Journal articles on the topic 'Bronfenbrenner's ecological model'
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Boyatzis, Chris J. "A Collaborative Assignment on the Role of Culture in Child Development and Education." Teaching of Psychology 25, no. 3 (July 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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Hollander, Judith, and Linda Haber. "Ecological transition: Using Bronfenbrenner's model to study sexual identity change." Health Care for Women International 13, no. 2 (January 1992): 121–29. http://dx.doi.org/10.1080/07399339209515985.
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Manyam, Suneetha, Shama Panjwani, and John Mark Parker. "HIV Microaggressions Across Bronfenbrenner's Ecological Systems: A Social Justice Perspective." Rehabilitation Research, Policy, and Education 33, no. 4 (November 26, 2019): 245–59. http://dx.doi.org/10.1891/2168-6653.33.4.245.
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Microaggressions play a prominent role in the cultural competency of the rehabilitation professionals. Understanding these biases and stereotypes faced by the individuals living with HIV/AIDS from a social justice and systemic perspective is crucial to become a culturally competent rehabilitation counselor. The current article is a systematic review of the anecdotal and scientific literature from 1900 to 2017 about these microaggressions toward individuals with HIV/AIDS. Authors present the common themes that emerged out of this extensive qualitative analysis by utilizing the Urie Bronfenbrenner's ecological model as a basis and discuss its impact from a social justice perspective. Implications for rehabilitation counselors and future recommendations are presented at the end.
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Aggarwal, Pankhuri, Deborah L. Wiese, and Prachi Bhuptani. "Relational Ecological Model of Identity." International Perspectives in Psychology 11, no. 1 (January 2022): 18–27. http://dx.doi.org/10.1027/2157-3891/a000014.
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Abstract. Although some scholars have extended the discussions on privilege and marginalization to include markers of identity that go beyond race/ethnicity, gender, and disability status, these attempts are still in their preliminary stages ( Black & Stone, 2011 ). Commonly accepted models for understanding identity (e.g., Bronfenbrenner's Ecological Systems Theory, Hays' ADDRESSING framework) have been developed by scholars in the West, with limited applicability for the unique aspects of identity development in other cultures. Additionally, these models are limited in their ability to account for complexities that have been brought about as a result of processes, including, but not limited to, globalization, urbanization, and affluence. This paper describes the different types of privileged and marginalized identities that operate in the Indian society and proposes a theoretical model for exploring identity development in India using a relational lens. Borrowing elements from existing models of identity formation and development, we highlight the commonalities as well as the unique aspects of identity in India that do not get completely captured by existing models. Therapists and trainees in the field of mental health could use the proposed model to explore the intersectionality of identities for themselves and their clients in therapy, and for their clients in their unique sociocultural and political contexts. Implications for education, training, and clinical practice are discussed.
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Eicher, J. B., and T. V. Erekosima. "Bronfenbrenner's Ecological Systems Model and the Use of Imported Madras Cloth Among the Kalabari." Family and Consumer Sciences Research Journal 25, no. 4 (June 1, 1997): 412–31. http://dx.doi.org/10.1177/1077727x970254004.
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Dernowska, Urszula. "Mission of the school as an element of the socio-ecological model of developing students' sense of school belonging." Problemy Opiekuńczo-Wychowawcze 599, no. 4 (April 30, 2021): 41–56. http://dx.doi.org/10.5604/01.3001.0014.8504.
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While the benefits of school belonging are well documented, the issue of the possibility of strengthening and developing students' identification with this place by the school itself is less well known. The aim of this paper is to present a socio-ecological model of developing school belonging inspired by Urie Bronfenbrenner's theory of ecological systems. This article focuses on the mission of the school as an element of this model. The mission defines the school's priorities, defines values and goals, indicates the state towards which the organization is heading. From this point of view, the school mission can be an important tool in the process of strengthening students' sense of identification with the school.
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Atilola, Olayinka. "Child mental-health policy development in sub-Saharan Africa: broadening the perspectives using Bronfenbrenner's ecological model." Health Promotion International 32, no. 2 (August 8, 2014): 380–91. http://dx.doi.org/10.1093/heapro/dau065.
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Idrus, Mohd Muzhafar, Fariza Puteh-Behak, Ramiaida Darmi, Noor Saazai Mat Saad, Suraini Mohd Ali, Norhana Abdullah, Habibah Ismail, Zarina Ashikin Zakaria, and Noorhayati Hashim. "Voices of Indigenous Parents on Learning, Class, and Literacy Practices: Agency, Authority, and Empowerment." Al-Azkiyaa - Jurnal Antarabangsa Bahasa dan Pendidikan 1, no. 2 (December 11, 2022): 51–67. http://dx.doi.org/10.33102/alazkiyaa.v1i2.26.
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Drawing on interviews with parents of indigenous communities, this article presents insights into indigenous parenting aspects related to inside-and-outside classroom learning, cross-cultural complexities, and literacy practices by taking perspectives of Malaysia’s indigenous parents as an example. Using Bronfenbrenner's ecological model on how individuals navigate complex interactions in a particular society, indigenous parents' authority and agency play important roles in navigating competing issues of indigenous learners' literacy, learning, and class. Implications on parenting practices, particularly on uplifting indigenous parents with sociocultural, learning, and literacy engagement within changing and challenging expectations of indigenous learners inside and outside their homes, are presented.
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Manning, Richard F. "Place-Consciousness and Bronfenbrenner's Ecological Systems Model: A Discussion of Recurring Issues that Undermine the Teaching of Indigenous Histories in New Zealand and Australian Schools." Australian Journal of Indigenous Education 46, no. 2 (March 13, 2017): 148–59. http://dx.doi.org/10.1017/jie.2016.31.
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This article draws upon a ‘tale from the field’ (Van Maanen, 1988) to encourage New Zealand and Australian teachers of history and social studies to appraise how their own perceptions of place and teaching about Indigenous peoples’ histories impact upon their students’ learning. Moreover, it explains why Uri Bronfenbrenner's (1979) ecological systems model (despite its limitations) can assist the process of critiquing the teaching of Indigenous histories in schools on both sides of the Tasman Sea. It concludes that place conscious Indigenous land-based learning experiences, resulting from mutually beneficial collaborations with Indigenous communities, are needed to enhance the teaching of Indigenous peoples’ histories in both countries.
