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Auswahl der wissenschaftlichen Literatur zum Thema „Bronfenbrenner's developmental ecological model“
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Zeitschriftenartikel zum Thema "Bronfenbrenner's developmental ecological model"
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Matas, Gordan, und Iva Donelli. „Ecological systems theory“. Zbornik radova Filozofskog fakulteta u Splitu, Nr. 13 (2020): 111–30. http://dx.doi.org/10.38003/zrffs.13.5.
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In this paper, Toni Morrison’s novel Beloved (1987) will be considered from the point of view of developmental psychology. Morrison’s works can be seen as representing an intertwinement of social, historico-political and emotional themes which play a crucial role in the identity construction of the author’s characters. Therefore, the Ecological Systems Theory proposed by Urie Bronfenbrenner will be employed to closely examine how the identities of Morrison’s characters are being shaped in the novel. The usage of the five systems on which Bronfenbrenner’s bioecological model is based– chronosystem, macrosystem, exosystem, mesosystem and microsystem, will provide an often missing holistic approach necessary for better understanding of how and why Morrison’s characters are (un)able to complete their developmental journey of identity construction successfully.
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Stebleton, Michael J. „Understanding Immigrant College Students: Applying a Developmental Ecology Framework to the Practice of Academic Advising“. NACADA Journal 31, Nr. 1 (01.03.2011): 42–54. http://dx.doi.org/10.12930/0271-9517-31.1.42.
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Immigrant college student populations continue to grow, but the complexity of their unique needs and issues remain relatively unknown. To gain a better understanding of the multiple contextual factors impacting immigrant students from a systems-based approach, I applied Bronfenbrenner's (1977) human ecology framework to the study. Students interact with the environment, including exchanges with academic advisors, that influence student development, success, and retention. In this theory-based essay, I contend that the philosophy of a developmental ecology approach parallels the foundational tenets of developmental academic advising, mainly through an emphasis on context and working with the whole student. I offer strategies for practice and ideas for future application as well as use an adapted human-ecological model to illustrate immigrant issues.
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Mc Guckin, Conor, und Stephen James Minton. „From Theory to Practice: Two Ecosystemic Approaches and Their Applications to Understanding School Bullying“. Australian Journal of Guidance and Counselling 24, Nr. 1 (19.07.2013): 36–48. http://dx.doi.org/10.1017/jgc.2013.10.
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School professionals, particularly school counsellors and school psychologists, require detailed knowledge of many important factors that contribute to the personal, academic, and vocational development of the students in their charge (e.g., psychosocial development, curricula developments, local community developments and initiatives, national and international policy developments). The amount of detail and knowledge required by school counsellors/psychologists is bewildering, even before consideration of the individual differences in those who require their help. A framework can provide school professionals with a parsimonious approach to organising, synthesising and understanding all the information that needs to be considered in relation to a child within a particular environment. The current article reviews and comments upon the usefulness of two such theoretical frameworks — Bronfenbrenner's ecological model (1979, 1989) and Spiel, Reimann, Wagner, and Schober's (2008) Bildung-Psychology approach — to an exploration and understanding of a common issue; namely, bully/victim problems among school pupils. It is argued that such ecological/systemic approaches could usefully inform the design and evaluation of future efforts to address school bullying and violence. By extension, we propose that the simplicity of such models is of great value to the school professional who seeks a framework that can guide them in their work.
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Highfield, Kate, Katey De Gioia und Rod Lane. „Tablet Technology and Cloud Storage as Evidence of Pedagogic Development in Pre-service Teacher Education“. Australasian Journal of Early Childhood 41, Nr. 4 (Dezember 2016): 44–51. http://dx.doi.org/10.1177/183693911604100406.
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INCREASINGLY, EDUCATORS AND PRE-SERVICE teachers studying to become educators are called to present evidence of their teaching practice and the development of their pedagogic skills. Traditionally this evidence was likely to be printed, with pen and paper notes or typed examples. However, technology such as mobile and tablet devices and cloud storage is enabling new forms of evidence. This study was designed to examine how pre-service teachers develop a digital teaching portfolio incorporating multi-modal evidence linked to accreditation standards. This paper examines survey data, focus group responses and work samples to explore how 213 pre-service teachers use technology to document their work and pedagogic engagement. In examining the nature of ‘evidence’ we have adapted Bronfenbrenner's ecological framework (1979, 1993) to investigate pre-service teachers' perceptions of evidence of learning and explore their concerns with using technology to document learning and facilitate teacher accreditation.
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Постылякова, Ю. В. „ECOLOGICAL MODEL OF THR STUDENT'S RESILIENCE“. Институт психологии Российской Академии Наук. Организационная психология и психология труда, Nr. 4(17) (30.12.2020): 218–39. http://dx.doi.org/10.38098/ipran.opwp.2020.17.4.009.
