Bioecological Theory Of Human Development Research Articles

Children's subjective well-being and the protective role of friendships, school satisfaction and neighborhood in the face of peer victimization

The aim of this study is to analyze childreńs subjective well-being (SWB) and the protective role of contextual factors (satisfaction with friends, with school and in the neighborhood) as well as the influence of individual aspects (gender and age) in the face of peer victimization. For this purpose, 325 Brazilian students aged 10–12 years from public (83 %) and private (17 %) schools in the State of Rio de Janeiro participated by answering a self-report questionnaire containing socio-demographic questions and psychometric scales that were part of Children's Worlds, the International Survey of Children's Well-Being – ISCWeB. SWB was measured by using the CW-SWBS: Children's Worlds Subjective Well-Being Scale. Contextual factors were assessed through items in the same scales used in the survey. A hierarchical multiple regression was used to analyze the role of peer victimization, along with individual and contextual factors in the variability of CW-SWBS scores. The results of the final model highlighted that girls had lower levels of well-being than boys (β = -0.22) and older children also had lower levels of SWB when compared to younger peers (β = -0.19). Furthermore, the positive contextual factors reduce the consequences of victimization. The most important effect was the friend satisfaction (β = 0.33; p < 0.001), school satisfaction (β = 0.26; p = 0.001) and satisfaction with neighborhood (β = 0.20; p < 0.001) – which suppressed the negative effects of victimization (β = 0.01; p = 0.858). The findings give support to the interdependence of positive individual and contextual factors to promote well-being at different developmental system levels according to the bioecological theory of human development.

Post-intensive care syndrome in pediatrics—enhancing understanding through a novel bioecological theory of human development lens

BackgroundThe post-intensive care syndrome in pediatrics (PICS-p) framework offers a new understanding of the long-term impact of critical illness on child’s and family’s health. However, a comprehensive theoretical guide to investigate potential factors influencing these outcomes and recoveries is needed.ObjectiveThe aim of the study is to conceptualize post-intensive care outcomes in children and their families after PICU discharge in the context of the child’s surrounding environment and systems.MethodWe used Theory Adaptation, a shift in the use and perspective of the Bioecological Theory of Human Development (BTHD), and Theory Synthesis, the integration of BTHD and the PICS-p, to provide a novel PICSS-PF perspective for understanding PICS-p within the broader context of the child and family. This integration helps to see higher-order perspectives to link post-PICU outcomes and child development within the context of child’s surroundings.ResultsWhile PICS-p is a model for understanding and studying post-PICU outcomes and recovery in four domains of physical, cognitive, emotional, and social health, the BTHD offers a new lens for a holistic view of the contextual systems and factors affecting the outcomes and recovery. The BTHD contextual systems include intrapersonal (demographics, clinical), interpersonal (adjacent people’s characteristics and interactions), institutional (family situations, PICU environment), community, social resources, and networks.ConclusionsKnowing the complex nature of post-PICU outcomes in children and their families, the PICSS-PF helps in the better understanding of the complex interplay of factors that contribute to PICS in children and their families, leading to the development of more effective interventions to address this condition.

Highlighting gaps in puppy research using Bronfenbrenner’s bioecological theory of human development

Abstract The use of an ecological model in puppy development research can help to capture the real-world complexity of development factors and outcomes. Using a modified version of Bronfenbrenner’s bioecological model, we explored the real-world experiences of 20 Australian adults who had acquired and were subsequently raising a puppy in their home for companionship purposes. Our participants’ experiences offered insights into several gaps in the current literature and potential opportunities for future research. These insights included: (1) researchers should be wary of viewing a puppy’s household as uniform, or static. Each individual within a household provides unique interactions and development opportunities and therefore cannot be a reliable representative of the household at large; (2) knowledge is unlikely to be uni-directional, or deriving from only a single source, even in environments such as puppy classes. How knowledge is transferred, trusted, interpreted, and applied is likely affected by the individual’s own ecological system (such as biases), as well as the characteristics of the relationship between the individuals involved; and (3) puppies both are affected by, and have an effect on, those around them. The arrival of a puppy into a household is likely to change the existing dynamics of that household. These changes may be positive or negative in nature, or both simultaneously. Further research into these findings may help researchers better understand the complex nature of puppy development.