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Stewart, Amy. "How Cognitively Coached Teachers Design and Facilitate Self-Directed Learning in General Education Classrooms." International Journal of Curriculum Development and Learning Measurement 2, no. 1 (January 2021): 55–72. http://dx.doi.org/10.4018/ijcdlm.2021010105.
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The purpose was to describe how cognitively coached teachers design and facilitate instruction for self-directed learning in general education classrooms. Vygotsky's social development theory and Bronfenbrenner's development ecological model of human development provided the theoretical frameworks for this study. The two sources of data that were utilized in this study were semi-structured individual interviews and a lesson plan artifactual document review. The results indicated that cognitively coached teachers design and facilitate instruction for self-directed learning through a description of the following five themes: 1) developing individualized learning with challenging expectations, 2) preparing meaningful and transferable content, 3) establishing an active learning environment, 4) engaging learners in authentic tasks, and 5) supporting student responsibility for learning.
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Allen, Kelly-Ann, Dianne Vella-Brodrick, and Lea Waters. "Fostering School Belonging in Secondary Schools Using a Socio-Ecological Framework." Educational and Developmental Psychologist 33, no. 1 (June 10, 2016): 97–121. http://dx.doi.org/10.1017/edp.2016.5.
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The benefits of belonging and feeling connected to school for adolescent mental health and wellbeing are well documented, but how belonging is fostered is less understood. The present article puts forward a new conceptual framework of school belonging based on Bronfenbrenner's (1979) sociological model of human development, using evidence from a range of previous peer-reviewed studies to better understand the factors that occur across five levels that affect a students’ sense of school belonging (i.e., the individual level, the microsystem, the mesosystem, the exosystem, and the macrosystem). The conceptual framework is used to present a range of evidence-based school belonging strategies (some with examples) that schools can use to enhance student belonging. This article makes an original contribution to the field of psychological and educational research by presenting a socio-ecological framework to explore the themes that influence school belonging within a secondary school system. It broadens the frame of reference of school belonging beyond the individual student to consider features of the broader school system and environment.
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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, no. 1 (March 1, 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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SPENCER, MARGARET BEALE, DAVIDO DUPREE, and TRACEY HARTMANN. "A Phenomenological Variant of Ecological Systems Theory (PVEST): A self-organization perspective in context." Development and Psychopathology 9, no. 4 (December 1997): 817–33. http://dx.doi.org/10.1017/s0954579497001454.
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A framework that emphasizes and integrates individuals' intersubjective experiences with Bronfenbrenner's ecological systems theory (PVEST) is introduced and compared with self-organizational perspectives. Similarities, differences and advantages of each framework are described. In a demonstration of PVEST's utility, a subset of data from the 3rd year of a longitudinal study (14- to 16-year-old middle adolescent African–Americans) is used for examining an achievement variable: negative learning attitude. Explored separately by gender, a regression model that contained risk, stress, and a reactive coping variable for the prediction of negative learning attitudes was investigated. For boys, stress was an independent stressor across steps independent of the other variables entered; social support was particularly important for males. For girls, not only was stress not important but it was also only the social support variable, perceived unpopularity with peers, that was a significant predictor of girls' negative learning attitude. Particularly for boys, the findings suggest critically important roles for teachers and peers in the negative learning attitude of midadolescent economically disadvantaged African–American students.
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AMOATENG, ACHEAMPONG YAW, and ISHMAEL KALULE-SABITI. "BIOSOCIAL CORRELATES OF AGE AT FIRST SEXUAL INTERCOURSE: THE CASE OF GRADE 9 AND GRADE 11 PUPILS IN THE NORTH WEST PROVINCE OF SOUTH AFRICA." Journal of Biosocial Science 48, no. 1 (December 9, 2014): 20–36. http://dx.doi.org/10.1017/s0021932014000492.
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SummarySurvival analysis – specifically the actuarial life-table method and the Cox Proportional Hazards model – was used to assess Bronfenbrenner's bio-ecological model with regards to the onset of sexual intercourse in a random sample of 1697 grade 9 and grade 11 pupils in the North West Province of South Africa. Data were collected in July and August 2007. Of the contextual factors examined, only academic performance and community disorganization were found to be statistically significantly associated with age at first sexual intercourse amongst girls. High academic performance by girls is positively associated with age at first sexual intercourse, while girls who live in disorganized communities initiate sexual intercourse earlier than their counterparts in other communities. Age is negatively associated with the timing of first sexual debut among both girls and boys. Males initiate sexual intercourse earlier than females, while youths with at least one sexual partner are much more likely to initiate sexual intercourse earlier than those without sexual partners.
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Mc Guckin, Conor, and Stephen James Minton. "From Theory to Practice: Two Ecosystemic Approaches and Their Applications to Understanding School Bullying." Australian Journal of Guidance and Counselling 24, no. 1 (July 19, 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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Crawford, Nicole, Sherridan Emery, and Cathy Stone. "Mature-aged students' experiences of learning online in regional and remote Australia: an ecological systems perspective." Widening Participation and Lifelong Learning 24, no. 2 (July 1, 2022): 30–57. http://dx.doi.org/10.5456/wpll.24.2.30.
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University students who live and work in regional, rural and remote areas face challenges in studying at a distance from their institution's metropolitan or satellite campus. For mature-aged students in particular, relocating to a city campus is unrealistic, due to their family and employment commitments, and travel time and costs. A pragmatic alternative embraced by high proportions of mature-aged students is to study online. However, learning online has welldocumented difficulties. This article explores the online learning experiences of mature-aged university students in regional and remote Australia via students' individual stories in the form of three vignettes . Bronfenbrenner's ecological systems model is employed to analyse the vignettes for systemic and structural factors that condition the students' experiences. This theoretical frame affords new insights into the challenges of learning online. We found that influences beyond the actions of individual students and staff, such as students' internet access and the casualisation of the university workforce, help explain why staff working 'on the ground' may not always be able to provide 'quality' curriculum and support for online students. Placing experiences of individual students within larger contexts uncovers how institutional elements and broader higher education policy can influence the learning for students studying online.
