Bronfenbrenner's Bioecological Model Research Articles

Exploring Developmental Pathways: An In-depth Analysis of Bronfenbrenner's Bioecological Model

This research paper provides a comprehensive analysis of Bronfenbrenner's bioecological model of developmental processes, aiming to unravel the complex pathways that shape human development. The study explores the theoretical foundations, practical implications, and limitations of the model through a critical examination of relevant literature and empirical research. The paper begins with an introduction highlighting the significance of studying developmental processes and provides an overview of Bronfenbrenner's bioecological model. It emphasizes the model's holistic and contextual approach, emphasizing the dynamic interaction between individuals and their ecological systems. The theoretical foundations of the model are explored in detail, focusing on the microsystem, mesosystem, exosystem, macrosystem, and chronosystem. Each system is analyzed to understand its role in shaping development and its influence on individuals' interactions with their immediate and broader environments. The methodology section outlines the research approach and methods used to gather and synthesize relevant literature and empirical evidence. The subsequent sections examine each ecological system in-depth, starting with the microsystem. Case studies and empirical evidence are presented to illustrate the microsystem's influences, particularly in the context of family, peers, and school. The mesosystem is then explored, focusing on the interconnections and interactions between microsystems. The analysis examines how these interrelationships impact development and highlights the significance of studying the mesosystem in understanding individuals' experiences and outcomes. Moving to the exosystem, the paper delves into the external influences on development, including societal and institutional factors. The examination of these influences sheds light on how broader systems affect individuals' developmental trajectories. The macrosystem section emphasizes the cultural and societal influences on development. It discusses the role of cultural norms, values, and ideologies and considers the historical and socio-economic context in shaping individuals' experiences and opportunities. The chronosystem section explores the temporal dimension of development, analyzing the effects of historical events and life transitions. Longitudinal studies and research on developmental trajectories are incorporated to understand how individuals' experiences evolve over time. Critiques and limitations of the bioecological model are then discussed, acknowledging debates and criticisms surrounding the model. The analysis also identifies limitations and suggests areas for further research, such as longitudinal studies and intersectionality within the model. Practical implications and applications of the bioecological model are examined, highlighting how it informs interventions and policies. The paper discusses its applicability in various cultural and social contexts and presents case studies and practical examples of implementing the model in practice. The conclusion summarizes the key findings and insights from the analysis, emphasizing the significance and relevance of studying developmental processes through the bioecological model. Suggestions for future research and implications for practice are provided, encouraging continued exploration and application of the model. Overall, this research paper offers a comprehensive analysis of Bronfenbrenner's bioecological model, shedding light on the intricate developmental pathways that individuals navigate. By unraveling the interplay between individuals and their ecological systems, this analysis contributes to our understanding of human development and informs research, practice, and policy initiatives aimed at promoting positive developmental outcomes.

Examination of promotive and protective effects on early adolescent prosocial behavior through a bioecological lens.

Prosocial behavior during childhood has been associated with numerous positive developmental and behavioral outcomes in adolescence and adulthood. Prosocial behavior, which includes cooperation and helping others, develops within a bioecological context. Considering it through such a lens enhances the understanding of the roles of different bioecological factors in its development. Using data from a longitudinal study of adopted children and children reared with their biological parents, this paper examined if positive aspects of a child's bioecological system at age 7 predict prosocial behavior in early adolescence (age 11), and whether these bioecological factors could offset risk due to biological family psychopathology and/or maternal prenatal substance use. The analyses incorporated variables from different levels of Bronfenbrenner's bioecological model (the individual, microsystem, exosystem, and macrosystem) and examined the promotive, and potentially protective, effect of each contextual factor, while also considering their interplay with biological family psychopathology and prenatal substance use. Results from linear regression models indicated that the microsystem variable of parental warmth at age 7 had a promotive effect on age 11 prosocial behavior. Further, in addition to its main effect, parental warmth was protective against maternal substance use during pregnancy when children were raised with their biological parent (s). Household type (biological family) and biological family internalizing psychopathology were the only other significant predictors in the model, with each associated with lower prosocial behavior at age 11. Study results extend prior work on the benefits of parental warmth on child outcomes by employing a strength-based, bioecological approach to the development of prosocial behavior during early adolescence and examining "for whom" the effects of parental warmth are most protective.