Repercussões da pandemia no desenvolvimento infantil e nas ações dos visitadores do Programa Criança Feliz

Abstract Objective to apprehend the repercussions of the COVID-19 pandemic on child development and on the actions of the Happy Child Program visitors. Method qualitative research, anchored in Bronfenbrenner's Bioecological Theory of Human Development, with eight visitors from the aforementioned program, in a city in Paraíba. Data were collected from January to June 2021, using a semi-structured script, with interviews recorded and processed by IRAMUTEQ, which were later analyzed according to the Descending Hierarchical Classification (Reinert's method), and the Bardin's Content Analysis framework. Results the repercussions of the pandemic limit the actions to promote child development by visitors, by hindering interaction with families surrounded by the fear of contracting the disease, incurring a break in the connection between visitors and family, a delay or absence of return of activities by families, feelings such as fear, discouragement, frustration, aggressiveness and attachment to screens as barriers to the continuity of child monitoring. Final considerations and implications for practice learning about the repercussions of the COVID-19 pandemic on the development of children assisted by the Happy Child Program, provided an opportunity to reflect upon the strategies necessary to enhance Nursing practice in development surveillance and stimulation actions for comprehensive child health care.

Teaching in the time of COVID-19: A biological systems theory approach

In 2020, schools around the United States and globally closed to in-person instruction in response to the COVID-19 pandemic. This study, embedded in ongoing research supported by a United States Department of Education Jacob K. Javits Gifted and Talented Education Award, investigated changes in roles, relationships, and educational activities resulting from the pandemic as perceived by educators in one rural and low SES Appalachian primary school. Using Bronfenbrenner’s (1977; 1979; 2001) Bioecological Theory of Human Development, this study examined instructional modifications (proximal processes) resulting from the pandemic (chronosystem) in the school and home (microsystem context) and the development of teachers, parents, and students (persons) in response to those changes. Survey data were collected pre- and post-pandemic onset. Results of this mixed-methods study indicated teachers perceived the pandemic as influencing what they taught, how they taught, and the roles of and relationships between teachers, parents, and students. Teachers adapted to the changing educational environment developing proficiency in online tools and skills to enhance communication. Parents assumed a more prominent role in their K-2 student’s schooling to ensure students logged in and were active online, paid attention while in class, and completed their assignments at home. These remote learning environments, which naturally distanced teachers from their students, coupled with uncertain parental involvement, challenged teachers in their formative assessments of student knowledge. While some students thrived with increased support from attentive parents—many students, particularly those already at-risk or in homes where internet or parental support were lacking—were adversely affected, thus widening the achievement gap.

Transgenerational trauma in Rwandan genocidal rape survivors and their children: A culturally enhanced bioecological approach.

Multiple theories, including attachment, family systems, and epigenetics, among many others, have been invoked to explain the mechanisms through which trauma is transmitted from one generation to the next. To move toward integration of extant theories and, thus, acknowledgement of multiple pathways for transmission of trauma, the authors explore the potential of applying a culturally enhanced bioecological theory to transgenerational trauma (TGT). Data from in-depth qualitative interviews in Rwanda more than two decades after the genocide, with 44 mothers of children born of genocidal rape, and in-depth interviews and focus groups with a total of 60 youth born of genocidal rape, were analyzed according to the processes of culturally enhanced bioecological theory. The findings from a hybrid inductive and deductive thematic analysis suggest that a culturally enhanced bioecological theory of human development allows for an integrated, multi-dimensional analysis of individual, family, cultural, and societal factors of transmission of TGT. Some facets of the data, however, are not accounted for in the theory, specifically, how some mothers were able to create and sustain a positive bond with their children born of genocidal rape, despite societal and family pressure to abandon or abort them. Nonetheless, the findings demonstrate how a culturally enhanced bioecological theory can be an important overarching framework for developing policies and practices to help interrupt or mitigate TGT, strengthen resilience, and facilitate healing for children born of genocidal rape, their mothers, and their families.

Needs, parenting practices, and dissemination of information on social-emotional skills and development of infants.

to describe the development of a technological innovation designed to identify needs, parental practices, and disseminate information on social-emotional skills and development of infants from the perspective of family members of infants on the social-emotional development of children. a report on the development of an innovation consisting of an educational group and a card game on social-emotional skills and development of infants. A spider-web concept map, content analysis and the Bioecological Theory of Human Development as a theoretical reference were used for data analysis. the educational group and card game enabled the identification of information needs on child behavior and playing, and parenting practices focused on affectionate interactions, responsive caregiving, and socialization. Conversation with experienced parents, educational groups, apps, and health consultations were desirable dissemination strategies. the educational group and the card game represent an innovative, low-cost technology with potential for large-scale application in primary healthcare services.

