Bioecological Model Of Human Development Research Articles

Ambientes educativos como contextos microssistêmicos para o desenvolvimento humano nas infâncias

Resumo: O objetivo desse artigo é demonstrar o entrelace de princípios da Educação Ambiental Sistêmica e de modelos de desenvolvimento humano das infâncias como os fios propulsores nos quais contextos microssistêmicos tornam-se ambientes educativos. O Modelo Bioecológico do Desenvolvimento Humano de Urie Bronfenbrenner e a Vertente Sistêmica da Educação Ambiental são as bases das conexões intrínsecas: cultura e biologia comprovam que, os contextos ecológicos microssistêmicos são espaços educativos nas/para/com as infâncias.

Development of a model of well-being for children from military families in NATO countries

Introduction: This article describes the development of a model of well-being for children from military families in NATO countries. Methods: The development comprised seven phases: (1) a review of the participating NATO countries’ literature (current theory and research); (2) an outline of the key elements of a model of child well-being; (3) the identification of potential indicators of child well-being; (4) the identification of the components and dimensions of child well-being; (5) a review and refinement of the model; (6) the inclusion of the military factors that influence child well-being; and (7) the development of a definition for child well-being. Results: Thematic analysis was used to identify the well-being indicators, dimensions, and components. The process was informed by the subject matter expertise of the NATO Human Factors Medicine Research Task Group-258 (NATO HFM RTG-258), the civilian literature, and military factors associated with child well-being. Discussion: Central to the developed child well-being model are five dimensions of child well-being: health, education, legal, material, and social (HELMS). This model is closely aligned with well-established models and measures of well-being – Bronfenbrenner’s bioecological model of human development, Minkkinen’s structural model of child well-being, and the Organisation for Economic Co-operation and Development’s (OECD) measures of child-well-being. The proposed model takes into consideration relevant military factors that influence the well-being of children in military families.

Antisocial Behavior in Juvenile Offenders: A Development Bioecological Approach

This review analyzes the bioecological model of human development as a comprehensive framework of adolescent antisocial behavior. Variables such as family and peers with antisocial backgrounds, antisocial peer attitudes, alcohol consumption, offensive behavior, education level, perception of safety in the community, and attention deficit hyperactive disorder, are discussed. This review supports the bioecological model as a plausible framework for understanding antisocial behavior during adolescence.

Bronfenbrenner's Bioecological Model of Human Development: Applications for Health Professions Education.

Bronfenbrenner's Bioecological Model of Human Development: Applications for Health Professions Education.

Uma Análise Generificada de Cuidadoras de Crianças com Desenvolvimento Atípico

O desenvolvimento humano é um fenômeno multifacetado, envolvendo processos de mudanças biológicas, psicológicas, sociais e culturais, ocorridos nas interações entre pessoas e sistemas biológicos, dentro de grupos sociais e ambientes, ao longo do ciclo da vida. O sistema familiar é visto como um dos ambientes centrais para a pessoa em desenvolvimento, dado o estabelecimento de relações entre a criança, desde o início de sua vida, e seus cuidadores. O objetivo deste estudo foi analisar, a partir dos estudos de gênero e do modelo bioecológico do desenvolvimento humano, os papéis desempenhados por cuidadoras de crianças com desenvolvimento atípico, no contexto da Amazônia brasileira. Os estudos sobre o cuidado de crianças com desenvolvimento atípico mostram o quanto esse fator age como um divisor no exercício da parentalidade, dados os aspectos socioculturais de gênero, raça e classe, onde se percebeu a maior parte das pessoas que exercem tais atividades, sendo mulheres. Concluiu-se que as práticas de cuidado ainda são atravessadas por toda uma carga de ações e respostas de uma rede de contextos cujas atividades, continuam sendo vistas como “domínios” femininos.