The potential role of social and familial networks in shaping the well‐being of children in shelters for women survivors of intimate partner violence

AbstractChildren living in households where severe intimate partner violence (IPV) exists sometimes move with their mothers to shelters for battered women. Although there is an increased interest in research exploring children's exposure to IPV, little is known about children's subjective experiences during their stay in shelters. The present study examines children's views of their disconnection from their social and familial networks during their stay in a shelter. Using qualitative methods, 32 children, ages 7–12 years, who resided in a shelter were interviewed. Thematic analysis was implemented to develop codes and themes. The following five themes emerged from the data analysis: (a) absence of grandparents, (b) worry about older siblings, (c) disconnection from the neighbourhood, (d) missing their house and (e) disconnection from previous school and classmates. Findings suggest that children's disconnection from previous formal and informal networks significantly affected their well‐being. The findings are discussed and interpreted in light of selected key concepts of Bronfenbrenner's bioecological model. The limitations of this study are discussed, along with implications for future research, as well as highlights for future intervention.

Online Psycho-educational Intervention in Mathematical Learning Difficulties

The present study shows the results of six case studies referring to an intervention applied to mathematical learning difficulties. Participants were 8 to 12 years old. The intervention considered mathematics as a language and it is theoretically based on Bronfenbrenner's bioecological model, Vygotsky's sociocultural theory and Peircean semiotics. The objective was to work on the development of academic skills associating mathematics with interactional social skills. The analysis was based on qualitative data collected during the intervention process and quantitative data from scales and instruments with pre- and post-intervention measures. However, due to the COVID-19 pandemic context, some methodological issues were affected, mainly because the evaluations took place before and in the midst of the pandemic. Social impacts of the pandemic have unevenly affected participants, especially adolescents and children. The pandemic had a worse effect on adolescents than on children, especially regarding procedures that involve memory, and those with attentional problems also had worse results.

Environmental neurodevelopment toxicity from the perspective of Bronfenbrenner's bioecological model: a case study of toxic metals.

A growing body of literature reports the need for an integrated approach to study the effects of the physical environment on the neurodevelopment of children. Assessment of the true neurotoxicity of pollutants cannot be performed separately from the ecological and multidimensional contexts in which they act. In this study, from the perspective of the Bronfenbrenner's bioecological model, a conceptual model was developed that encompasses the social and biological characteristics of children from the gestational period to childhood, considering exposure to toxic metals. First, we present the toxicity of the main metals and some concept notions that we used in our framework, such as social and structural determinants of health, allostatic load, embodiment, and epigenetic concepts. Then, the main aspects of the Bronfenbrenner's bioecological model, which allow integration of the gene-social relationship in addition to the physical environment, where these metals act, are explained. Finally, we present and discuss the conceptual framework showing how, in real life, biological and social factors may together influence the neurodevelopment of children. Although this model is based on a group of contaminants, it opens new horizons on how environmental sciences, such as neurotoxicology and environmental epidemiology, can articulate with the theoretical models from human sciences to provide a broader approach to study the effects on human neurodevelopment.

Primary to high school transition planning for students with disability: A systematic review

Transition to high school is a turbulent time for any student, but arguably more so for students with disability who have increased risk of challenges in academic, socio-emotional, self-determination skills, and other domains. This systematic literature review comprises a systematic search locating relevant international research studies published in English in peer-reviewed journals between 2012 and 2022. Thirty-nine articles met the inclusion criteria. Transition planning facilitators and barriers from included studies were analysed and synthesised employing Bronfenbrenner's bio-ecological model and Kohler et al.’s Taxonomy for Transition Programming 2.0. The findings emphasise that effective support for students with disabilities requires a personalised, student-centred, and collaborative approach supported by systemic factors (e.g., policies, needs-based resources, and high-quality training for school staff).

Continuing education on child development in primary care: healthcare workers' perspectives.

To analyze the contributions of a continuing education with Primary Health Care professionals that promotes child development. A continuing education intervention, utilizing a qualitative approach, was conducted among healthcare workers at a Primary Health Care facility in a low-income neighborhood in the city of Recife. The intervention consisted of eight workshops conducted between July and October 2019, with the participation of fifteen healthcare workers. All data from the focus groups were recorded, transcribed, and analyzed thematically using Bronfenbrenner's bioecological model as the theoretical framework. Through the continuing education intervention, healthcare professionals were able to reflect on their work processes and personal lives and propose actions to improve child development. The study findings highlight the significant impact of such interventions in changing perceptions and professional practices related to child development. Overall, this research provides valuable insights into the effectiveness of continuing education interventions for promoting healthy child development in primary care settings.