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В статье в рамках экологического и ресурсного подходов анализируется понятие индивидуальной жизнеспособности как важной характеристики студентов. Рассматриваются индивидуальные навыки жизнеспособности студента, проявляемой им в процессе обучения в университете, анализируются модели жизнеспособности А. Мастен и М. Унгара, созданные в рамках экологической модели развития Ю. Бронфеннбренера. Предложена экологическая модель жизнеспособности студента, которая позволяет учитывать большое число различных факторов риска, прямо или опосредованно оказывающих влияние на студента, и его защитных факторов, к которым он может обращаться для ответа на требования или угрозы, идущие от факторов риска. Факторы риска, действующие на уровне макросистем (актуальная экологическая, эпидемиологическая, экономическая и др. ситуации в стране или мире), в которые включен субъект, взаимодействуют со всеми нижележащими уровнями экологический системы (микро-, мезо- и экзосистемы, например, образовательная система вуза; семейная система и др.), и опосредованно оказывают на них влияние. Все это предъявляет к студенту требования, на которые он вынужден отвечать на основе своих индивидуальных ресурсов, а также ресурсов, заключенных на микро-, мезо- и экзо- уровнях. На любом из уровней, любая из систем может нести в себе как факторы риска, так и факторы защиты, быть ресурсной для отдельного студента. Риски могут возникать как на индивидуальном уровне (на уровне микросистем), так и на уровнях более высокого порядка. Поэтому и проявления жизнеспособности студентом оказываются необходимыми во всех этих системах и на разных уровнях. Развитие и усиление жизнеспособности происходит по мере того, как все уровни (семьи, университета, сообщества) работают вместе, чтобы положительно влиять на индивидуальный уровень жизнеспособности студента. Показано значение экологической модели жизнеспособности студента при использовании ее специалистами в области социальной, педагогической, семейной психологии, психологии развития для анализа факторов риска и жизнеспособности в научных исследованиях, психотерапевтической и консультационной работе. The article analyzes the concept of individual resilience as an important characteristic of students within the framework of environmental and resource approaches. The individual skills of the student's resilience shown by him in the process of studying at the University are considered, the models of resilience by A. Masten and M. Ungar created within the framework of the ecological model of development by Yu. Bronfenbrenner. An ecological model of the student's resilience is proposed, which allows us to take into account a large number of different risk factors that directly or indirectly affect the student, and his protective factors that he can turn to respond to the requirements or threats coming from risk factors. Risk factors operating at the level of macro-systems (current environmental, epidemiological, economic, etc. situations in the country or world), in which the subject is included, interact with all the underlying levels of the ecological system (micro -, meso - and exosystems, for example, the educational system of a university, the family system, etc.), and indirectly influence them. All this makes demands on the student, which he is forced to meet on the basis of his individual resources, as well as resources contained at the micro -, meso - and exo - levels. At any level, any of the systems can carry both risk factors and protection factors, be a resource for a student. Risks can occur both at the individual level (at the level of Microsystems) and at higher-order levels. The manifestations of resilience by the student are necessary in all these systems and at different levels. The development and strengthening of resilience occurs as all levels (family, university, community) work together to positively influence the individual level of the student's resilience. The importance of the ecological model of the student's resilience is shown when it is used by specialists in the field of social, pedagogical, family psychology, developmental psychology for the analysis of risk factors and resilience in scientific research, psychotherapeutic and consulting work.
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Pinquart, Martin, und Rainer K. Silbereisen. „Human development in times of social change: Theoretical considerations and research needs“. International Journal of Behavioral Development 28, Nr. 4 (Juli 2004): 289–98. http://dx.doi.org/10.1080/01650250344000406.
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Although social change is diverse and ubiquitous, there is to date little research on the impact of social change on individual development, nor on the variables that may mediate and moderate this impact. This lack is, in part, based on insufficient consideration of psychological theories that may be applied to social change, but particularly on the lack of specific theories on psychological consequences of social change. In addition, methodological problems in measuring the complexity of social change have limited research on the consequences of social change on human development. With a focus on the effects of the breakdown of the communist system in Eastern Germany and Eastern Europe on individual development, the present paper analyses how prominent psychological theories can be applied to research on human development in times of social change, namely, Bronfenbrenner’s ecological paradigm, the transactional stress theory, and recent developments of lifespan theories of control and coping. A behavioural model is introduced that analyses developmental consequences of individual’s coping with social change. Finally, we discuss methodological implications for studying social change and set out future research needs.
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Perelmuter, Idit. „The Educational Situations of Bilingual Students with Learning Disabilities in Hand in Hand Schools in Jerusalem“. Studia Edukacyjne, Nr. 51 (15.12.2018): 515–22. http://dx.doi.org/10.14746/se.2018.51.32.
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This article will address the educational situations with which bilingual students who have learning disabilities cope in the education system and in the bilingual schools of Hand in Hand, an association which was established to promote and develop a shared society for Arabs and Jews in Israel. In addition, it will describe the difficulties of the learning-disabled bilingual students and how they impact upon the student. The first part will present the educational concept of Hand in Hand and the reality of the bilingual school in Jerusalem in particular. The second part will describe educational situations in which bilingual students who have learning disabilities cope in the bilingual school of the Hand in Hand Association. Furthermore, it will address the difficulties of these students in the school. The third part focuses upon the relationship between the ecological model of Bronfenbrenner and neuro-developmental theory and the educational situations of learning-disabled bilingual students, with an emphasis on their immediate environment (the educational situations described in the article are taken from professional experience in my work in the bilingual school in Jerusalem as an inclusion teacher for learning-disabled bilingual students both in the elementary and middle schools).
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Perelmuter, Idit. „The Educational Situations of Bilingual Students with Learning Disabilities in Hand in Hand Schools in Jerusalem“. Studia Edukacyjne, Nr. 51 (15.12.2018): 515–22. http://dx.doi.org/10.14746/se.2018.51.32.
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This article will address the educational situations with which bilingual students who have learning disabilities cope in the education system and in the bilingual schools of Hand in Hand, an association which was established to promote and develop a shared society for Arabs and Jews in Israel. In addition, it will describe the difficulties of the learning-disabled bilingual students and how they impact upon the student. The first part will present the educational concept of Hand in Hand and the reality of the bilingual school in Jerusalem in particular. The second part will describe educational situations in which bilingual students who have learning disabilities cope in the bilingual school of the Hand in Hand Association. Furthermore, it will address the difficulties of these students in the school. The third part focuses upon the relationship between the ecological model of Bronfenbrenner and neuro-developmental theory and the educational situations of learning-disabled bilingual students, with an emphasis on their immediate environment (the educational situations described in the article are taken from professional experience in my work in the bilingual school in Jerusalem as an inclusion teacher for learning-disabled bilingual students both in the elementary and middle schools).
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Boyatzis, Chris J. „A Collaborative Assignment on the Role of Culture in Child Development and Education“. Teaching of Psychology 25, Nr. 3 (Juli 1998): 195–98. http://dx.doi.org/10.1207/s15328023top2503_7.
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In this article, I describe a collaborative project that helps students understand the role of culture in child development and education through an in-depth study of math education in the United States and Asia. Students use Bronfenbrenner's (1979, 1994) ecological model of development as a theoretical framework. The project entails independent and collaborative work outside of class and 2 class sessions. Evaluation data indicate that the assignment, especially the collaborative element, was highly effective in helping students understand how culture influences child development and education. The assignment also helped students understand Bronfenbrenner's ecological model and its applicability to child development topics.