The role of community-based music and sports programmes in parental views of children’s social skills and personality

Abstract In this article, we report on parental perceptions of socio-emotional skills and personality of children who were involved in community-based music and sports extracurricular (EC) programmes, and a group of children not participating in EC activities. This study is part of the USC brain and music project that investigated the effects of music education on the cognitive and socioemotional development of children from underserved neighbourhoods in Los Angeles for 5 consecutive years. Our primary aim with this study was to examine parental views on the potential effects of EC programmes on children’s socio-emotional skills and personality. Parents were interviewed yearly and were asked to rate their child’s skills and personality. After four years, parents of children involved in EC activities rated their children higher on the emotional stability personality trait, lower on aggression and lower on hyperactivity compared to children not involved in EC activities despite no differences in these measures at the beginning of the study and before children’s entry into their programmes. These and other findings are discussed in light of Bronfenbrenner and Morris’s Bioecological Model of Human Development. The implications for community music are also outlined.

Practice Guidance for Culturally Sensitive Practice in Working with Children and Families Who Are Asylum Seekers: Learning from an Early Years Study in Ireland

ABSTRACT This article is based on a study of two early years services in the West of Ireland which was attended mostly by asylum seekers. Using a sample of the findings for illustration, we discuss how the study captured an example of culturally sensitive practice that demonstrated an ability to counteract some of the negative effects of being an asylum seeker through the particular philosophy and practice model. Eight specific guidance points for practice are drawn out and considered within the context of the ecological model [Bronfenbrenner, U., & Morris, P. (2006). The bioecological model of human development. In R. M. Lerner, W. Damon, & R. M. S. Lerner (Eds.), Handbook of child Psychology, Vol. 1: Theoretical models of human development. Hoboken, NJ: Wiley]. We argue that a duality of attention to the agency—recognising the importance of the actions of each individual and to structure—recognising the inherent power differences, structural inequality, social injustice and prejudice—is essential. We show the importance of agency and of an ecological framework. We make the case for an approach to “cultural competence” that emphasises the importance of interactions at the micro level. While we are focused in this paper on the early years sector, there is also wider applicability from this specific study to general practice in the field of social care and social work with diverse populations.

BIOECOLOGICAL SYSTEMS AND ELEMENTS THAT MAKE ADOLESCENTS VULNERABLE TO SEXUALLY TRANSMISSIBLE INFECTIONS

ABSTRACT Objective: to understand the elements that constitute the Bioecological Model and the situations of vulnerability regarding the prevention of sexually transmitted infections and HIV/AIDS from the perspective of adolescents. Method: a descriptive-exploratory study, with a qualitative approach, carried out between October and December 2015 with ten adolescents between 12 and 18 years of age registered in the socio-educational workshops of a non-governmental organization located in a municipality in the Western region of Santa Catarina, Brazil. Information was collected from the medical records of the adolescents and through Caroline Wang´s Photovoice strategy. Hermeneutics was used for the analysis of the information with the support of the theoretical reference of the Bioecological Model of Human Development and vulnerability. Results: bioecological systems in adolescents provide the means to learn and acquire knowledge about sexually transmitted infections and HIV/AIDS, however there are elements in these systems that collaborate with the individual, social and programmatic vulnerabilities involved in the prevention of these diseases. Conclusion: The importance of empowering the family in relation to sexual education of their children is highlighted as a way to reduce the vulnerability of adolescents to sexually transmitted diseases /HIV/AIDS. It also highlights the need to create physical spaces of care directed at adolescent health which receive adolescents and provide opportunities to be listened to and to provide dialogue between them and the health professionals. It is considered that the study highlights important points that can be included in adolescent health care strategies from the perspective of vulnerabilities and the bioecological systems in which they live.

DYSFUNCTIONS IN THE SOCIO EMOTIONAL DEVELOPMENT OF INFANTS AND ITS RELATED FACTORS: AN INTEGRATIVE REVIEW

ABSTRACT Objective: to synthesize factors related to dysfunctions in the socioemotional development of infants. Method: integrative review carried out between April and August 2016 with defined criteria for inclusion and exclusion of studies, search strategies, extraction and synthesis of data. The exposure factors underwent categorical thematic analysis and systematization according to the levels of the context (Microsystem, Mesosystem, Exosystem and Macrosystem) of the Bioecological Model of Human Development. Results: in the context of the Microsystem and Mesosystem, the factors found were: limitations in care; adversities in family relationships and in the social support and illness situation of the caregivers that influence the proximal processes. In the Exosystem and the Macrosystem, they were: social vulnerabilities of caregivers and fragilities of public policies that determine the material and social conditions of the family. Conclusion: the synthesis of evidence on exposure factors favors the construction of measurement scales of the contextual elements related to the social emotional development of young children. Beyond the milestones, present or not, in the evaluation of a child, these technologies can be predictive, with great potential of anticipation of the factors of exposure and prevention of developmental dysfunctions.