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Albright, Bonnie. "Intrinsic, extrinsic and interaction theories on falls and aging-in-place: A C-T-E scoping review." Innovation in Aging 5, Supplement_1 (December 1, 2021): 617. http://dx.doi.org/10.1093/geroni/igab046.2358.
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Abstract As aging in place increases in popularity, it is important to understand potential negative outcomes related to the trend. For this presentation, the conceptual-theoretical-empirical (C-T-E) scoping review technique was used to organize research on in-home falls of community-dwelling older adults. Research and theory were included from the fields of social gerontology, disability, policy, social justice, medicine, rehabilitation, and housing. While research from these multiple fields overlaps, an overarching conceptual framework for organizing this literature was found to categorize the theories into three main conceptual areas. The three conceptual areas are: intrinsic (related to the person only), extrinsic (related to external factors only), and interaction between intrinsic and extrinsic (related to the interaction between the person and external factors). This conceptual framework shares similarities with work by others in use of the terms intrinsic and extrinsic, and it draws on the larger influence of Bronfenbrenner's socio-ecological model. However, this review extends previous work by providing a framework for organizing the contributions to falls research across multiple disciplines.
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Matas, Gordan, and Iva Donelli. "Ecological systems theory." Zbornik radova Filozofskog fakulteta u Splitu, no. 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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Carlson, Rolf. "Talent Detection and Competitive Progress in Biathlon - A National Example." Polish Journal of Sport and Tourism 18, no. 4 (December 1, 2011): 290–95. http://dx.doi.org/10.2478/v10197-011-0023-5.
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Talent Detection and Competitive Progress in Biathlon - A National ExampleThe main purpose of this study was to explain later years' success among Swedish biathletes. Sportive talent is regarded an interactional process within the frame of Bronfenbrenner's ecological model for human development. The national team (the elite group) consisting of 13 individuals was investigated along with a control group - matched in pairs in variables age, sex and athletic performance. All athletes were graduates from the upper secondary education sport schools (RIG sport academies). Data was collected via interviews and observations during training and world cup competitions. Based on quadruples of a year elite biathletes were more often born early in a year compared to controls. Hence, the prevailing system for division in competition classes based on age during adolescence could favour early developers. The elite group athletes revealed more positive experiences from sport academy years - in particular concerning the acting and behaviour of coaches in terms of individualisation in training and reciprocity in communication. Furthermore, controls were more often injured and experienced greater difficulties to carry out sufficient training. The results indicate the negative impact of competition classes based on age per se during adolescence and competence issues referring to sport academy coaches.
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Strnadová, Iva, Therese M. Cumming, and Joanne Danker. "Transitions for Students With Intellectual Disability and/or Autism Spectrum Disorder: Carer and Teacher Perspectives." Australasian Journal of Special Education 40, no. 2 (May 4, 2016): 141–56. http://dx.doi.org/10.1017/jse.2016.2.
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Schooling transitions are often challenging experiences for students with intellectual disability and/or autism spectrum disorder (ID/ASD), their families, and their teachers. Transition processes, particularly planning, can facilitate successful transitions from primary to secondary schools, and to postschool settings. Bronfenbrenner's ecological model served as a theoretical framework to examine parents’ and teachers’ experiences with transitions for students with ID/ASD attending special schools. The authors interviewed 14 carers and 13 teachers of students with ID/ASD attending special government schools in New South Wales. The interviews were analysed using content analysis. The findings of this small-scale Australian study indicate that although transition practices varied widely by school, both parents and teachers perceived that more can be done to support students with ID/ASD during these times. School–home collaboration and access to information about postschool settings were areas that were emphasised by both groups. Furthermore, the lack of student involvement in transition meetings was of great concern, given that student-focused planning is a well-established evidence-based transition practice. The processes that are implemented to support students with ID/ASD require closer scrutiny, as results revealed inconsistencies in transition planning across schools, and both parents and teachers suggested ways to strengthen transition processes.
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Marsh, Herbert W., Philip D. Parker, Jiesi Guo, Reinhard Pekrun, and Geetanjali Basarkod. "Psychological Comparison Processes and Self–Concept in Relation to Five Distinct Frame–Of–Reference Effects: Pan–Human Cross–Cultural Generalizability over 68 Countries." European Journal of Personality 34, no. 2 (March 2020): 180–202. http://dx.doi.org/10.1002/per.2232.
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The concept of self is central to personhood, but personality research has largely ignored the relevance of recent advances in self–concept theory: multidimensionality of self–concept (focusing instead on self–esteem, an implicit unidimensional approach), domain specificity (generalizability of trait manifestations over different domains), and multilevel perspectives in which social–cognitive processes and contextual effects drive self–perceptions at different levels (individual, group/institution, and country) aligned to Bronfenbrenner's ecological model. Here, we provide theoretical and empirical support for psychological comparison processes that influence self–perceptions and their relation to distal outcomes. Our meta–theoretical integration of social and dimensional comparison theories synthesizes five seemingly paradoxical frame–of–reference and contextual effects in self–concept formation that occur at different levels. The effects were tested with a sample of 485,490 fifteen–year–old students (68 countries/regions, 18,292 schools). Consistent with the dimensional comparison theory, the effects on math self–concept were positive for math achievement but negative for verbal achievement. Consistent with the social comparison theory, the effects on math self–concept were negative for school–average math achievement (big–fish–little–pond effect), country–average achievement (paradoxical cross–cultural effect), and being young relative to year in school but positive for school–average verbal achievement (big–fish–little–pond effect—compensatory effect). We demonstrate cross–cultural generalizability/universality of support for predictions and discuss implications for personality research. © 2020 European Association of Personality Psychology
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Bratanoto, Virgilia Zephanya, Lita Latiana, Ali Forman, and Yuli Kurniawati Sugiyo Pranoto. "Bronfenbrenner's Bioecological Theory: School Readiness for Children in the Context of Distance Learning During the Covid-19 Pandemic." JPUD - Jurnal Pendidikan Usia Dini 16, no. 1 (April 30, 2022): 85–100. http://dx.doi.org/10.21009/jpud.161.06.