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Schiamberg, Lawrence B., und Daphna Gans. „Elder Abuse by Adult Children: An Applied Ecological Framework for Understanding Contextual Risk Factors and the Intergenerational Character of Quality of Life“. International Journal of Aging and Human Development 50, Nr. 4 (Juni 2000): 329–59. http://dx.doi.org/10.2190/dxax-8tj9-rg5k-mpu5.
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Elder abuse in family settings has increased in recent years for a variety of reasons, including the increasing proportion of older adults in the total population, the related increase in chronic disabling diseases, and the increasing involvement of families in caregiving relationships with elders. Future trends indicate not only continued growth of the older population but suggest, as well, an increased demand for family caregiving which may, in turn, be accompanied by increasing rates of elder abuse. It is important to consider issues associated with such caregiving and elder abuse in families from an ecological perspective as a basis both for framing conceptually relevant and effective prevention strategies as well as for understanding the specific character of the broader issue of the intergenerational nature of the quality of life in an aging society. Using an applied ecological model, the article focuses on the contextual risk factors of elder abuse. Specifically, five levels of environment—microsystem, mesosystem, exosystem, macrosystem, and chronosystem—will be utilized to organize and interpret existing research on the risk factors asociated with elder abuse (Bronfenbrenner, 1979, 1986, 1997). The configuration of the risk factors provides a useful framework for understanding the intergenerational character of the quality of life for older adults, for developing recommendations for empirically-based action research, and for the development of community-based prevention and intervention strategies. The application of a contextual perspective to the development of intervention and prevention programs will be addressed, the latter in relation to primary, secondary, and tertiary prevention.
Dissertationen zum Thema "Bronfenbrenner's developmental ecological model"
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Karlsson, Sofie, Åhlström Erica Ljunglöf und Amandaklara Sagemar. „Möjliggörande till fysisk aktivitet i arbetsgivarens regi : En kvalitativ studie om hur arbetsgivaren främjar en fysiskt aktiv arbetsplats“. Thesis, Högskolan i Halmstad, Akademin för hälsa och välfärd, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-44729.
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Vi har valt att titta på den fysiska aktivitet som räknas till den friskvård som arbetsplatsen erbjuder. Det handlar om att hjälpa sina medarbetare till en god personlig hälsa, samtidigt som arbetsgivaren själv vinner på hälsosamma medarbetare. Studiens hälsopedagogiska idé innebar att belysa vad som möjliggör till fysisk aktivitet och hur arbetsplatsen kan bidra till personlig utveckling gällande den fysiska hälsan. Syftet med studien var att belysa hur medarbetare och arbetsgivare beskriver aspekter som påverkar möjligheten till att utföra fysisk aktivitet i arbetsgivarens regi. För att analysera och tolka studien har vi använt oss av en teori och ett perspektiv, Bronfenbrenners utvecklingsekologiska modell och ett salutogent perspektiv. Studien utgick från en kvalitativ ansats där enskilda intervjuer använts som datainsamlingsmetod. Urvalet bestod av åtta respondenter varav fyra var arbetsgivare och fyra var medarbetare. Studien kunde av resultatet konstatera att det är viktigt för arbetsgivaren att involvera medarbetarna i det utbud som erbjuds för att så många som möjligt ska nyttja friskvården på företaget. Det är även viktigt för arbetsgivaren att ta tillvara på den sociala tillhörigheten som uttalats vara en stor motiverande faktor och bibehålla denne som en positiv aspekt i medarbetarnas vardag.In this study, we have chosen to look at the physical activity that counts as the wellness that the workplace offers. It is about helping your employees to good personal health, at the same time as the employer itself benefits from healthy employees. The study's health pedagogical idea meant to shed light on what enables physical activity and how the workplace can contribute to personal development regarding physical health. The purpose of the study was to shed light on how employees and employers describe aspects that affect the possibility of performing physical activity under the auspices of the employer. To analyze and interpret the study, we have used a theory and a perspective, Bronfenbrenner's developmental ecological model and a salutogenic perspective. The study was based on a qualitative approach where individual interviews were used as a data collection method. The sample consisted of eight respondents, four of whom were employers and four were employees. The study was able to establish from the results that it is important for the employer to involve the employees in the range offered so that as many as possible will use the wellness at the company. It is also important for the employer to take advantage of the social affiliation that has been stated to be a major motivating factor and maintain it as a positive aspect in the employees' everyday lives.
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Myrvold, Hanna. „Förskolan - en plats för fysisk aktivitet : En kvalitativ studie om hur verksamma förskollärare på landsbygden arbetar med fysisk aktivitet“. Thesis, Karlstads universitet, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-85273.
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Övervikt och fetma är ett växande problem i samhället. Med hjälp av fysiskaktivitet kan man arbeta för att förhindra detta. Förskolan är en viktig del iarbetet, eftersom en stor del av alla barn mellan 1-5 år är inskrivna i förskolanoch spenderar mycket av sin vakna tid där. Forskning visar att det råder delademeningar om hur upplevelsen av att bo och växa upp på landsbygden ser ut.Syftet med den här studien är att utifrån ett utvecklingsekologiskt perspektivstudera hur verksamma förskollärare på landsbygden beskriver hur arbetet medfysisk aktivitet formas. Kvalitativa intervjuer med förskollärare verksamma pålandsbygden har genomförts för att försöka svara på syftet och frågeställningen. Resultatet i studien presenterar utifrån de olika nivåerna i den utvecklingsekologiska modellen informanternas svar. Dessa visar att för att kunnaskapa förståelse för hur olika instanser i samhället samverkar för barnet sombefinner sig i mitten av modellen. Slutsatsen av studien visar att utifrån Bronfenbrenners modell formas platsen, barnens närmiljö, genom olika nivåer isamhället. De nivåer som presenterats i studien visar på hur viktig interaktionen mellan dessa är för att förstå och kunna skapa förutsättningar för barn iförskolan att utvecklas inom fysisk aktivitet.Overweight and obesity are a growing problem in society. With the help ofphysical activity, one can work to prevent this. Preschool is an important partof the work, as a large proportion of all children between 1-5 years old areenrolled in preschool and spend much of their waking time there. Researchshows that there are divided opinions about what the experience of living andgrowing up in rural areas looks like. The purpose of this study is to studyfrom a developmental ecological perspective how active preschool teachersin rural areas describe how work with physical activity is formed. Qualitativeinterviews with preschool teachers working in rural areas have been conducted to try to answer the purpose and the question. The results of the studypresent the respondents' responses based on the different levels of the developmental ecological model. These show that in order to create an understanding of how different instances in society interact for the child who is in themiddle of the model. The conclusion of this study shows that based on Bronfenbrenner's model the place, the children's local environment, is formedthrough different levels of society. The different levels presented in this studyshows how important the interaction between these are. By understandingand being able to create the conditions for children in preschool to develop inphysical activity.
