Literatura académica sobre el tema "Bronfenbrenner's ecological model"
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Artículos de revistas sobre el tema "Bronfenbrenner's ecological model"
Boyatzis, Chris J. "A Collaborative Assignment on the Role of Culture in Child Development and Education". Teaching of Psychology 25, n.º 3 (julio de 1998): 195–98. http://dx.doi.org/10.1207/s15328023top2503_7.
Texto completoHollander, Judith y Linda Haber. "Ecological transition: Using Bronfenbrenner's model to study sexual identity change". Health Care for Women International 13, n.º 2 (enero de 1992): 121–29. http://dx.doi.org/10.1080/07399339209515985.
Texto completoManyam, Suneetha, Shama Panjwani y John Mark Parker. "HIV Microaggressions Across Bronfenbrenner's Ecological Systems: A Social Justice Perspective". Rehabilitation Research, Policy, and Education 33, n.º 4 (26 de noviembre de 2019): 245–59. http://dx.doi.org/10.1891/2168-6653.33.4.245.
Texto completoAggarwal, Pankhuri, Deborah L. Wiese y Prachi Bhuptani. "Relational Ecological Model of Identity". International Perspectives in Psychology 11, n.º 1 (enero de 2022): 18–27. http://dx.doi.org/10.1027/2157-3891/a000014.
Texto completoEicher, J. B. y 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, n.º 4 (1 de junio de 1997): 412–31. http://dx.doi.org/10.1177/1077727x970254004.
Texto completoDernowska, Urszula. "Mission of the school as an element of the socio-ecological model of developing students' sense of school belonging". Problemy Opiekuńczo-Wychowawcze 599, n.º 4 (30 de abril de 2021): 41–56. http://dx.doi.org/10.5604/01.3001.0014.8504.
Texto completoAtilola, Olayinka. "Child mental-health policy development in sub-Saharan Africa: broadening the perspectives using Bronfenbrenner's ecological model". Health Promotion International 32, n.º 2 (8 de agosto de 2014): 380–91. http://dx.doi.org/10.1093/heapro/dau065.
Texto completoIdrus, Mohd Muzhafar, Fariza Puteh-Behak, Ramiaida Darmi, Noor Saazai Mat Saad, Suraini Mohd Ali, Norhana Abdullah, Habibah Ismail, Zarina Ashikin Zakaria y Noorhayati Hashim. "Voices of Indigenous Parents on Learning, Class, and Literacy Practices: Agency, Authority, and Empowerment". Al-Azkiyaa - Jurnal Antarabangsa Bahasa dan Pendidikan 1, n.º 2 (11 de diciembre de 2022): 51–67. http://dx.doi.org/10.33102/alazkiyaa.v1i2.26.
Texto completoManning, 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, n.º 2 (13 de marzo de 2017): 148–59. http://dx.doi.org/10.1017/jie.2016.31.
Texto completoStewart, Amy. "How Cognitively Coached Teachers Design and Facilitate Self-Directed Learning in General Education Classrooms". International Journal of Curriculum Development and Learning Measurement 2, n.º 1 (enero de 2021): 55–72. http://dx.doi.org/10.4018/ijcdlm.2021010105.
Texto completoTesis sobre el tema "Bronfenbrenner's ecological model"
Grabs, Teresa Victoria. "Developing Ecological Citizenship: The Role of Political Agents Using Bronfenbrenner's Bioecological Model". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5082.
Texto completoAlmendro, 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.
Texto completoTrauma 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.
Karlsson, Sofie, Åhlström Erica Ljunglöf y 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.
Texto completoIn 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.
Frost, Aaron Desmond James y 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.
Texto completoFrost, Aaron Desmond James. "The Reciprocal Relationship Between Conduct Problems, Callous Unemotional Traits, and Parenting Behaviour". Thesis, Griffith University, 2006. http://hdl.handle.net/10072/365583.
Texto completoThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Psychology
Full Text
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.
Texto completoOverweight 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.
Zad, Amanda. "Young girls and eating disorders: A study about how school staff perceive and prevent eating disorders among young girls". Thesis, Malmö högskola, Fakulteten för hälsa och samhälle (HS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-24390.