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School readiness is an important factor that affects the child’s development. However, promoting children’s school readiness becomes even more challenging during the COVID-19 pandemic. There is a gap between the implementation of Distance Learning and the limited understanding about effect of Distance Learning to promote children’s school readiness. This study aims to find out how distance learning affects children's school readiness during the Covid-19 pandemic and to understand the role of the children’s environment in promoting children’s school readiness, in terms of Bronfenbrenner's Bio-ecological theory. This research uses a descriptive quantitative method. Data was collected by an online survey. There were 326 parents and 34 KG-B teachers from 16 private schools in Semarang who participated in this study. Data analysis uses descriptive analysis techniques and independent sample t-test. The result finds out that distance learning is less effective in promoting children's school readiness, especially in socio-emotional skills. The role of the ecological system also influences distance learning in promoting school readiness, so for promoting school readiness, both children’s skills and the roles of systems should be emphasized. The findings suggest the school needs to evaluate and review every strategy, planning and implementation of distance learning in their schools. The findings also suggest the kindergarten teachers need to enrich their competence in designing innovative, creative, and interesting distance learning activities, based on digital technology.
Keywords: early childhood, school readiness; distance learning
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Wulandari, H., Purwanta, E., Anak, P., Dini, U., Yogyakarta, U. N., & Biasa, P. L. (2021). Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Pencapaian Perkembangan Anak Usia Dini di TK selama Pembelajaran Daring saat Pandemi Covid-19. Jurnal Pendidikan Anak Usia Dini, 5(1).
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Mahmoud, Mohamed Elamir, and Mohammed Ali Alkahtani. "An Analysis of Individual Education Programmes ( IEPs ) in Saudi Arabia Using Bronfenbrenner's Ecological Model : Barriers and Solutions = تحليل البرامج التربوية الفردية في المملكة العربية السعودية بواسطة النموذج البيئي : المعوقات و الحلول." Journal of Special Education and Rehabilitation 3, no. 12 Part 1 (May 2016): 2–75. http://dx.doi.org/10.12816/0029012.
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Donelli, Iva, and Gordan Matas. "Aspects of identity in Toni Morrison`s novels The Bluest Eye and Sula." Školski vjesnik 70, no. 1 (2021): 71–93. http://dx.doi.org/10.38003/sv.70.1.16.
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This paper analyzes Toni Morrison’s novels The Bluest Eye (1970) and Sula (1974) from the standpoint of developmental psychology. Morrison’s works can be viewed as an amalgam of social and emotional themes which play a major role in the identity construction of the author’s characters. The Ecological Systems Theory proposed by Urie Bronfenbrenner will thus be en[1]gaged to observe how the identities of Morrison’s characters are being shaped in the novels. The analyses of the five systems on which Bronfenbrenner’s model is grounded will explain what is needed for Morrison’s characters to create a sustainable identity
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Maglica, Toni, Maja Ljubetić, and Ante Grčić. "Support in the education of families at risk within the organization of civil society: The experience of users of the association MoSt." Specijalna edukacija i rehabilitacija 19, no. 3 (2020): 145–64. http://dx.doi.org/10.5937/specedreh19-27569.
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Introduction. Some families need additional support in performing a demanding parenting role, especially families at risk who do not have suffcient capacity to adequately respond to the child's needs. The functioning of such families is infuenced by risk factors arising from the family, but also from the wider social environment. Sometimes, the support and the role of a protective factor are taken over by civil society organizations that base their interventions mainly on quality interpersonal relationships and fully and timely meet the needs of children and families at risk. Objective. This research aimed to identify and understand the factors that families at risk perceive as support and assistance. Methods. The theoretical framework of the research is Bronfenbrenner's ecological model of human development. The interview method was used to collect data from 14 participants (mothers, fathers and children), users of the MoSt association from Split. Results. The results obtained by thematic analysis provide insight into: manifest forms of behavioral problems in children in the sample, service providers to families at risk, risk factors leading to the problem, assessment of support by civil society organizations and outcomes of the intervention. Research participants particularly emphasize the feeling of support that arises from the experienced, perceived feeling of comfort, security, friendliness, recognition and acceptance, and even the feeling of "as if you are in a family." Both children and parents value the values behind support, which are respect, friendship, acceptance, and polite, decent communication. Conclusion. It has been shown that the organization of civil society is a kind of "bridge", i.e. that it moderates and facilitates between the family and state institutions. What is visible in the testimony of the participants is the perceived availability of the organization itself, its resources, services and people, as well as the specifcity of the services provided to the family.
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Walls, Jill K. "A Theoretically Grounded Framework for Integrating the Scholarship of Teaching and Learning." Journal of the Scholarship of Teaching and Learning 17, no. 2 (May 11, 2017): 24–34. http://dx.doi.org/10.14434/josotl.v17i2.20845.
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SoTL scholars have written about the importance and utility of teaching from a guiding theoretical framework. In this paper, ecological theory and specifically Bronfenbrenner’s bioecological model, is examined as a potential framework for synthesizing SoTL research findings to inform teaching and learning scholarship at the college level. A general overview of the bioecological model of human development and its application to the SoTL literature are provided. The benefit of adopting an ecologically-based framework to better understand and exploit the interdisciplinary nature of SoTL is discussed.
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Walls, Jill K. "A Theoretically Grounded Framework for Integrating the Scholarship of Teaching and Learning." Journal of the Scholarship of Teaching and Learning 16, no. 2 (April 29, 2016): 39–55. http://dx.doi.org/10.14434/josotl.v16i2.19217.
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SoTL scholars have written about the importance and utility of teaching from a guiding theoretical framework. In this paper, ecological theory and specifically Bronfenbrenner’s Process, Person, Context, Time (PPCT) model, is examined as a potential framework for synthesizing SoTL research findings to inform effective teaching at the college level. A general overview of the PPCT model of human development and its connections to current topics and areas of inquiry in the SoTL literature are provided. The benefit of adopting an ecologically-based framework to better understand and exploit the interdisciplinary nature of SoTL is discussed.