Mental health problems and service gaps experienced by pregnant adolescents and young women in Sub-Saharan Africa: A systematic review.

SummaryBackgroundPregnant adolescent girls and young women (AGYW, aged 12–24 years) are at high risk for mental health problems, particularly in the Sub-Saharan African (SSA) region.MethodsWe performed a systematic review of mental health studies among pregnant AGYW in SSA published between January 1, 2007 and December 31, 2020 in PubMed, Embase, CINAHL, PsycInfo, and Global Index Medicus following PRISMA guidelines (PROSPERO: CRD42021230980). We used Bronfenbrenner's bioecological model to frame and synthesize results from included studies.FindingsOur search yielded 945 articles from which 18 studies were included (N = 8 quantitative, N = 9 qualitative, N = 1 case report). The most frequently studied mental health problem was depression (N = 9 studies); the most frequently utilized measurement tool was the Edinburgh Postnatal Depression Scale (N = 3). Studies reported life course factors, individual, microsystem, exosystem, macrosystem, and chronosystem-level factors associated with mental health problems. Gaps in mental health service delivery for pregnant AGYW included lack of confidentiality, judgmental healthcare worker attitudes, and lack of services tailored to their unique needs.InterpretationGaps remain in research and services for mental health among pregnant AGYW in SSA. Integration of mental health services within school, community, and healthcare settings that are tailored to pregnant AGYW could strengthen health systems within SSA.FundingAuthor contributions were supported by the Eunice Kennedy Shriver National Institute of Child Health and Human Development (F31HD101149 to AL) and the Fogarty International Center (K43TW010716 to MK). The funding agencies had no role in the writing of the manuscript or the decision to submit it for publication. The project itself was not funded.

Children's voices on their participation and best interests during a hospital stay in Australia

PurposeTo explore school-aged children's experiences about their best interests and participation in care during a hospital admission. Design and methodsA descriptive qualitative design involving in-depth, iterative inductive review of child responses to generate key words that led to identification of categories and themes. The study was guided by the United Nations Convention on the Rights of the Child's definition of the best interests of the child, Bronfenbrenner's bioecological model and a child centred care approach. ResultsNine school-aged children (5–15 years old) from one children's ward in Australia participated. Analysis yielded thirteen categories, six sub-themes, and three themes: 1) Relationships with parents were positive when they met their children's physical and emotional needs and advocated for them; 2) Relationships with staff were positive when staff created opportunities for children to have a say in their healthcare, and checked in on the children and 3) Seeking familiarity away from home was facilitated when the environment children found themselves in provided them their own space and various forms of entertainment. ConclusionSchool-aged children were able to verbalize what their best interests were and how participation in care could be facilitated in the hospital setting. The inter-relationships of the children with their parents, healthcare professionals, and the immediate environment reflected interactions both within, and between systems. Research and practice implicationsChildren in hospital need to be provided with age-appropriate opportunities to participate in shared decision making to support their best interests. Studies that model and evaluate such opportunities are needed.

Conceptualizing COVID-19-Related Career Concerns Using Bioecological Systems: Implications for Career Practice.

The COVID‐19 pandemic has affected many aspects of the global society, including the workforce, with many effects yet to be seen. Career professionals in various settings are positioned to support clients and students through pandemic‐related career concerns. Bronfenbrenner's (1979, 2001, 2005) bioecological systems model provides a framework that can aid in conceptualizing clients' and students' presenting issues within the complex nature of their environments. In this theoretical article, we contextualize COVID‐19‐related career concerns through a bioecological systems lens and integrate four contemporary approaches to career work. Two fictional case studies illustrate how career professionals can integrate these approaches.

Studium dyskomfortu szkolnego w świetle modelu bioekologicznego Bronfenbrennera. badania w szkołach średnich w kara w Togo

This paper addresses the issue of selected behavioural problems connected with attitudes of secondary school students in the light of the Bronfenbrenner's bioecological model of human de- velopment (PPCT). The empirical research was carried out among 931 students (including 47.5% girls) of the average age of 18.69 from secondary schools in the city of Kara in Togo. The research focused on the students' specific cultural context and problems experienced at school, which may, in a synergistic effect, lead to the emergence and deepening of school discomfort. The study of school discomfort should always take into account the cultural, personal and historical context of students. This is extremely important for the validity of scientific research and its social relevance.