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Norenbom, Therése. „Vårdnadshavarnas erfarenheter kring stödet till sitt barn med intellektuell funktionsnedsättning. : En intervjustudie“. Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-42981.
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The purpose of this study is to deepen the knowledge of guardians experiences of coordination between the various support measures for their children with intellectual disabilities in special schools. My research questions are to find out how the guardians describe the contact with LSS administrators, child and youth habilitation personnel and specialist teachers in schools for children with special needs as well as the experiences of the guardians based on their contacts with LSS administrators, child and youth habilitation personnel and specialist teachers in special schools. To find this out, a qualitative study is conducted in the form of interviews with guardians of children with intellectual disability. Informants in the study were nine guardians from three different municipalities. The results have been analyzed using Bronfenbrenners developing ecological model. The results show amongst other things that the guardians want more coordinated meetings to facilitate everyday life for the family. Another result was that the contact between the different instancesvary greatly both in quantity and quality and it is up to the guardians if contact occurs. It commonly emerged that the guardians experiences are that there is a good competence in general within different personnel groups. Another finding was that there are shortcomings regarding documentation and monitoring. Finally, it also emerged that it differs regarding how agencies act in preparing guardians for the future in different instances. One conclusion is that variation seems to be bound to whom the guardians have as an administrator and it becomes clear that the role of the special education teacher as a qualified conversation partner is important both in special schools but also in meeting with other professionals. It cannot be stressed enough how important the role is as a special education teacher and coordinator to simplify everyday life for parents or guardians. In addition, monitoring and evaluations fill an important function in professional practice as necessary for improving mutual understanding between home and special schools.Syftet med denna studie är att fördjupa kunskapen om vårdnadshavares erfarenheter av samordning mellan olika stödinsatser för deras barn med intellektuell funktionsnedsättning i grundsärskolan. Mina forskningsfrågor utifrån syftet är att dels att ta reda på hur vårdnadshavarna beskriver kontakten med LSS-handläggare, barn-och ungdomshabiliteringens personal samt speciallärare i grundsärskolan, dels att ta reda på vilka erfarenheter av stöd vårdnadshavare har utifrån sina kontakter med LSS-handläggare, barn- och ungdomshabiliteringens personal samt speciallärare i särskolan. För att ta reda på detta har en kvalitativ undersökning genomförts i form av intervjuer med vårdnadshavare till barn med intellektuell funktionsnedsättning. Antalet informanter i intervjun var nio stycken personer från tre olika kommuner. Resultatet har analyserats med hjälp av Bronfenbrenners utvecklingsekologiska modell. Resultatet visar bland annat att vårdnadshavare önskar mer samordnade möten för att underlätta vardagen för familjen. Ett annat resultat var att kontakten mellan olika instanser varierar mycket i både antal och kvalitetoch det är upp till vårdnadshavarna om kontakten sker. Gemensamt framkom det att vårdnadshavarnas upplevelser är att det finns en god kompetens över lag hos olika personalgrupper. Ytterligare ett resultat var att det finns brister gällande dokumentation och uppföljning. Till sist framkom det också att det är ojämnt hur myndigheteragerar föratt förbereda vårdnadshavare inför framtiden inom de olika instanserna. En slutsats är att det verkar vara mycket bundet till vem vårdnadshavarna har som handläggare om stödet fungerar och det blir tydligt att speciallärarens roll som kvalificerad samtalspartner är viktig både i grundsärskolan men även i mötet med andra yrkesgrupper. Det kan inte nog betonas hur viktig rollen är som speciallärare samt samordnare för att förenkla vardagen för vårdnadshavarna. Dessutom fyller uppföljningar och utvärderingar en viktig funktion i yrkespraktiken då detta krävs för att öka samförståndet mellan hemmet och grundsärskolan.
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Grabs, Teresa Victoria. „Developing Ecological Citizenship: The Role of Political Agents Using Bronfenbrenner's Bioecological Model“. ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5082.
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Despite decades of research on environmental behavior, it is unknown how various political actors aid in the development of ecological citizenship (EC). The purpose of this correlational study was to determine the relationship between environmental worldview (NEP) and willingness to take action (WTTA) among political actors within 5 states: Iowa, Kansas, Nebraska, South Dakota, and North Dakota. The overarching research question examined how EC can be increased within the 5-state region by identifying the similarities and differences in NEP and WTTA between state legislators, state partners, and nongovernmental organizations (NGOs). Bronfenbrenner's bioecological model provided the theoretical framework for the study. Out of 1,800 invited participants, 117 state legislators, 328 formal partnership directors, and 237 NGO administrators from the 5-state region participated in an online survey that measured their NEP, WTTA, and endorsement of EC principles. Nearly 20% of all respondents endorsed EC indicated by a high NEP and a high WTTA. Results of correlational analyses found a significant positive relationship between NEP and WTTA for each group. Further regression analysis found variation in group WTTA attributable to NEP varied from 32% for partnership directors and 36% for NGO administrators to 61% for state legislators. These findings indicated that EC can be affected by both private and public stakeholders. The implications for positive social change include demonstrating how state governments, in partnership with NGOs and other agencies, can increase EC within their states, and how improved partnerships can increase local opportunities to foster EC.