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Lintott, Lisa, Robert Beringer, Annie Do, and Helena Daudt. "A rapid review of end-of-life needs in the LGBTQ+ community and recommendations for clinicians." Palliative Medicine 36, no. 4 (February 17, 2022): 609–24. http://dx.doi.org/10.1177/02692163221078475.
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Background: Lesbian, gay, bisexual, transgender, and queer plus (LGBTQ+) adults face challenges accessing end-of-life care. Understanding the experiences of LGBTQ+ persons within the end-of-life context is crucial in addressing their needs and supporting equity at end of life. Aim: Review recent literature documenting the experiences of LGBTQ+ adults nearing end-of-life, identifying needs, barriers to care, and translating this into clinical recommendations. Design: A rapid review design was chosen for prompt results. The process was streamlined by limiting the literature search to peer-reviewed articles, dissertations, theses, by date and language. Data collection used a predetermined set of items based on Meyer’s Minority Stress and Bronfenbrenner’s Ecological Models including participants’ voices, needs, and barriers. Thematic analysis of collected data was conducted and presented results in a narrative summary. Data Sources: We searched six electronic databases (PubMed, Medline, ProQuest Dissertations and Theses A&I, ProQuest Dissertations and Theses, Open Access Theses and Dissertations, CINAHL, and Google Scholar) for articles published from 2016 to 2020. Results: We included and appraised for quality 33 articles. We uncovered three latent themes: systemic barriers, a lack of lived experience within the literature, and treatment of LGBTQ+ as one homogeneous group. Conclusions: The hybrid Meyer’s Minority Stress and Bronfenbrenner Ecological model elucidated how stressors and social contexts may impact LGBTQ+ adults when accessing end-of-life care. Incorporating LGBTQ+ cultural competence training into continuing education and ensuring that LGBTQ+ individuals participate in the development of end-of-life care programming may better attend to the needs of this population.
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Garton, Paul, Adam Grimm, and Sehee Kim. "Spanning Systems and Ecological Fluidity." Journal of Comparative & International Higher Education 13, no. 5 (December 10, 2021): 218–31. http://dx.doi.org/10.32674/jcihe.v13i5.2715.
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The growth of the number of persons pursuing education outside of their home country has created a relatively new population of transnationally mobile students who experience a pivotal developmental period crossing and across international borders. There are few suitable theoretical models to examine the developmental experiences of this growing population. In his last publication, Urie Bronfenbrenner acknowledged his ecological model was a developmental yet evolving model to be tested and amended by incorporating new evidence. This conceptual paper draws from existing empirical work to advance the ecological model and revise it to be more applicable to and explanatory of developmental experiences of international students in the United States. The resulting model, which we call the Spanning Systems model, can be used to identify spaces of potential contradictions or learning in a student’s development.
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Murphy, Marie Claire. "Bronfenbrenner’s bio-ecological model: a theoretical framework to explore the forest school approach?" Journal of Outdoor and Environmental Education 23, no. 2 (June 4, 2020): 191–205. http://dx.doi.org/10.1007/s42322-020-00056-5.
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Adu, Joseph, and Abram Oudshoorn. "The Deinstitutionalization of Psychiatric Hospitals in Ghana: An Application of Bronfenbrenner’s Social-Ecological Model." Issues in Mental Health Nursing 41, no. 4 (January 30, 2020): 306–14. http://dx.doi.org/10.1080/01612840.2019.1666327.
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Shen-Miller, David S., Deborah Olson, and Timothy Boling. "Masculinity in Nontraditional Occupations: Ecological Constructions." American Journal of Men's Health 5, no. 1 (December 27, 2009): 18–29. http://dx.doi.org/10.1177/1557988309358443.
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The authors present Bronfenbrenner’s ecological model as a conceptual framework to explore interlocking systemic and interpersonal influences on the development and perpetuation of men’s gender role—related distress. To demonstrate the utility of this model, the authors present results from an exploratory qualitative study of men in nontraditional occupations. Using the constant comparison method, the authors’ analysis of multiple interviews with elementary educators and medical support staff unearthed interwoven themes among the effects of cultural notions of masculinity on relationships, job tasks, and perceptions of themselves as men. Expectations about men (e.g., that men confront danger, remain calm in chaotic situations, and/or are predators) affected hiring decisions and interactions with colleagues, limited the scope of the men’s work, and provided opportunities to reinforce traditional notions of masculinity and affirm the value of masculinity in their occupations. These different experiences all interacted to inform participants’ senses of themselves as men.
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Cala, Verónica C., and Encarnación Soriano. "Health Education from an Ecological Perspective. Adaptation of the Bronfenbrenner Model from an Experience with Adolescents." Procedia - Social and Behavioral Sciences 132 (May 2014): 49–57. http://dx.doi.org/10.1016/j.sbspro.2014.04.277.
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El Zaatari, Wafaa, and Imad Maalouf. "How the Bronfenbrenner Bio-ecological System Theory Explains the Development of Students’ Sense of Belonging to School?" SAGE Open 12, no. 4 (October 2022): 215824402211340. http://dx.doi.org/10.1177/21582440221134089.
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The central concept of this review underscores the fact that the development of a feeling of belonging at school occurs because of different interactions between developing students and the school’s ecological environment over time. This review argues that Bronfenbrenner’s Bio-ecological Systems Theory can best explain the development of school belonging by highlighting the role of PPCT (Process, Person, Context, and Time). The process includes the interactions (proximal and distal) that occur between students and their school’s ecological systems. The person considers the active role of students in influencing their development. The context encompasses the school’s ecological systems. The time includes events and the chronological age of students. The review highlights the most important proximal practices and interactions that occur in school microsystems and play a significant role in enhancing students’ sense of belonging. Empirical, longitudinal research that focuses on the interactions of all the components of the PPCT model is recommended.
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Muniandy, Naleena Devi. "Influences on Infant Feeding Practices: An Ecological Perspective." JULY ISSUE 18, no. 4 (July 1, 2022): 182–89. http://dx.doi.org/10.47836//mjmhs18.4.25.