Texto completoThe main purpose of this study was to find out the view of the school staff on why eating disorders arise among young girls and which methods the school staff use for prevention. The empirical data is based on qualitative semi-structured interviews with two school counselors, two school nurses and a school psychologist in a medium-sized Swedish town. Four main themes were identified in the interviews which were: Different kinds of external influences, Adolescents have the greatest tendency to develop eating disorders, Prevention methods and School staff lack sustainable methods. The analysis of the themes that emerged from the study can provide an understanding of how school staff preventively work with young girls and eating disorder problems and the factors that are perceived to be contributing to a developing eating disorder. In summary, the study showed that school staff, at large, perceive that factors such as self-esteem, demands and stress, concentration difficulties, as well as the media and beauty ideals can contribute to a developing eating disorder. Furthermore, the study showed that school staff do try to work preventively with the eating disorder problems by reacting to changes in behavior and talking with both parents and students, but also by working with the self-esteem amongst girls. No common sustainable methods were found in the school staff’s work with young girls that tend to develop an eating disorder in which the majority of respondents appear to be in need of this.
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.
Texto completoMathematics 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.
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.
Texto completoSyftet 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.
Doyle, Kerrie. "Psychological distress and community exclusion in Indigenous communities: a convergent parallel (mixed methods) study". Phd thesis, 2017. http://hdl.handle.net/1885/144180.
Texto completoLibros sobre el tema "Bronfenbrenner's ecological model"
Edwards, Jane y Jason Noone. Developmental Music Therapy. Editado por Jane Edwards. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199639755.013.40.
Texto completoCapítulos de libros sobre el tema "Bronfenbrenner's ecological model"
Jones, Tiffany. "Why Be Euphorically Queer? An Ecological Model of Euphorias’ Influences & Impacts". En Euphorias in Gender, Sex and Sexuality Variations, 15–34. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-23756-0_2.
Texto completo"ECOLOGICAL TRANSITION: USING BRONFENBRENNER'S MODEL TO STUDY SEXUAL IDENTITY CHANGE". En Lesbian Health, 40–48. Taylor & Francis, 2013. http://dx.doi.org/10.4324/9780203715253-8.
Texto completoRozsahegyi, Tunde. "Bronfenbrenner's ‘bio-ecological’ model and its application to understanding children's development". En Contemporary Issues in Childhood, 3–14. Routledge, 2017. http://dx.doi.org/10.4324/9781315513850-2.
Texto completoSudbery, John y Andrew Whittaker. "Bronfenbrenner’s ecological model". En Human Growth and Development, 287–90. Routledge, 2018. http://dx.doi.org/10.4324/9780203730386-13.
Texto completoShumba, Jenny, Symphorosa Rembe, Toyin Adewumi, Henry Chinhara, Sibangani Shumba y Cosmas Maphosa. "Maintaining Safety Nets and Peace for Children and Youth at Risk". En 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.
Texto completoSaint-Phard, Renaude Etienne y Gustavo Gregorutti. "International Undergraduate Students Coping With Challenges at a Private Faith-Based University". En 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.
Texto completoDubow, Eric F., Lynne C. Goodman, Paul Boxer, Erika Y. Niwa, L. Rowell Huesmann, Simha F. Landau, Shira Dvir Gvirsman, Khalil Shikaki y Cathy Smith. "Effects of Political Violence Exposure on the Family and Parenting Environment". En Handbook of Political Violence and Children, 161–88. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190874551.003.0006.
Texto completoVermeulen, Karla. "Meet Generation Disaster". En Generation Disaster, 13–42. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190061630.003.0002.
Texto completoNtshuntshe, Zoleka. "School Teachers as Non-Violent Role Models". En Cultivating a Culture of Nonviolence in Early Childhood Development Centers and Schools, 217–32. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7476-7.ch012.
Texto completoWoodhouse, Barbara Bennett. "Tools for Studying Childhood". En The Ecology of Childhood, 14–38. NYU Press, 2020. http://dx.doi.org/10.18574/nyu/9780814794845.003.0002.
Texto completoActas de conferencias sobre el tema "Bronfenbrenner's ecological model"
Gradinariu, Tudorita. "An Ecosystemic Approach to Preventing Bullying in School. Risk Factors Associated with School". En World Lumen Congress 2021, May 26-30, 2021, Iasi, Romania. LUMEN Publishing House, 2022. http://dx.doi.org/10.18662/wlc2021/27.
Texto completoMarci-Boehncke, Gudrun, Matthias O. Rath, Thomas Goll y Michael Steinbrecher. "HOW TO BECOME POLITICAL? BASIC CONCEPTS FOR EXPLORING EARLY CHILDHOOD UNDERSTANDING OF POLITICS". En International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end038.
Texto completoLaramie, Olivia, Alexander Colby, Hailey Pensky, Samantha Doonan y Julie Johnson. "Responsible Vendor Training as a Macro-Level Prevention Tool– A Case Study of the Massachusetts Cannabis Industry". En 2022 Annual Scientific Meeting of the Research Society on Marijuana. Research Society on Marijuana, 2022. http://dx.doi.org/10.26828/cannabis.2022.02.000.19.
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