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Almendro, Martinique. „A systematic review : the effects of trauma on child mental health and well-being“. University of the Western Cape, 2016. http://hdl.handle.net/11394/5492.
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Magister Artium (Child and Family Studies) - MA(CFS)Trauma exposure during childhood increases the risk of multitude complex post-trauma symptomology. Extensive research has been conducted on the effects of trauma exposure on adults, and the findings have been thereafter applied to children. This is problematic due to the developmental differences between adults and children. There is thus a need to understand the unique symptomology of children, who have been exposed to trauma, as understanding the effects of childhood trauma will certainly aid in the prevention and treatment of childhood trauma. This study incorporated a systematic review methodology to analyse the effects of exposure to childhood trauma on children’s mental health and wellbeing. Relevant literature from all the methodological paradigms that were published during the specified time period of this study (2000 – 2016) were considered for. Furthermore, the inclusion criteria also specified that only studies of which the participants were children were allowed to be included in the review; studies focusing on adults and their exposure were deliberately excluded. The initial search strategy yielded a total of 316 articles; after all duplicates had been removed and, the titles and abstracts of the remaining articles had been assessed, the number of relevant articles was reduced to 22. These 22 articles were thereafter assessed by means of a critical appraisal tool to evaluate whether they were suitable for inclusion. Several articles were excluded as the focus of the studies were on treatment modalities and the effects of child trauma in adulthood. This signifies a gap in the literature with regard to studies that investigate the effects of child trauma. Ultimately, only 13 of the 22 articles remained. These underwent full-text evaluation and data extraction. Results of this study provide insight into the effects of child trauma on child mental health and well-being. Based on thematic analysis, the results clearly show that children, who are traumatised, have a negative worldview. In addition, the symptoms they manifest are complex, which often lead to misdiagnosis. Moreover, these studies also explain the resilience processes involved when a child is exposed to trauma. In essence, this study provides parents, caregivers, researchers and mental health professionals with an all-inclusive understanding of the effects of childhood trauma based on a scientific body of literature.
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Håkansson, Isabell. „Elevers attityder gentemot matematik på två grundskolor med olika socioekonomiska förutsättningar“. Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28794.
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Matematik är ett debatterat ämne som diskuteras i såväl skolans och medias värld. Få andra skolämnen skapar så mycket känslor som detta ämne (Olèn, 2016). Detta arbete syftar till att undersöka attityder till matematik hos unga elever samt dess bakomliggande faktorer i den sociala närmiljön. Vidare ämnar även studien att undersöka om det förekommer skillnader i attityder på två grundskolor i Malmö med olika socioekonomiska förutsättningar. För att undersöka detta har en enkät blivit besvarad av elever i en klass från varje skola. Tidigare nationell och internationell forskning visar på elevers negativa attityder gentemot matematik. Trots det visar resultatet i denna studie att en majoritet av eleverna uttrycker positiva attityder oavsett socioekonomiska förutsättningar. Framträdande skillnader mellan skolorna är användandet av matematik utanför skolmiljön. Tendenser påvisar att vårdnadshavare med högre utbildning har en prevalens av att vara mindre involverade i elevers matematik-utveckling i hemmet, enligt elevernas uppfattning. Samma elever uttrycker i högre utsträckning att de sällan får hjälp i eller samtalar om matematik i hemmet. Däremot visar resultatet att de elever som uppgett att deras vårdnadshavare saknar utbildning på högskola eller universitet erbjuds mer stöttning genom hjälp och samtal om matematik i hemmet. Studiens resultat belyser att läroboken, av eleverna, anses utgöra en central roll i matematikundervisningen på båda skolorna. Övriga likheter uppvisas genom att samtliga respondenter anser att ämnet är viktigt och en majoritet uppger även att de vill fortsätta att arbeta i läroboken i matematikundervisningen. Det framgår av resultatet att en merpart av eleverna upplever att undervisningen utgörs av kommunikation i form av diskussion och samtal i tillägg till lärobokens centrala roll. Flera svar tyder också på att mottagarna av undervisningen uppfattar lektionerna som varierade. Studien visar vidare att lärare eller vårdnadshavare är de som, ur elevernas perspektiv, har störst inverkan på attityden till matematik.Mathematics is a topic which is up for debate and discussion in school as well as the media. Few other educational subjects induces emotions in the same manner as mathematics. The purpose of this paper is to examine the attitude towards mathematics in young students and the underlying influences by the immediate social environment. Further, the papers intends to examine if there are differences in attitudes towards mathematics in two different elementary schools in Malmö, Sweden, with different socio-economic conditions. In order to examine the topic, a questionnaire has been conducted with one class from each school. Pre-existing national as well as international research indicates a negative attitude towards mathematics in students. In contrary to this, the results of this study concludes a majority of the students expresses positive attitudes on the subject regardless of socio-economic basis. Augmented differences between the two schools are found to be in the use of mathematics outside of the educational environment. There are tendencies at display which indicates parental guardians with higher education are prevalent to be less involved in the students development in mathematics at home, according to the students perception. To a higher extent, the same students expresses that they receive less assistance or discussion regarding mathematics at home. On the contrary, the result indicates that students who stated their parental guardians lack higher level education such as a university degree receives more support through assistance and discussion regarding mathematics at home. The result illustrates that the textbook is, by the students, perceived as a central role of the mathematical education on both schools. Other similarities are at display through the fact that all respondents are of the opinion that mathematics is an important subject and a majority of them reports that they would like to continue working in the text book during mathematics education. It also apparent from the result that a majority of the students experience that the learning is conducted through communication in the form of discussion and conversation in addition to the central role of textbooks. Several answers also indicates that the recipients of the education acknowledges the classes or lessons as varied. Further, the study demonstrates that teachers or parental guardians are the ones, out of the students perspective, who implicates the students attitude towards mathematics the most.