Do Cuidado Presencial ao Cuidado Remoto: Processos de Resiliência Profissional no Atendimento a Vítimas de Acidente de trânsito com Deficiência Física em Contexto de Pandemia

The study aimed to investigate elements and dimensions ofprofessional resilience in workers of an institute for integral rehabilitation that help people with physical disabilities, victims of traffic accidents during the COVID-19 pandemic. The theoretical assumptions are based on the Bioecological Theory of Human Development and Froma Walsh model ofResilience in Families. With a qualitative design, semi-structured interviews were carried out and analyzed based on Grounded theory. The results identified three main categories: Reinvention of professional practices; Coexistence with emotional duality and innovative experiences. Overall, the categories showed important elements that promote processes of professional resilience based on the redefinition and transformations of perceptions, beliefs systems and practices of professionals who work in the risk context caused by COVID 19 Pandemic.

Grandparents Raising Grandchildren: Applying Bioecological Theory to School Relationships and Grandparent Needs

This paper examines the development, sustainability and importance of positive working relationships between grandparents raising grandchildren (“grandparents”) and school district staff through the application of Bronfenbrenner’s bioecological theory of human development. Grandparents have unique needs and often lack adequate resources, knowledge, and support when engaging in their new and often sudden role as primary caregiver of a grandchild. Access to educational resources, adequate information, and school district support is critical as a grandchild transitions into their grandparent’s home. This inquiry aims to develop a conceptual framework for understanding how forming and maintaining positive working relationships between grandparents and school district staff will systematically and adequately address the educational needs of grandparents and their grandchild’s academic success. Tenets of the bioecological model include the application of proximal processes that outline the need for frequent and regular interactions between a person and their environment over extended periods of time. The purpose of this study is to develop positive pathways of support through the application of the interconnected elements of proximal processes of the bioecological theory including process, person, context, and time, and the five bioecological interactive (micro-, meso-, exo-, macro-, chrono-) systems of human development. More specifically, educational needs of grandparents as caregivers are addressed through tenets of the bioecological theory to inform school districts and encourage the development of positive working relationships and effective education navigation protocols to better serve this unique and growing population.

Health: bioecological analysis of subjective well-being in teaching

Reflect on the concepts that go through the history of people with disabilities, in the context of their rights, as the processes involving their education is an emerging theme. The objective of this work was to understand the conceptions about health of university professors based on the Bioecological Theory of Human development. This is an exploratory case study research with a mixed approach carried out with professors from a public university in the State of Rio Grande do Sul. The method of data collection was the interview and the self-administered questionnaire. 73 professors and 6 interview participants from different fields of knowledge, selected at random participated answering to the questionnaire. It was observed that the systems that constitute the organizational basis of the participants' lives were similar and that their life stories, their culture, the media and the relationships they establish at work are factors that influence their conceptions about health and about the relationship established with people with disabilities in Higher Education. The participants' conception of health, however, still runs through the biomedical model, but has been undergoing a progressive change. It is concluded that the conceptions about health are linked to life history, when then one starts to subjectivity. Combined with the contextual issues of a particular place, the concept of health has been progressively detaching itself from the concept of disease.

[The influence of family and peer violence in the practice of bullying among school adolescents].

The objective of this study was to estimate the prevalence of bullies and identify factors related to bullying among high school students in Recife. This is an analytical cross-sectional epidemiological study, composed of a probabilistic sample by clusters of 1,402 students aged 15 to 19 years old, enrolled in the second year of high school in both public and private schools in Recife. In this work the bullying will be approached according to the Bioecological Theory of Human Development of Bronfenbrenner. Data were collected by means of a self-administered questionnaire about bullying and associated factors. Data analysis was conducted by the Pearson chi-square test with statistical significance of 0.05 and 95% Confidence Interval. To analyze associations, a multilevel modeling was employed and STATA version 12.0 software was used. The results showed a prevalence of 21.26% of bullying aggressors and the factors associated with the practice of bullying were violence suffered at school, violence between peers, as well as violence practiced by the mother and siblings. Hence, the results indicate that the violence suffered in the family and school context can have repercussions on the practice of bullying among adolescents.