Developmental Understanding of Death and Grief Among Children During COVID-19 Pandemic: Application of Bronfenbrenner's Bioecological Model.

COVID-19 Pandemic has influenced death-related attitudes and understanding during the childhood development leading to a life-long impact. Factors like pandemic-related movement restrictions, school closures, and parents' stay-at-home have exposed children to the phenomenon of grief and death. In that case, children anticipate adverse outcomes and fear while they struggle with unanswered questions. Children may not have coping skills needed to manage their grief in constructive ways to identify, normalize, and express their responses to the loss in their lives. Naming and validating these responses as distinctive aspects of grief process and providing safe space to express their feelings are essential components of a child's coping with loss and grief. This is crucial to consider, as different children react to and are influenced by their environments differently. This article aims to explore the developmental understanding of the process of death and grief by applying the conceptual framework of Bronfenbrenner's theory. Understanding mutual interaction between a child and various ecological systems determines how children perceive death and process grief can facilitate effective communication that has significant implications.

Annual Research Review: A multilevel bioecological analysis of factors influencing the mental health and psychosocial well-being of refugee children.

BackgroundThis paper revisits the themes of an influential 1993 review regarding the factors shaping the mental health and psychosocial well‐being of refugees to take stock of developments in the evidence base and conceptualisation of issues for refugee children over the last 25 years.MethodsThe study deployed a systematic search strategy. This initially identified 784 papers, which was reduced to 65 studies following application of inclusion and exclusion criteria. We used a later iteration of Bronfenbrenner’s bioecological model of human development – the PPCT model – to consolidate evidence.ResultsWe identify a range of risk and protective factors operating at individual, familial, community and institutional and policy levels that influence outcomes for refugee children. The dynamics shaping the interaction of these influences are linked to the life course principles of socio‐historical time and developmental age, proximal processes and child agency.ConclusionsActions at individual, familial, community, school, institutional and policy levels all have potential traction on mental health and psychosocial well‐being of refugee children. However, evidence suggests that greatest impact will be secured by multilevel interventions addressing synergies between ecological systems, approaches engaging proximal processes (including parenting programmes) and interventions facilitating the agency of the developing refugee child.

When Pandemics Collide: The Impact of COVID-19 on Childhood Obesity

• Children with obesity face increased biopsychosocial risks during COVID-19. • Stress exacerbates inflammation and immune response in obesity and COVID-19. • The COVID-19 pandemic has significantly interrupted children's daily routines. • The health effects of the obesogenic environment are exacerbated by COVID-19. • Access to timely, comprehensive healthcare is critical during COVID-19.

Shared Storybook Reading and Oral Language Development: A Bioecological Perspective.

Shared reading research has become increasingly multidisciplinary and has incorporated a multitude of assessment methods. This calls for an interdisciplinary perspective on children’s shared reading experiences at home and at the child care center and their relationships to oral language development. Here, we first discuss Bronfenbrenner’s bioecological model of human development (Bronfenbrenner and Morris, 2006) regarding the relationship between shared storybook reading and oral language development. Second, we develop a framework for investigating effects of shared reading on language development in two important microsystems: the home literacy environment (HLE) and the child care literacy environment (CCLE). Zooming in on shared storybook reading as a proximal process that drives oral language development, we then develop a triad model of language learning through shared storybook reading that integrates approaches and evidence from educational psychology, developmental psychology, psycholinguistics, and corpus linguistics. Our model describes characteristics of children, adults, and books, and how their interplay influences shared reading activities. Third, we discuss implications for the Home Literacy Model (Sénéchal and LeFevre, 2002, 2014) regarding the conceptualization of shared reading as an important source of oral language development. Finally, to facilitate integrated research designs that include the two most important microsystems, we provide a critical discussion of assessment methods used in research that investigates the HLE and the CCLE and relate them to the shared reading triad in our bioecological model of shared storybook reading. We conclude with directions for future research.

Psychological Research Examining Antisemitism in the United States: A Literature Review

To inform recommendations for future research, this article provides a systematic literature review of psychological research examining the relationship between antisemitism and bioecological factors. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) method, we identified 550 articles published in English since 1999 using the keyword antisemitism (and anti-Semitism). Following our examination of article abstracts, 63 articles were selected for full review, 48 articles were excluded, and the remaining 15 studies were included in this article. Guided by Bronfenbrenner's bioecological model of human development, we explored factors associated with antisemitism related to person, process, and context. Findings suggested that several factors related to person, process, and context were associated with increased antisemitism. Limitations of published studies (such as varied and dated measurement tools) were also uncovered, alluding to the need for future rigorous research on multilevel factors associated with antisemitism, as well as the consequences of antisemitic perceptions, attitudes, and behaviors.