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Frost, Aaron Desmond James, und n/a. „The Reciprocal Relationship Between Conduct Problems, Callous Unemotional Traits, and Parenting Behaviour“. Griffith University. School of Psychology, 2006. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20070109.094343.
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Callous and Unemotional (CU) traits are a relatively recent addition to the existing body of research examining the development of severe behavioural problems in children, and antisocial behaviour in adults. Children who are high in CU traits display shallow emotions, manipulate other children, lie easily, and demonstrate very little remorse or guilt. Additionally, they are more likely to engage in more severe forms of antisocial behaviour, more often, and from a younger age than their peers. Research has found that CU traits moderate the well-established relationship between parenting and conduct problems. That is, children who are high in CU traits seem to display levels of behaviour problems that are unrelated to the quality or type of parenting they receive. This has serious implications when one considers that the most effective psychosocial treatments available for behavioural disorders are based upon improving parenting, and would therefore require significant modification for children high in CU traits. In addition, the research exploring the moderating role of CU traits in the relationship between parenting and conduct problems has not taken a developmental perspective and considered different ages of children. Finally, existing research has not considered the reciprocal relationship that CU traits have upon parenting behaviour, or the direct relationship between parenting and CU traits. The present study has addressed these limitations by utilizing an accelerated longitudinal methodology. The present study recruited 449 grades one, three and five children from six public primary schools. Questionnaires assessing conduct problems, CU traits, and parenting styles were administered to their parents for completion. Additionally, teacher report was also sought on a number of key variables to ensure validity. One year later, all of these children and their families were re-approached to assess the extent to which each of these variables had changed over time. One year later 233 (51.89%) of the original sample completed the same measures allowing examination of the change in these variables over time. Given the relatively short time period, it was expected that one of the best predictors of any of the key variables at time 2, would be baseline scores measured at time 1. For this reason, hierarchical regression was used to control for temporal stability, as well as demographic factors. Additionally, the hypothesis that a different pattern of relationships would emerge for children of different ages was tested by examining the moderating effect of age upon all predictive relationships. This was done by entering the product of age and the predictor variable(s) as the final step of the regression analyses, and then conducting simple slopes analysis on all significant predictive interactions. Three distinct findings emerged from these analyses. Firstly, age moderates the effect of CU traits on the relationship between parenting styles and conduct problems. Behaviour problems in younger children are better predicted by parenting behaviours and by CU traits than in older children. Secondly, both CU traits and conduct problems were predictive of worsening parental behaviour. Once again, this was particularly evident in younger children. Finally, inconsistent parenting, and corporal punishment were found to be predictive of CU traits. These findings are discussed from a developmental perspective in the context of Bronfenbrenner's (1979) ecological model.
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Jones, Kelley Simmons. „Childhood Sexual Behavior: An Integrated Developmental Ecological Assessment Approach“. Antioch University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1463340188.
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Mattei, Gina Marie. „Childhood Precursors of Adult Social Capital Indices“. Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1447087013.
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Chen, Chun-Fung. „The politics of renewable energy in China : towards a new model of environmental governance?“ Thesis, University of Bath, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.665423.
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The use of renewable energy as part of the solution for stabilising global warming has been promoted in industrialised countries for the past three decades. In the last ten years, China, a non-democratic and less-developed state, has implemented non-hydro alternative energy sources through top-down, technology-oriented measures and expanded its renewable energy capacity with unprecedented speed and breadth. This phenomenon seems to contradict to the principle of orthodox environmental governance, in which stakeholder participation is deemed as necessary condition for effective policy outcomes. Given that little research has been conducted on environmental politics in an authoritarian context, I first set out to explore the role of the Chinese state in enabling transformation of the renewable energy sector and to understand the ways in which policy elites seek to introduce developmental state and ecological modernisation strategy in the policy area. Second, by adopting principal-agent theory, I explicate how the governance mechanisms have been deployed and how challenges of the expansion of the sector in the governance system with a large territory have being mitigated. Based upon news reports, policy documents, and interviews with 32 provincial officials, business leaders, academic researchers, and NGO practitioners in two subnational governments, I argue that the renewable energy development in China is governed through a hybrid mode of environmental policy model that uses, upon the existing developmental state regime, ecological modernisation as a policy paradigm, which is partially incorporated in the process. Ultimately, I examine in this thesis the possibility of an alternative form of environmental governance in which renewable energy can be diffused in a less-participatory manner, with more direct controls and target-oriented state intervention measures. This thesis challenges the orthodox assumption that the inclusive mode of governance are the only capable form of environmental governance that reaches desired policy outcomes of renewable energy deployment.
Bücher zum Thema "Bronfenbrenner's developmental ecological model"
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Edwards, Jane, und Jason Noone. Developmental Music Therapy. Herausgegeben von Jane Edwards. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199639755.013.40.
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Developmental music therapy (DMT) is a model that underpins music therapy practice with multiple client groups. The resonances of DMT can be found whenever music therapists use any or all of their understanding of developmental stages, family context, and social and cultural frameworks to consider needs and interactions within individual or group music therapy. Music therapy training courses teach developmental theories, and therefore most practising music therapists use these theoretical perspectives in their interactions with clients. Thus chapter will show how developmental music therapy refers to three major theoretical orientations: (1) Theories of stress, coping, and adaption; (2) Human life span development, including stage models of development, and musical milestones of development; and (3) Ecological perspectives such as Bronfenbrenner’s bioecological model of development (Bronfenbrenner 1979). Boxill consistently termed her approach developmental music therapy (Boxill 1989). Therefore, this chapter provides an overview of Boxill’s writings and theoretical positioning within DMT.
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Swerdlik, Mark E., und Dennis J. Simon. Supervision in School Psychology: The Developmental, Ecological, Problem-Solving Model. Taylor & Francis Group, 2016.
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Supervision in School Psychology: The Developmental, Ecological, Problem-Solving Model. Taylor & Francis Group, 2016.
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O, O'Brien C., und United States. National Aeronautics and Space Administration., Hrsg. Integrated developmental model of life-support capabilities in wheat: Final report. [Washington, DC: National Aeronautics and Space Administration, 1994.