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Nutrition in infancy contributes to a significant portion on the notion of the importance of nutrition during the first 1000 days of life. A vast pool of literature exists on the importance of nutrition during this phase of life with future diseases, obesity and mental health. However, despite the availability of many guidelines and policies revolving around infant feeding practices, adherence to it remains poor. This review explains factors that influence infant feeding practices from an ecological point of view. A Bronfenbrenner ecological model was used to argue the influence and interaction of various ecological factors on infant feeding practices. The review highlights that the way these factors affect infant feeding differs according to populations and settings. This review suggests the need for more robust and population sensitive interventions to improve infant feeding practices globally.
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Chu, Wenxiu, Honggang Liu, and Fan Fang. "A Tale of Three Excellent Chinese EFL Teachers: Unpacking Teacher Professional Qualities for Their Sustainable Career Trajectories from an Ecological Perspective." Sustainability 13, no. 12 (June 14, 2021): 6721. http://dx.doi.org/10.3390/su13126721.
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Teachers’ quality has long been researched in the field of general education. However, little attention has been paid to the professional qualities of excellent English as a foreign language (EFL) teachers in the context of English curriculum reform, especially from an ecological perspective. To address this gap, this study adopted a qualitative approach to characterise the qualities of excellent senior high school EFL teachers in China and the development of their professional qualities using Bronfenbrenner’s ecological systems model. Four interconnected dimensions of excellent EFL teachers’ professional qualities were confirmed: English language pedagogical content competence, beliefs about the foreign language teaching profession and professional ethics, beliefs about foreign language teaching and learning, and beliefs about language teacher learning and development. Meanwhile, the EFL teachers constructed and developed their professional qualities in their dynamic interaction with the complex ecological systems where they lived. The paper considers these various teacher-related factors in the ecological systems and provides some suggestions for sustaining EFL teachers’ professional development.
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Graves, Diane, and Jane P. Sheldon. "Recruiting African American Children for Research: An Ecological Systems Theory Approach." Western Journal of Nursing Research 40, no. 10 (April 24, 2017): 1489–521. http://dx.doi.org/10.1177/0193945917704856.
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With health disparities still pervasive and persistent in the United States, medical researchers and social scientists continue to develop recruitment strategies to increase the inclusion of racial/ethnic minority groups in research and interventions. Effective methods for recruiting samples of African American participants for pediatric research may be best understood when situated within an overarching conceptual model—one that serves to organize and explain effective recruitment strategies. A theoretical framework well suited for this purpose is Bronfenbrenner’s ecological systems theory, which views individuals as influencing and being influenced by (both directly and indirectly) a series of interconnected social systems. Based on the ecological systems theory and on previous research from multiple domains (e.g., medicine, psychology, public health, social work), in the current article, we review strategies for effective recruitment of African American children and adolescents for research.
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Nikitorowicz, Jerzy, Krzysztof Sawicki, and Emilia Zylkiewicz-Plonska. "YOUTH IDENTITY FROM ECOLOGICAL PERSPECTIVE BETWEEN EDUCATION AND PREVENTION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 26, 2017): 243. http://dx.doi.org/10.17770/sie2017vol3.2372.
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Socialisation is one of the key processes that shapes the identity of youth. This construct, which over the last century has undergone significant transformation, became a pattern for determining the purposes of upbringing (Nature vs. Nurture), or interpretative model that is used to explain character of this process from a socio-cultural perspective. On the basis of ecological framework, the concept of resilience and positive psychology, in recent years it has been developed a new approach towards socialisation - Positive Youth Development (PYD). Because of its relevance, pragmatic assumptions, this model is worth examining in terms of teleology, epistemology and methodical context.According to the Ecological Systems Theory of Urie Bronfenbrenner the youth socialisation process is included in the micro, meso, exo and macro systems. While the socialisation process, youth experiences the interactions between these systems, which in consequence shapes its identity. An element that fits into a methodical context is the characteristic of chosen supportive, educational and preventive actions undertaken towards youth in the northeastern Poland.
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Onwuegbuzie, Anthony John, and Kathleen M. T. Collins. "The Role of Bronfenbrenner’s Ecological Systems Theory in Enhancing Interpretive Consistency in Mixed Research." INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION METHODOLOGY 5, no. 2 (August 30, 2014): 651–61. http://dx.doi.org/10.24297/ijrem.v5i2.3910.
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One of the nine major threats to legitimation (i.e., the degree that integration of findings leads to credible and defensible meta-inferences) is sample legitimation integration (Onwuegbuzie & Johnson, 2006). Addressing this form of legitimation requires the researcher to maintain interpretive consistency between the selected sampling design and the inferences made from the ensuing findings. To facilitate researchers’ efforts to address interpretive consistency, in this article, we provide a meta-sampling framework that is structured in accordance to the dimensions of Bronfenbrenner’s (1979) ecological systems model. In this meta-framework, the four dimensions of the model are juxtaposed to various types of generalizations, sampling-based considerations, and mixed sampling criteria. Application of this inclusive framework is appropriate for the conduct of quantitative, qualitative, and mixed research.Â
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Rummler, Klaus. "Foundations of Socio-Cultural Ecology: Consequences for Media Education and Mobile Learning in Schools." MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung 24, Educational Media Ecologies (July 10, 2014): 1–17. http://dx.doi.org/10.21240/mpaed/24/2014.07.10.x.
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This conceptual paper offers insights to the foundations of Socio-Cultural Ecology and relates this concept to traditional concepts of Ecology e.g. media ecology or Bronfenbrenner’s ecological model of child development. It will further discuss the term «ecology» as a relation between learners and their surrounding physical and structural world, e. g. an ecology of resources or the classroom as an ecological system. Thirdly more recent concepts in ecology will be considered e. g. Digital Media Ecology including media ecology (German: Medienökologie) from a German perspective. This contribution tries to describe common principles of (media) ecologies and will ask after their meaning and relation to media education and mobile learning. One of the main results is the realisation that cultural practices of school learning and cultural practices of media acquisition take place in different worlds or in different ecological spheres. The question is thus again of how to bridge these ecological spheres, and how «agency» developed outside school, can be nourished inside school. In other words: how can we bridge socio-cultural and technological structures within these cultural practices.
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Hickey, Noelene, Linda Harrison, and Jennifer Sumsion. "Using a Socioecological Framework to Understand the Career Choices of Single- and Double-Degree Nursing Students and Double-Degree Graduates." ISRN Nursing 2012 (July 17, 2012): 1–10. http://dx.doi.org/10.5402/2012/748238.