GRUPOS DE LAZER COMO CONTEXTOS DE DESENVOLVIMENTO

This study investigated the influences of participation in leisure groups on the development of underprivileged teenagers. Its theoretical basis is the bioecological theory of human development, focusing on proximal processes established within the group, also in relation with family and friends. Twenty-one teenagers took part in the survey, 12 female and 9 male, aged between 15 and 19 years old, which are high school students of a public school. The data were collected via interviews and organized into categories, according to the PPCT model. The major results show that the interactions established by the teenagers within the groups promote positive changes in their personal characteristics and enhance their perceptions regarding to an improvement in their interactions with family and friends. In conclusion, the group has been a positive element in the lives of these teenagers and a favorable resource for their development.

How brazilian parents deal with the development of kids with hearing impairment diagnosis

IntroductionWhen parents discover that their child has hearing loss, a new reality presents itself with frustration, a huge amount of work as special care, therapies, exams, etc. Adapting to this new situation is a huge challenge to the development of both parents and children who receive this diagnosis.ObjectivesThis study investigated how Brazilian parents of children diagnosed with hearing loss dealt with this situation from diagnosis to the present day.MethodsIn this study it was used the Bioecological Theory of Human Development, which considers the development of both parents and children over time. Two meetings were conducted using a focal group technique, with questions related to the diagnosis and how they faced the situation, prejudice, care of other siblings, etc.ResultsMost parents discovered the diagnosis of hearing loss of their children right after birth. Only one mother said she did not care about the diagnosis of hearing loss while most reported having suffered a lot and glimpsed a life of difficulties. Even knowing the limitations imposed by the condition of the children, no one considered hearing loss as a sickness. Parents reported that the child suffered bullying because of difficulties in speaking and most parents say they worry about their children’s school life.ConclusionsParenting kids with hearing impairment is challenging, and involves dealing with prejudice, fear of future, long-term therapies and high costs. Nevertheless parents make great efforts to provide a good environment minimizing the risks of having such condition.

NURSING INTERVENTIONS TO PROMOTE CHILD DEVELOPMENT THROUGH BRONFENBRENNER'S BIOECOLOGICAL THEORY

ABSTRACT Objective: to analyze the benefits and limitations of nursing interventions for the promotion of child development, according to the Bioecological Theory of Human Development, by Bronfenbrenner. Method: an integrative review, from the databases PubMed, Lilacs, CINAHL, Web of Science and Scopus, using the descriptors: "child development" AND "nurses" OR "nursing". No time limit was set for publications. The search was perfomed in September 2019 and update in March 2020. Results: 24 studies were selected for the final sample. The predominant type of study design was the clinical trial (60%). The home visit was the most used strategy (60%). Seven main themes emerged from the outcomes of the interventions: the child, maternal health, parenting skills, relationship between nurse and mother/father, use of social benefits, professional practice, and family violence. The process component was present in all studies, portraying the relevance of proximal interactions in the home environment. Only two interventions had no impact on any outcome. Conclusion: nursing interventions showed benefits in all outcomes, especially in outcomes related to children and parental practices, and improved situations of interaction between caregivers and children, reducing punitive practices and violence against children. It is essential to consider the bioecological perspective, so that nursing interventions, in promoting child development, are more effective.

Covid-19 pandemic: experiences of mothers of infants who were born premature.

To learn the experiences of mothers of infants who were born premature in the Covid-19 pandemic. Qualitative study based on the Bioecological Theory of Human Development, developed in a public maternity hospital in Paraíba, Brazil, between June and July 2020 with 21 mothers of infants who were born premature, through semi-structured interview. The data were submitted to inductive thematic analysis. Mothers know the measures for prevention, transmission, and symptoms of the disease, as reported in the media, but have different perceptions about social isolation. Their experiences were permeated by financial difficulties, reduced social support and emotional stress. It is recommended to monitor child health and provide social support to the mother-child binomial remotely, so that there is no break in the continuity of the bond and care for the family in this moment of vulnerability.