The quality of inclusion in Danish preschools

ABSTRACT The aim of this study is to investigate quality in Danish preschools and to establish whether disadvantaged children benefit from preschool attendance in an inclusive perspective? The conceptual framework of the research project rests on bio-eco-systems theory [Bronfenbrenner & Morris, 2006. The Bioecological model of human development. Damon & Lerner (Eds.). Theoretical models of human development. Volume one of the handbook of child psychology (pp. 793–828). New York: Wiley. In: Siraj-Blatchford I & Mayo A (eds). (2012). Early childhood education. London: Sage Library of Educational Thought and Practice. (Vol. 1, pp. 201–262)]. In total, this theory includes quality of orientation, structure, process (measured with the Early Childhood Environment Rating Scale, third edition [ECERS-3, Harms et al., 2015. Early childhood environment rating scale, Third Edition (ECERS-3). New York, NY: Teachers College Press] and family and network – with a specific focus on disadvantaged children. Quality aspects were analysed by exploring four dimensions of pedagogical quality, as proposed by Swedish researcher Sonja Sheridan [Sheridan, 2007. Dimensions of pedagogical quality in preschool. International Journal of Early Years Education, 15(2), 197–217; 2009. Discerning pedagogical quality in preschool. Scandinavian Journal of Educational Research, 53(3), 245–261. London: Routledge]. In this article, the concept of quality represented in the ECERS-3, is compared with the Danish curriculum and discussed from an inclusive perspective based on the inclusion matrix.

Medicalização da aprendizagem e resiliência: significações produzidas na escola

This paper broaches the promotion of resilience by analyzing significations developed within the context of students diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) using the medicine methylphenidate hydrochloride (Ritalin or Concerta) The Bio-ecological model of Human Development was adopted as a theoretical-methodological contribution. The research followed the qualitative approach of descriptive-interpretative nature comprising 40 people, namely: health staff (1 neuropediatrician, 1 psychologist); education staff (5 pedagogues, 11 teachers); 10 students and 12 family members. The data were collected by means of interview within a context including six county schools in a Northern Parana State town. The results pointed out the need to rethink the current assessment practices and showed that the diagnostic process is defined both by risk factors and protection, which affect the school learning process. The data allowed us of conclude that the promotion of resilience, under that circumstance, may result in the establishment of affective support networks provided to family members and students using that medicine. Such a context would result in conditions more favorable to link the student to the school and positive changes in the school learning process of students diagnosed with ADHD.

From Delay to Degree

This qualitative study extends the research on postsecondary delay by examining the college experiences of six male nontraditional students from the North Texas area who purposefully postponed college education for 3 years after high school graduation to fulfill religious commitments. Unlike the majority of delayers, the participants successfully attained bachelor degrees within 4 years from their initial college enrollment. Using Bronfenbrenner and Morris’s bioecological model of human development as a conceptual framework, four main themes emerged, which students credited for their college success: (a) reestablishing academic momentum, (b) overcoming financial challenges, (c) receiving institutional support, and (d) relying on personal development from delay activities.

The student experience of undergraduate students: towards a conceptual framework

While the term ‘student experience’ is used widely in universities, it is remarkably under-developed as a construct in the academic literature. This paper addresses this gap by proposing a conceptual framework for the student experience of undergraduate students. The approach taken is to identify the key influences that shape the student experience from the perspective of students. It does this by addressing two questions: firstly, what are the key influences that shape the student experience? Secondly, how do these influences shape the student experience? To do this the paper draws from a wide range of studies that provide substantial theoretical and empirical evidence as to how students experience university. Drawing from Bronfenbrenner’s bioecological model of human development, it identifies seven key sets of influences or microsystems that shape the undergraduate student experience. Then the paper considers how these influences shape students’ experiences drawing from the concepts of engagement and alienation. The paper concludes by proposing a broadly defined model for the student experience where learning and development take place as a result of meaningful interactions between the student and the key microsystems. The implications of this model for universities and for further study are also discussed.