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Untested changes in nursing education in Australia, such as the introduction of double degrees in nursing, necessitate a new research approach to study nursing career pathways. A review of the literature on past and present career choice theories demonstrates these are inadequate to gain an understanding of contemporary nursing students’ career choices. With the present worldwide shortage of nurses, an understanding of career choice becomes a critical component of recruitment and retention strategies. The purpose of this paper is to demonstrate how an ecological system approach based on Bronfenbrenner’s theory of human development can be used to understand and examine the influences affecting nursing students’ and graduates’ career development and career choices. Bronfenbrenner’s socioecological model was adapted to propose a new Nursing Career Development Framework as a way of conceptualizing the career development of nursing students undertaking traditional bachelor of nursing and nontraditional double-degree nursing programs. This Framework is then applied to a study of undergraduate nurses’ career decision making, using a sequential explanatory mixed method study. The paper demonstrates the relevance of this approach for addressing challenges associated with nursing recruitment, education, and career choice.
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Cox, Carole Beth. "Sex trafficking in Cyprus: An in-depth study of policy, services, and social work involvement." International Social Work 61, no. 6 (January 4, 2017): 867–83. http://dx.doi.org/10.1177/0020872816681657.
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Human trafficking is a major social justice issue, with sex trafficking the most documented form. It depends on vulnerable and oppressed women who are bartered as commodities in an extremely profitable global market. Given their victimization, the loss of dignity, and the complete violation of the human rights of these victims, sex trafficking has major implications for the social work profession. Using a case study approach, this article explores sex trafficking policy and its implementation in Cyprus, a country that has been named a destination country for trafficking victims. Using Bronfenbrenner’s ecological model, the factors impacting policy, its implementation, and social work involvement are explored.
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Cassidy, Anne, Carmel Devaney, Caroline McGregor, and Fergal Landy. "Interfacing informal and formal help systems: Historical pathways to the Meitheal model." Administration 64, no. 2 (August 1, 2016): 137–55. http://dx.doi.org/10.1515/admin-2016-0019.
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Abstract Meitheal is a national practice model which aims to ensure that the needs and strengths of children and their families are effectively identified, understood and responded to in a timely manner. The aim of this article is to consider some of the notable learning from the historical background and context in the development of children and family services. The discussion draws together four interrelated themes: the interaction between the voluntary and statutory systems, the interface of family and child oriented services, balancing formal and informal responses to child welfare, and early intervention and prevention services. The complexity of this endeavour is emphasised through identifying the core considerations required at the levels of Bronfenbrenner’s ecological model. The article concludes with a commentary on how the future of child welfare in Ireland may be influenced through this attempt at a reorientation of children and family services towards early intervention, prevention, partnership and participation.
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Dunst, Carl J. "Child studies through the lens of applied family social systems theory." Child Studies, no. 1 (September 12, 2022): 37–64. http://dx.doi.org/10.21814/childstudies.4126.
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The foundations of an applied family social systems theory for explaining the multiple determinants of child well-being, learning, and development, parenting beliefs, behavior and practices, and family well-being are described. The theory is derived from tenets of Bronfenbrenner’s ecological systems theory and other social, family, and contextualized theories. The applied theory was used to develop an activity setting model of young children’s everyday learning opportunities and a family systems intervention practices model for ensuring parents and other caregivers have the time and psychological energy to provide young children with development-instigating and development-enhancing learning opportunities in the contexts of everyday family and community life. Results from three different lines of research are described which provide support for the applied systems model and the two associated intervention models. Results showed that different child characteristics, setting characteristics, parenting behavior and practices, family and social systems variables, and practitioner measures were empirically related to variations in child, parent, and family outcomes. There were also discernable pathways of influence between family systems intervention model practices, parenting practices, and child outcomes mediated by parent self-efficacy beliefs and parent well-being. The contributions of the theory, models, and research findings to child studies are described.
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Постылякова, Ю. В. "ECOLOGICAL MODEL OF THR STUDENT'S RESILIENCE." Институт психологии Российской Академии Наук. Организационная психология и психология труда, no. 4(17) (December 30, 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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Navarro Moya, P., E. Villar Hoz, and M. González Carrasco. "How medical transport service professionals perceive risk/protective factors with regard to occupational burnout syndrome: Differences and similarities between an Anglo-American and Franco-German model." Work 67, no. 2 (November 9, 2020): 295–312. http://dx.doi.org/10.3233/wor-203280.
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BACKGROUND: Several studies show that professionals in the two main models of pre-hospital care (Franco-German (FG) and Anglo-American (AA)) are exposed to different psychosocial risk factors, with consequences such as burnout syndrome. Few studies provide information on protective factors, nor are there any results on risk/protective factors from the perspective of professionals and comparing both models (FG and AA). OBJECTIVE: From the perspective of medical transport (MT) professionals, we aimed to identify the risk/protective factors that may be involved in occupational burnout syndrome (OBS), comparing Franco-German (FG) and Anglo-American (AA) pre-hospital care models, as well as emergency (EMT) and non-emergency (non-EMT) services. METHOD: This was a qualitative research, through 12 semi-structured, in-depth interviews with participants chosen through intentional and snowball sampling. Content analysis and coding was carried out based on Bronfenbrenner’s ecological model and supported by the N-VIVO computer program. RESULTS: Our results illustrate the multi-causal nature of OBS, with risk/protective factors interacting at different levels of the ecological model. Among the data found at the different levels, some of the risk factors provoking OBS most commonly cited by professionals from both models are: work overload, work schedules, the coordinating centre, relationships with managers, the lack of work-life balance, the institutional model, the privatization of companies and the bureaucratization of management. The most cited factors acting as protectors include the stress involved in the emergency services, relationships with colleagues, relationships with other professionals or users, and social recognition. DISCUSSION: In general, we conclude that there are more similarities than differences in terms of how the workers in each model perceive the risk/protective factors.