COVID-19: Reflections on the Crisis, Transformation, and Interactive Processes Under Development

With a global extent, the pandemic of the new coronavirus and the resulting measures to contain the contagion imposed immediate changes in the routine of people and societies. In view of this historical event, the first part of this theoretical study discussed its relationship with the concept of crisis, while circumscribing human development processes, mobilizing reorganizations in life trajectories. In the second part, the intensification of the use of digital tools to support communication during social isolation was highlighted, particularly reflecting on new interactive arrangements and inter-corporeal experiences. The paper reflects on the proximal processes in the new interactive and contextual configurations through the bioecological theory of human development and, based on concepts of the enactive theory, discusses possible implications of the new perceptual fields and the production of meanings with the repositioning of the body and new modes of engagement. The study highlights that the changes, events, relationships, and effects that we are experiencing (trans)form our forms of sociability and bases of psyche.

Ruy Jornada Krebs: Vida e Obra de um Educador

Este memorial tem como propósito narrar a vida e obra do Professor Ruy Jornada Krebs, um profissional dedicado à ao estudo do desenvolvimento humano e ao ensino, pesquisa e extensão na Educação Física brasileira. A formação acadêmica, as primeiras atividades profissionais e o ingresso e carreira universitária. Sua trajetória acadêmica no Centro de Educação Física e Desportos (CEFD) da Universidade Federal de Santa Maria (UFSM), a dedicação a Metodologia Globalizada e a Teoria Bioecológica do Desenvolvimento Humano, a aposentadoria e a mudança para a Universidade do Estado de Santa Catarina (UDESC) e sua continuidade produtiva na carreira são destacadas. No ano em que o CEFD completa 50 anos, a homenagem para um dos principais profissionais da Educação Física brasileira e por suas contribuições para com o CEFD.

Perceptions of Animal Assisted Reading and its Results Reported by Involved Children, Parents and Teachers of a Portuguese Elementary School

Abstract This article presents preliminary results of a longitudinal qualitative study of a small-sample trial of Animal Assisted Reading (AAR), designed to overcome reading difficulties of second grade children in an elementary school in Lisbon’s outskirts, through reading sessions to a “listening dog”. The AAR trial was carried out between October 2016 and June 2017. The article deals with findings concerning the participant schoolchildren’s, their parents’ and their teachers’ perceptions before and after the trial was run, framed by Bronfenbrenner’s bioecological theory of human development. I interviewed 12 subjects – five students, one parent of each of them, and two teachers – before and after the trial was run, in order to compare the children’s initial and final self-concept regarding reading to others, as well as the expectations they, their parents and teachers held and their final assessments of AAR. I did a descriptive qualitative analysis of interview transcripts to extract and compare the relevant data on these items. Initially, all students had negative self-concept regarding reading, and all but one tended to avoid the task of reading aloud to others. After AAR, all but one appreciated reading aloud without fearing exposure. The initial expectations of students, parents, and teachers about AAR were very high to begin with, and in the end all stated those expectations had been met, acknowledging further benefits besides reading improvement. The findings suggest AAR had a positive impact in both the school and the family microsystems of the children’s development.

Compreendendo o Baixo Rendimento Escolar Infantil a partir da Visão Biológica do Desenvolvimento Humano

In the field of teaching and learning, there are different factors underlying school performance, which can be addressed from the perspective of the bioecological theory of human development. The present work aims to understand the low school performance of children from the bioecological model of human development by Urie Bronfenbrenner, investigating learning in a holistic way, not attending to a single element. The study addresses the interrelationship between the family and school environments, showing that the context is a structuring component of the child’s development and learning, as well as providing an understanding of low school performance from the reciprocal interactions between individual and contextual characteristics.

Operationalizing Urie Bronfenbrenner’s Process-Person-Context-Time Model

Urie Bronfenbrenner spent much of his academic life designing and then refining what came to be known as the bioecological theory of human development. During this process, he came to a working operationalization of his theory – what he termed the process-person-context-time (PPCT) model. However, for all of the effort that he put into refining the theory, he provided very little information on how to apply the theory, or even the PPCT model, in research. In this paper we therefore suggest a way in which the theory can be operationalized more effectively, laying out the steps that we think should be followed. Specifically, these include (a) deciding on the developmental outcome of interest; (b) operationalizing the proximal processes most relevant to the outcome of interest; (c) operationalizing relevant person, context, and time factors, such that at least two contexts are included, in both contexts can be found persons who vary in their characteristics of interest, and data are gathered over time. Finally, and most importantly, the researcher must take seriously the fact that these interacting variables operate synergistically rather than independently. In this paper, our aim is to explain the importance of these four aspects and provide examples to help researchers who wish to use bioecological theory as its author intended.