A Theoretically Grounded Framework for Integrating the Scholarship of Teaching and Learning

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.

School inclusion of people with physical disabilities: The role of social interactions

This study sought out to understand the process of school inclusion of a student with physical disabilities in a public school in the Federal District of Brazil (Distrito Federal), with an emphasis on social interactions. Under this perspective, it was retrospectively analyzed the student's social position relative to their peers in order to identify elements that could contribute to the process of school inclusion of a physically disabled student. The theoretical reference had as input the bioecological model of human development followed by fundamental concepts of disability, social and educational inclusion. The social position of the person with disability related to her classmates in the classroom context was identified by means of sociometric test. The main results showed unfavorable social position of the student related to her peers and the lack of cohesion of the group as hindering her process of inclusion in the school. It was concluded that attitudinal barriers made it impossible her full integration in school. The possible impact of the poor quality of social interactions of the student for the student's development was discussed.

Exploring socio-cultural influences on infant play occupations in Irish home environments

ABSTRACTHome learning environments have been the focus of concern in recent years, due to evidence of the impact of the home environment on early development. To date, few studies in occupational science have researched infant play development in the home. This study aimed to explore sociocultural influences on infant occupational development through the lens of play events that occurred in home settings of five families from urban and rural settings in Ireland. A qualitative ethnographic approach was employed over a 12 month period to gather data on play processes of two new-borns and three 1-year olds and their families. Data were generated monthly through observations of the infants engaging in play in their natural environments and interviews with the primary carer. Grounded theory methods were employed to analyse and interpret infant-environment transactions during play events in daily routines. The bio-ecological model of human development was adopted as a way of operationalising the transactional approach (Bronfenbrenner & Morris, 2007). Taking one element of a larger study, this paper presents findings on the sociocultural environment as it influences play events in the home setting. The study identifies that infant play can be viewed as a multidimensional phenomenon which is shaped by sociocultural factors from macrosystem to microsystem levels. Findings identified that play occupations were influenced by different forms of parental reasoning: personal, knowledge-based, future-based, practical-based, sociocultural and narrative. These findings provide a preliminary understanding of socio-cultural transactional processes that influence the development of infants’ play occupations.

A systematic review of drop-out from organized soccer among children and adolescents

Bronfenbrenner’s bioecological model of human development was used as a framework to systematically review factors associated with drop-out from soccer among children and adolescents. Keyword searches for the population (child or youth or adolescent), sport (soccer or football) and construct of interest (drop-out or attrition or discontinued or quit) identified scholarly peer-reviewed publications from the entire contents of seven databases to 31 December 2013. Publications with participants at any level of organized soccer were eligible for inclusion. The initial search identified 137 studies with 14 ultimately meeting the inclusion criteria, 11 from Europe and 3 from the United States, and 97% (n = 1125,001) of study participants were male. The proportion of children and adolescents who dropped out from one season to the next ranged from 18 to 36%, except for one study of high-level players where the rate of drop-out was 60%. These players felt the time demands of soccer, especially ‘travelling to compete’, were onerous. Prominent person-level factors associated with drop-out were lower perceptions of competence and the lack of fulfilment of basic psychological needs. Contextual factors associated with drop-out were poor relationships with teammates or coaches, lack of enjoyment, lack of opportunity to play, competing time demands, and later birthdate in relation to competitive year. Interactions between the individual and their environment were rarely examined. Future research on drop-out from soccer would benefit from expanding the demographics of those being studied and by concurrently examining interactions between the individual and the environment.