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Heideman, Kristin, Eric Griffith, Daniel O'Connor, Irina Orlovsky, Elizabeth Alwan, and Bruna Martins-Klein. "COGNITIVE COPING AND PERSPECTIVE-TAKING AMONG OLDER ADULTS DURING THE COVID-19 PANDEMIC: AN ECOLOGICAL INVESTIGATION." Innovation in Aging 6, Supplement_1 (November 1, 2022): 512. http://dx.doi.org/10.1093/geroni/igac059.1959.
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Abstract In response to the COVID-19 pandemic, older adults report engaging in coping to manage sources of pandemic stress (e.g., loneliness, reduced healthcare access, ageism). Variability in cognitive coping strategies, however, has not been explored through an ecological model lens. In this study, we interviewed older adults online in the northeastern US (N=33, age 63-92) regarding stress and coping strategies during the pandemic, using the taxonomy of cognitive strategies from the Cognitive Emotion Regulation Questionnaire. Consistent with Bronfenbrenner’s ecological model, stress and cognitive coping were qualitatively coded using NVivo in reference to individual, immediate environment (microsystem), connections between environments (mesosystem), and societal (macrosystem) factors. Microsystem-level stressors were prevalent and endorsed in all interviews, but stress was reported at multiple ecological levels. Common microsystem stressors included changes to work/personal life, travel restrictions, and loss of face-to-face socialization. Many participants reported engaging in adaptive cognitive coping (87%), with perspective-taking being one of the most common strategies (78%). Perspective-taking was endorsed across all levels of the ecological model (e.g., comparing the pandemic to other personal experiences, considering family-level resilience, and reflecting on impact to community). The multi-level structure of pandemic stress and coping highlights that older adults subjectively experience stress simultaneously at multiple ecological levels. In turn, they confront stressors using individualized patterns of cognitive coping that extend beyond intrapersonal experience/insight to help fully contextualize the COVID-19 experience. Future studies should explore the use of perspective-taking at intra- and interpersonal levels as integrated coping approaches for managing naturalistic stressors in daily life.
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Fitzsimons, Dermot, and Ann Clark. "Pausing Mid-Sentence: An Ecological Model Approach to Language Disorder and Lived Experience of Young Male Offenders." International Journal of Environmental Research and Public Health 18, no. 3 (January 29, 2021): 1225. http://dx.doi.org/10.3390/ijerph18031225.
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International research evidence has firmly established a high prevalence of language disorder in young offender populations. Less is known about young offenders’ perspectives on their own language abilities. The study recruited an opportunity sample of 10 young men in custody at a Scottish youth offending institution who had recent experience of segregation. This mixed-methods study investigated participants’ views on their language and communication abilities to inform future support and intervention, and formal language assessment was also administered to investigate indicative prevalence of language disorder within the sample. It focused on their communication with professionals and peers in justice, education and welfare settings. Results of standardised language assessment indicated the presence of language disorder in 44% (n = 4) of the sample (n = 9). Thematic analysis of interview data led to formulation of three themes: Valuing Communication, Literacy and Learning; Exerting Control; and Seeking Support. The first theme is discussed with reference to Bronfenbrenner’s Bioecological Model. Participants offered reflective and rich views on their lived experience. They provided perspectives on features of successful interaction with peers and authority figures, importance of effective communication and the difficulties they encountered. This study argues for additional communication support for young people in the justice system.
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Gunnarsdottir, Hulda Mjøll, Samita Wilson, and Elisabeth Enoksen. "Maybe I can go back to school in a few weeks'." Journal of Comparative Social Work 17, no. 1 (August 15, 2022): 70–93. http://dx.doi.org/10.31265/jcsw.v17i1.403.
Full textAbstract:
This study explores everyday life from the perspective of children during school lockdown in Norway. The outbreak of Covid-19 greatly impacts societies on all levels. Studies have revealed a drastic change in children’s routines through home-schooling and reduced access to physical activities, as well as increase in contact with parents with subsequent potential friction or positive interactions. Children’s own perspective of their experiences during Covid-19 restrictions, nevertheless, appear to be scarce. This study provides a unique insight into ten children’s experiences through examination of their diary entries during lockdown. Our theoretical approach is based Bronfenbrenner’s ecological model of child development, and protective factors and risk factors in child development. Our findings indicate that children’s everyday life experiences during Covid-19 lockdown can be sorted into three different arenas: The home and family life, The school and learning activities, and The social and digital interaction with friends. These three arenas represent important micro-systems in the children’s lives. However, the shutting down of school and society has disrupted the overall ecological systems surrounding the children, increasing the potential weight of risk factors such as loneliness and stress. All arenas and system levels moved inside the children’s primary micro-arena; their homes and family life. Further, all forms of social interaction, both at school, among friends and in family life seem to depend on digital platforms, as the children respond to the new situation by using digital meeting places. Utilizing Bronfenbrenner’s systematic approach, the digital arena appears to manifest a new khrono-system in the children’s lives. The digital screens being what binds all eco-systems together. An important question for further studies is what consequences this has for the future development of childhood, and how do the children cope with this kind of disruption of their everyday lives.
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Boyden, Jackelyn Y., Douglas L. Hill, Gwenn LaRagione, Joanne Wolfe, and Chris Feudtner. "Home-Based Care for Children with Serious Illness: Ecological Framework and Research Implications." Children 9, no. 8 (July 26, 2022): 1115. http://dx.doi.org/10.3390/children9081115.
Full textAbstract:
Care for U.S. children living with serious illness and their families at home is a complex and patchwork system. Improving home-based care for children and families requires a comprehensive, multilevel approach that accounts for and examines relationships across home environments, communities, and social contexts in which children and families live and receive care. We propose a multilevel conceptual framework, guided by Bronfenbrenner’s ecological model, that conceptualizes the complex system of home-based care into five levels. Levels 1 and 2 contain patient and family characteristics. Level 3 contains factors that influence family health, well-being, and experience with care in the home. Level 4 includes the community, including community groups, schools, and providers. Level 5 includes the broader regional system of care that impacts the care of children and families across communities. Finally, care coordination and care disparities transcend levels, impacting care at each level. A multilevel ecological framework of home-based care for children with serious illness and families can be used in future multilevel research to describe and test hypotheses about aspects of this system of care, as well as to inform interventions across levels to improve patient and family outcomes.