture and are critical in identifying strengths that exist within the child’s network.

Ecomaps are an essential tool in assessment and case planning as they highlight connections that may
promote or compromise safety and support. Using an ecomap with a family when engaging in safety
planning can be helpful to identity strengths and risk issues and ensure that mitigating safety factors
appropriately draw on existing strengths.

Systems theory - Practice Paper 4 of 7

V1.0 July 2020
For Official Use Only – I1 – A1
 Figure 3: example ecomap

Like genograms, ecomaps can be hand written or developed using GenoPro and must be recorded to the
child or young person’s C3MS record. The child or young person should be positioned at the centre of the
ecomap, with their networks and system highlighted around them.

4. Systems theory, assessment and intervention

Understanding the systems that exist for the child or young person is critical to achieve quality
assessments that recognise risks, strengths and opportunities for change. To achieve a comprehensive
understanding of the impact of systems and relationships, children and young people, families and their
networks must be actively engaged in assessments, case planning and decision-making. Refer to the
Assessment Framework for further information about assessment.

Through applying systems theory, practitioners can develop a deeper understanding of how sub-systems
are interrelated and impact upon one another. Understanding the context of an individual’s behaviour
can support practitioners to work effectively with children and young people, families and carers to better
understand their own circumstances and develop interventions which recognise the impact of the sub-
systems on each other.

Systems theory - Practice Paper 5 of 7

V1.0 July 2020
For Official Use Only – I1 – A1
5. Reflective practice
Practitioners are better able to develop their skills when they engage in reflective practice.

The following Reflective Practice Bubble is offered to encourage reflective practice among
practitioners.

Reflective Practice Bubble

Think about one of your cases…

 Is there a current genogram that includes a minimum of

three generations recorded to the child’s C3MS record? Do
you have a clear understanding of the family relationships?

 What strengths exist in the child or young person’s

microsystem and macrosystem? How can these strengths
be further highlighted and support better outcomes for the
child or young person?

 What risks exist in the child or young person’s

microsystem? Could additional mitigating factors be
introduced to better manage these risks?

Systems theory - Practice Paper 6 of 7

V1.0 July 2020
For Official Use Only – I1 – A1
Document control
Reference No./ File No.
Document Owner Lead Writer (name, position)
Directorate/Unit: Quality and Practice Megan Birchmore
Accountable Director: Mel Bradley Principal Project Officer
Commencement
3 July 2020 Review date 3 July 2023
date
Risk rating Consequence
Likelihood Risk Rating
Risk Assessment Rating
Matrix Minor Unlikely Low

REVISION RECORD
Approval Date Version Revision description
3 July 2020 1.0 Final

Systems theory - Practice Paper 7 of 7

V1.0 July 2020
For Official Use Only – I1 – A1