A longitudinal perspective on worldviews, values and identities

This paper is about worldview, value and identity formation, religious socialization and education taking place in different societal settings in Finland and across age groups. The theoretical framework is built around the concept of a worldview combining the theories of attitudes, values and identity. The discussion is mainly based on the results of four research projects conducted among Finnish children and young people: (1) a longitudinal research on the worldview formation of suburban young people from childhood to adulthood; (2) a comparative research on value shifts in young people in times of economic recession; (3) a research on social capital and identity and (4) values and youth transitions. The results of these empirical studies are based on qualitative and quantitative data sets and mixed methods. Applying theories of value and identity with the bioecological model of human development through the life-course the paper discusses worldview formation and religious types of worldview associated with the cognitive development, social learning and socialization of young people. The process of worldview formation, future orientation and ethical action competence of young people is discussed within the frame of socialization and education.

Rethinking family-centred care for the child and family in hospital.

This paper presents and discusses an alternative model of family-centred care (FCC) that focuses on optimising the health and developmental outcomes of children through the provision of appropriate support to the child's family. The relevance, meaning and effectiveness of FCC have been challenged recently. Studies show that parents in hospital often feel unsupported, judged by hospital staff and uncertain about what care they should give to their child. With no convincing evidence relating FCC to improved child health outcomes, it has been suggested that FCC should be replaced with a new improved model to guide the care of children in hospital. This integrative review discusses theory and evidence-based literature that supports the practice of an alternative model of FCC that is focused on the health and developmental outcomes of children who are seriously ill, rather than the organisational requirements of children's hospitals. Theories and research findings in a wide range of disciplines including epidemiology, psychology, sociology, anthropology and neuroscience were accessed for this discussion. Nursing literature regarding partnership building, communication and FCC was also accessed. This paper discusses the benefits of applying a bioecological model of human development, the family and community resource framework, the concepts of allostatic load and biological embedding, empowerment theory, and the nurse-family partnership model to FCC. While there is no direct evidence showing that the implementation of this alternative model of FCC in the hospital setting improves the health and developmental outcomes of children who are seriously ill, there is a great deal of evidence from community nursing practice that suggests it is very likely to do so. Application of these theoretical concepts to practice has the potential to underpin a theory of nursing that is relevant for all nurses irrespective of the age of those they care for and the settings within which they work.

Contextualised skill acquisition research: a new framework to study the development of sport expertise

Background: Under the view of dynamical system theory, expertise in sports emerges from the interaction of multiple constraints. At an individual level, important interactions amongst constraints could include the relationships that evolve between one's family, playmates/coaches, and specific training activities. Or more broadly, other environmental constraints can be the strong socio-cultural-historical contexts that influence expertise development in sports around the world, such as rugby (e.g. New Zealand) and football (e.g. Brazil). An increasing number of studies have demonstrated the influence of environmental constraints on the development of sport expertise. Whilst making important contributions to knowledge, such studies have been limited in scope and fail to consider in depth how informal and even aversive learning environment constraints affect skills development.Objective: The objective of this paper is to outline a new contextualised approach to studying socio-cultural constraints on individuals, proposing an interpretive, multi-method approach to holistically investigate the interacting constraints on an athlete's development pathway.Aims: We explain a rationale for adopting an interpretive research paradigm (in contrast to traditional positivist approaches) for exploring socio-cultural constraints. The epistemological and methodological assumptions of Bronfenbrenner's Bioecological Model of Human Development are proposed as an underpinning framework for data collection and organisation of material. We advocate for ethnographic strategies of inquiry, followed by a discussion of potential methods for generating and analysing data: contextual analysis, participant-observation, and open-ended interviews. Finally, we discuss evaluation criteria for this contextualised approach viewed from a coherence theory of truth.Purpose: This position statement seeks to: (1) promote methodological possibilities to investigate the effect of socio cultural constraints on expertise acquisition in sport and (2) offer significant new theoretical and epistemological insights from the constraints-led approach to expertise and to integrate some of the interdisciplinary differences that exist in the body of sciences.Final thoughts: Our tentative contribution to the development of the proposed contextualised skill acquisition research framework is to build bridges across the methodological boundaries between sociology and motor learning in the first instance, rather than offering a unifying approach for the whole field. We hope that this position statement will provide a foundation for future related empirical papers and to stimulate other researchers to consider the framework for their own investigations of motor learning in the field.