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Love, Alan C., und Richard R. Strathmann, Hrsg. Marine Invertebrate Larvae: Model Life Histories for Development, Ecology, and Evolution. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198786962.003.0021.
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We provide a conceptual framework for studies of the developmental and evolutionary ecology of marine invertebrate larvae and illustrate how contributions to this volume demonstrate both past achievements and the future fecundity of this research program. Our conceptual framework is anchored in the idea of model life histories, which is a category of investigation similar to but distinct from model organisms or model clades. Marine invertebrate larvae constitute a coherent, structured research program as model life histories that represent developmental, ecological, and evolutionary processes in different ways. They facilitate interdisciplinary investigation that integrates different approaches to diverse research questions about developmental mechanisms, evolutionary history, and adaptation, as well as providing a window on alterations of the marine environment due to anthropogenic climate change. Success in studies of model life histories provides a strong case for sustained professional, institutional, and financial support to carry these endeavors forward.
Buchteile zum Thema "Bronfenbrenner's developmental ecological model"
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Cicchetti, Dante, Sheree L. Toth und Angeline Maughan. „An Ecological-Transactional Model of Child Maltreatment“. In Handbook of Developmental Psychopathology, 689–722. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/978-1-4615-4163-9_37.
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MacDonald, James. „An Ecological Model for Social and Communicative Partnerships“. In Ecobehavioral Analysis and Developmental Disabilities, 154–81. New York, NY: Springer New York, 1990. http://dx.doi.org/10.1007/978-1-4612-3336-7_9.
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Dishion, Thomas J. „A Developmental Model of Aggression and Violence: Microsocial and Macrosocial Dynamics Within an Ecological Framework“. In Handbook of Developmental Psychopathology, 449–65. Boston, MA: Springer US, 2014. http://dx.doi.org/10.1007/978-1-4614-9608-3_23.
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Rozsahegyi, Tunde. „Bronfenbrenner's ‘bio-ecological’ model and its application to understanding children's development“. In Contemporary Issues in Childhood, 3–14. Routledge, 2017. http://dx.doi.org/10.4324/9781315513850-2.
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Sudbery, John, und Andrew Whittaker. „Bronfenbrenner’s ecological model“. In Human Growth and Development, 287–90. Routledge, 2018. http://dx.doi.org/10.4324/9780203730386-13.
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Shumba, Jenny, Symphorosa Rembe, Toyin Adewumi, Henry Chinhara, Sibangani Shumba und Cosmas Maphosa. „Maintaining Safety Nets and Peace for Children and Youth at Risk“. In Cultivating a Culture of Nonviolence in Early Childhood Development Centers and Schools, 82–100. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7476-7.ch005.
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A safe school environment is conducive for learning at all levels of education. However, schools sometimes enroll children who are generally at risk due to various factors. The chapter discussed how schools and early childhood centers (ECD) can maintain safety and peace for children and youths in their care. By virtue of their age, young children are a population at risk as they depend on adults for their sustenance. A safe environment for children entails physical safety, mental health, social security, and nutrition. The chapter focused on safety nets, strategies/models of maintaining safety, peace projects for children and youths, description of children at risk, stakeholders in maintaining safety, risk factors affecting children and youths. It presents Bronfenbrenner's ecological systems theory that informs the role of systems surrounding the child in maintaining safety nets and peace. The chapter proffers a model that can be adopted to maintain safety nets and peace.
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Saint-Phard, Renaude Etienne, und Gustavo Gregorutti. „International Undergraduate Students Coping With Challenges at a Private Faith-Based University“. In International Student Mobility and Opportunities for Growth in the Global Marketplace, 160–73. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3451-8.ch011.
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Current research shows that international students confront multifaceted challenges in their host country. However, most of the studies conducted do not give a voice nor do they explore these students' coping strategies. This qualitative study aimed to explore the cultural, linguistic, curricular, and financial experiences of 10 international undergraduate students and their coping strategies at a Midwest university. The Bronfenbrenner's bio-ecological model of human development and the Australian resilience international student education (RISE) theories guided this study to facilitate an interpretative and naturalistic approach and understandings of the coping phenomenon. The findings implied that the overwhelming majority of the participants confronted various challenges and coped with them because of their resilience through their faith in God, motivation, determination, and community support. This study may help to increase student retention improving services to international students. It provides the bases to policies development to advance better insertion of international students.
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Dubow, Eric F., Lynne C. Goodman, Paul Boxer, Erika Y. Niwa, L. Rowell Huesmann, Simha F. Landau, Shira Dvir Gvirsman, Khalil Shikaki und Cathy Smith. „Effects of Political Violence Exposure on the Family and Parenting Environment“. In Handbook of Political Violence and Children, 161–88. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190874551.003.0006.
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Political violence and armed conflict are a worldwide problem that exposes families to extreme acts of violence, disrupts community and family economic conditions, compromises family functioning and parenting behaviors, and has deleterious effects on children’s development. In this chapter, we describe two overarching, complementary theoretical frameworks that can explain how exposure to political violence affects family functioning: Bronfenbrenner’s model of hierarchically nested ecological ecosystems and a related model within developmental psychology, the family stress model. Using data from our Palestinian-Israeli exposure to violence study, a prospective study of 1,501 Palestinian and Israeli families, we examine a mediational model showing that the family’s exposure to ethnic-political violence predicts negative family functioning (parental depressive symptoms and marital aggression), which in turn predicts subsequent harsh physical punishment toward one’s children.
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Vermeulen, Karla. „Meet Generation Disaster“. In Generation Disaster, 13–42. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190061630.003.0002.
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The “Meet Generation Disaster” chapter describes the basic principles of cohort effects and generational labels and explains how Bronfenbrenner’s ecological systems model of interacting systems of developmental influence inform the book. To provide historical context, the chapter describes the society the oldest members of Generation Disaster were born into in 1989 and how subsequent societal forces—primarily but not exclusively the attacks of 9/11, the 2008 recession, and the growing influence of media—have rapidly changed U.S. culture throughout the cohort’s lives, forcing them to constantly adapt to an unstable and stressful environment throughout childhood and adolescence and as they’ve become emerging adults.
