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My own journey as a human service professional began in the 1970's in the hill country of South Texas working as a consultant to Head Start programs. Driving to pre-schools in Fredricksburg, Ingram, and Kerrville was interspersed with giving psychological tests to students attending schools in urban San Antonio and adolescents in expensive acute care or residential treatment facilities in Austin. As I traveled between public organization and private agency, one fact remained clear. Human suffering was very democratic. Regardless of the economic or social context, the families suffering and the professional's working shared the same values of compassion, collaboration, and empowerment.
Yet somehow the valuable services designed to help those in trouble do not reach all of the individuals in need, all of the time. Are we really getting at the whole problem if we treat only the individual identified for services in our human service agencies? What are the long-term consequences of leaving social conditions unaltered and other members of the effected community unchanged? How much more effective can we be if we include other members of the community and focus on socio-cultural variables that contribute to problems in adjustment? For the student enrolled in an abnormal psychology, community psychology or psychology of adjustment course, these are important questions for debate. Frequently, a curricular objective in these courses has been to define adjustment and identify the socio-cultural contexts in which it occurs (O'Sullivan, 1993; Raupp, 1992).