Student in the Environment as Person in the Environment: A Recommendation Towards Supporting Student Academic Success
The person in the environment (PIE) theory, related to the ecological model is fundamental in social work generalist practice. The theory poses that as social workers conceptualize their clients, they are not only to consider the individual level factors that may influence the client’s presenting problem- but to also assess if or how the client’s environment and their goodness of fit in the environment may be contributing to their presentation (Hepworth, Rooney, Rooney, & Strom, 2016; Schalock, & Jensen, 1986).
In an oversimplified manner, goodness of fit can be defined as the degree to which the client experiences congruence in and with their environment and context (Hepworth, Rooney, Rooney, & Strom, 2016; Nye & Drasgow, 2011). Notably, goodness of fit may change based on the context. That is, a client may have a higher degree of goodness of fit in one context versus another. For example, a monolingual Spanish-speaking client may feel a stronger goodness of fit among a group of Spanish speakers compared to a group of English-only speakers- in which case, they would not understand the language.
Let’s look at an example of applying the PIE theory and goodness of fit concept. Let’s consider that a monolingual Spanish-speaking client who is unhoused is struggling with taking their medications as prescribed – as the medication is to be taken three times a day with meals. Further, they are having a hard time communicating this problem to their provider due to language barriers and/or feelings of insecurity and unhelpful, inaccurate thoughts such as, “If I tell my doctor I am not taking my medication, they may get mad at me, and I may no longer be a candidate for the housing program”.
According to the PIE theory, the social worker is to assess the individual’s fit in their environment – that is assess individual client factors that may be contributing to their lack of medication adherence and assess the client’s goodness of fit in their environment. In doing so, the social worker is to assess multilevel factors related of the individual’s micro, mezzo and macro systems and consider perhaps the issue of having a language barrier in considering goodness of fit. Further, the social worker can work to enhance the client’s capabilities and strengthen his goodness of fit by giving him a translation tool that he can take to his appointments- or the social worker may choose to adapt the client’s environment by helping the client change providers to a bilingual provider.
It is my suggestion that as professors, perhaps we may consider these ideas towards supporting student academic success. A few years ago I had an office hour appointment with a student who shared that they had recently moved (unwillingly- due to financial reasons) and were saddened that they no longer had access to a quiet, well lit, comfortable, and inviting place to study. As I considered this I shared about the PIE theory and together we began brainstorming ways in which the student may improve her goodness of fit in her new environment. It was not easy, to figure out other spaces she may be able to study in her new living quarters, but the student landed on the importance of changing her mindset and appraisal of the new living situation so that she would move towards acceptance and “making lemonade out of lemons”.
The student ended up claiming the kitchen table as her new study area and had to have conversations with her family so that all would be respectful and supportive of her needs. Perhaps this idea may not solve all our student’s struggles and challenges while in their academic journey, but maybe it is just one more tool that we together with our students can consider entertaining as a conceptual model towards problem-solving and student academic success.
References
Hepworth, D. H., Rooney, R. H., Rooney, G. D., & Strom, K. (2016). Empowerment series:
Direct social work practice: Theory and skills. Cengage Learning.
Nye, C. D., & Drasgow, F. (2011). Assessing goodness of fit: Simple rules of thumb simply do
not work. Organizational Research Methods, 14(3), 548-570.
Schalock, R. L., & Jensen, C. M. (1986). Assessing the goodness-of-fit between persons and
their environments. Journal of the Association for Persons with Severe Handicaps, 11(2), 103-109.
11 Comments
Hello Dr. Gaona! I enjoyed reading your article about the impact of a suitable environment, especially for students and their success. As a student who has experienced many different kinds of environments throughout my educational career, I understand and recognize how important a good and stable school or work environment is. It makes a huge difference in one’s ability to learn, comprehend, and even just maintain their mental and sometimes even physical health.
Hello Dr. Gaona,
I found your blog to have much food for thought. I have always believed that there are multiple views and perspectives on life. This could also be said when it comes to teaching as well. The PIE theory, I believe usually affects the younger generation the most. At a younger age, it’s much harder to demand space or a different environment. Children are stuck with the saying “you get what you get and you do not throw a fit.” I find it interesting. Does the PIE theory influence you to go harder or easier on a student? Or do you view it as just understanding your student more?
Dr. Gaona,
I believe that the idea behind the PIE theory as well as the goodness of fit concept as a way to help students with struggles they may be having or setbacks with their academic success is a great tool to address these issues. As a commuter from the Escondido area and a full-time worker, I have always wanted to address this with my professors so that they may be more understanding of my current situation. I have been so fortunate to have professors at CBU within the CBSS that have been understanding and patient with me so that I can give them my best work, all the time. I also found the goodness of fit concept very interesting and relative to constantly changing social dynamics in today’s current climate when it comes to therapy and treatment for individuals who identify with all kinds of groups.
Hello Dr. Goana, I really liked reading your perspective on PIE theory and its applications to student academic success. I couldn’t help but be reminded of Stephen Hansell’s 1982 on the stress students present during the college application process. The study found that students with parents involved in school affairs or with lower socioeconomic statuses had higher stress levels when applying for college. It made me think about how students in similar positions could benefit significantly from goodness of fit in their environments on how their quality of life would probably greatly approve under the application of PIE theory.
Hansell, S. (1982). Student, Parent, and School Effects on the Stress of College Application. Journal of Health and Social Behavior, 23(1), 38–51. https://doi.org/10.2307/2136388
Hi Gloria thank you for your engagement with this blog post! I appreciate your reflections on the PIE theory and student academic success.
Hello Dr. Gaona,
First and foremost, I want to thank you for using this platform and your scholarly position to promote academic success. College is a unique and challenging experience primarily due to the severe changes of our environment. The challenges go beyond a good place to study, as you described, it presents a new world in which we are regarded as adults for the first time and expected to act as such while navigating increased stress levels. The PIE theory which places emphasis on how a person fits in their environment is an important conversation to be had before we expect students to thrive under these challenging conditions. I agree that while the physical environment may not resolve every academic issue that may arise, together we can cultivate an environment that supports students through their academic journeys.
Liah thank you for sharing! The college experience is definitely unique to each person and comes with personal challenges but as you mentioned there are many ways that students and faculty can help each other provide support for more success.
I enjoyed reading your blog post. Personally, I am adopted and I grew up around foster children. Therefore, I feel as though I can understand the feeling of being off-balance when PIE is not in order with goodness of fit. I have never thought of using my strengths in what I know to be a beneficial academic learning environment for myself to my help me succeed. I believe that if more professors and students adopted this mindset we can foster a great learning environment at CBU.
Rebecca, thank you for sharing your thoughts about student academic success and the PIE theory!
This was a compelling application of PIE theory in a practical, academic setting! It was quite inspiring to hear that the student availed herself the opportunity of a new environment. Moreover, communication with family and growth mindset development appeared to be of great importance to this change. It would be hopeful to see this theory utilized to support student achievement and learning.
Matthew, thank you for taking the time to read and share your thoughts on what factors support student academic success!