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„ECOLOGICAL TRANSITION: USING BRONFENBRENNER'S MODEL TO STUDY SEXUAL IDENTITY CHANGE“. In Lesbian Health, 40–48. Taylor & Francis, 2013. http://dx.doi.org/10.4324/9780203715253-8.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "Bronfenbrenner's developmental ecological model"
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Ernsteins, Raimonds, Ivars Kudrenickis, Janis Kaulins und Anita Lontone-Ievina. „Pro-Environmental Municipal Governance Developments in Latvia: Sustainability and Integration Principles in the Practice“. In Contemporary Issues in Business, Management and Education. Vilnius Gediminas Technical University, 2017. http://dx.doi.org/10.3846/cbme.2017.136.
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Studies being presented here have been done as initial part of wider research-and-developemnt (R&D) programme, aiming to investigate preconditions and all instruments set necessary for environmental governance adequate integration into legally required societal (sustainable) development governance/planning framework and municipal governance practice. This have been done studying governance by its triple complementary dimensions of governance content, governance process and governance stakeholders and approaching municipality as a complex and interactive socio-ecological system. Accordingly, pilot investigations have been done as various thematical case studies in preselected model municipalities – six studies/pilot studies, based on the integrated case study research methodology, including and complementary applying document studies, interviews, surveys, observations and focus groups. Existing development planning and other instruments combined with municipal planning capacities are neither sufficient nor effective, and, since step-wise developmental process for sustainability principle integration seems to be not perspective as quite similar also with integration principle as for complex planning process and also as for thematical meaning of integrations of environmental governance into develoment one. Since environmental sector planning documents are not mandatory anymore at local municipalities, environmental sector planning process and content in the development planning practice is often limited, but few ad hoc available and used formal environmental planning instruments are neither sufficient or used just temporaly. There is to be seen necessity to develop innovative methodologies and tools as done during this research-and-development project.
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Vesely´, S., S. Pary´zek, E. Vinogradov, Y. Zakharov und A. Soudarev. „Experimental Research of Combustion Chamber With Hybrid Burner and Variable Regulation of Primary Air“. In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-43363.
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The environmentally friendly modification of gas turbine combustion chambers is a process for altering the structure of combustion, mainly in the primary zone in order to reduce the emission of NOx, CO, and solids into the atmosphere. The ecological modernization of gas turbines that are currently in operation is a continually topical subject because there are several thousand turbine units in Europe that do not meet current emission limits. At the same time, it can be expected that the emission limits for these turbines operating in the European Union will be reduced to NOx≤75 mg/m3, CO≤100 mg/m3 in working range of 40–100% of the gas turbine output after the year 2010. The authors have developed a new construction of a hybrid low-emission natural gas burner. Developmental work was performed both on one burner and also in a burner group consisting of seven hybrid burners. Results will be presented in this paper for model conditions for the atmospheric test rig and their re-calculation to the operational parameters on the real gas turbine. A conception with variable primary section combustion chamber geometry has been used to achieve low emissions in a wide range of gas turbine output allowing the organization of the combustion process with a constant gas/air mixing ratio coefficient. A prototype of a combustion chamber with a hybrid burner group with control of the primary air mass flow has been manufactured and tested in a 6 MW gas turbine operating in a gas pipeline compressor plant. The achieved emission characteristics will be presented and compared with precalculations. The experiments made on the real gas turbine have proven the possibility of meeting the target emission limit performance of NOx≤50 mg/m3, CO≤50 mg/m3. Other possibilities how to reduce harmful emissions for this burner type will be presented in this paper.
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Talluri, Aishwarya. „Spatial planning and design for food security. Building Positive Rural-urban Linkages“. In 55th ISOCARP World Planning Congress, Beyond Metropolis, Jakarta-Bogor, Indonesia. ISOCARP, 2019. http://dx.doi.org/10.47472/rymx6371.
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Food is vital for human survival. Food has had a significant impact on our built environment since the beginning of human life. The process of feeding oneself was most people’s primary job for the greater part of human history. Urban Migration moved people away from rural and natural landscapes on which they had been dependent for food and other amenities for centuries.1 Emergence of the cities leads to a new paradigm where the consumers get their food from rural hinterland where the main production of food products happens2 . In a globalized world with an unprecedented on-going process of urbanization, There is an ever reducing clarity between urban and rural, the paper argues that the category of the urban & rural as a spatial and morphological descriptor has to be reformulated, calling for refreshing, innovating and formulating the way in which urban and rural resource flows happen. India is projected to be more than 50% urban by 2050 (currently 29%). The next phase of economic and social development will be focused on urbanization of its rural areas. This 50 %, which will impact millions of people, will not come from cities, but from the growth of rural towns and small cities. Urbanization is accelerated through Government schemes such as JNNURM (Jawaharlal Nehru National Urban Renewal Mission ) , PMAY (Pradhan Mantri Awas Yojana), 100 smart cities challenge, Rurban Mission are formulated with developmental mindset. The current notions of ‘development’ are increasing travel distances, fuels consumption, food imports, deterioration of biodiversity, pollution, temperatures, cost of living. The enormity of the issue is realized when the cumulative effect of all cities is addressed. Urban biased development becomes an ignorant choice, causing the death of rural and deterioration of ecological assets. Most people live in places that are distant from production fields have been observed as an increasing trend. Physical separation of people from food production has resulted in a degree of indifference about where and how food is produced, making food a de-contextualized market product as said by Halweil, 20023 . The resulting Psychological separation of people from the food supply and the impacts this may have on long term sustainability of food systems. Methodology : . Sharing the learning about planning for food security through Field surveys, secondary and tertiary sources. Based on the study following parameters : 1. Regional system of water 2. Landforms 3. Soil type 4. Transportation networks 5. Historical evolution 6. Urban influences A case study of Delhi, India, as a site to study a scenario that can be an alternative development model for the peri-urban regions of the city. To use the understanding of spatial development and planning to formulate guidelines for sustainable development of a region that would foster food security.