Editor's Introduction

Editor's Introduction Catherine Chatterley This fall, our eighth issue of Antisemitism Studies includes a variety of subjects including two articles in the field of psychology. The first is Jay Geller's analysis of Sigmund Freud's various theories about antisemitism and its origins. He traces the references to antisemitism in Freud's work from a footnote in the case study of Little Hans (1909), to Leonardo da Vinci and a Memory of His Childhood (1910), to Civilization and Its Discontents (1930), to Moses and Monotheism, Freud's 1939 work on the development of the Jewish people and the phenomenon of antisemitism. Geller then moves to Freud's discussion of neurotic development and finds another theory of antisemitism that Freud never pursued. The article attempts to explain the reasons for this and suggests a traumatic disavowal related to the world collapsing around him. With the goal of furthering psychological research into antisemitism, Caroline C. Kaufman, Andrew J. Paladino, Danielle V. Porter, and Idia B. Thurston surveyed psychological literature on antisemitism in the United States from 1999 to 2018. Using Bronfenbrenner's bioecological model of human development, the authors explored factors associated with antisemitism related to person, process, and context and found that several person level factors, context level factors, and one process factor are associated with antisemitic prejudice. Their findings suggest the need for an investigation into whether or not validated measures of antisemitism accurately assess contemporary forms of antisemitism as six of seven studies that utilized validated measures used measures of antisemitism that were developed over 45 years ago. The authors also argue that efforts to reduce or prevent antisemitism should address multi-level factors (religious identity, right-wing authoritarianism, and racial prejudice, for example) concurrently in order to have a more significant impact. Research on the long-term effects [End Page 213] of antisemitism on Jews and the larger public is also suggested by their study. In a wide-ranging historical analysis, Lourens Minnema identifies four types of Orientalism (religious, philosophical, imperialist, and artistic) generated by the East-West dichotomy in European thought. Minnema suggests his own intercultural communication typology of the Oriental Other based on two scales ranging from foreign to familiar and from threatening to interesting. He then examines how Jews were perceived within these systems of meaning. As one might imagine, European perceptions of Judaism and the Jewish people were directly affected by Europe's Orientalist images. Minnema explains how Jews were "included and excluded, perceived as European or Oriental, and sometimes both simultaneously, depending on the period of time and the ways in which the East-West boundary was applied to them." He also examines how Jews themselves internalized Europe's East-West dichotomy and its stereotypes. The "ritual murder" of Czar Nicholas II and his family is the subject of Victor Shnirelman's article "To Take the Katechon Out of the Milieu:" The Murder of Czar Nicholas II and its Interpretation by Russian Orthodox Fundamentalists. The myth that the Jews murdered the Romanov royal family in a ritual murder in 1917 began immediately in Russia and developed among Russian émigrés in diaspora. Shnirelman explains the theory at the root of this belief based on 2 Thessalonians, which describes the "restrainer of evil" who holds back the Antichrist until the end of time when Christ returns to finally defeat him and establish his eternal kingdom. The Russian Czar was believed to be the divinely-appointed "restrainer of evil" who was removed through ritual murder and communist revolution to allow for the arrival of the Antichrist. Shnirelman traces the major writings on this popular subject from 1918 until today and reveals a pattern of sustained commitment and growth among Russians especially those who support the re-establishment of the Russian monarchy. This article provides food for thought about the actual levels of antisemitism and real attitudes toward [End Page 214] Jews in contemporary Russia despite the appearance of improvement under Vladimir Putin's firm hand. In a new commentary section, Stephen Eric Bronner offers readers a thoughtful analysis of modern antisemitism from the Right and the Left within the context of contemporary American culture. Antisemitism feeds off conspiracist thinking on both sides of the...

Mediating effect of sleep behaviors when predicting weight-related behaviors in nursing students.

The purpose of this study was to identify whether or not sleep behaviors mediated bioecological predictors of weight-related behaviors among college students. This descriptive, quantitative, cross-sectional study, guided by Bronfenbrenner's bioecological model, examined bioecological characteristics and path analysis to assess model fit. The fit indices indicated excellent fit of the final model to the data (χ (24) = 30.33, p = .17, root-mean-square error approximation = 0.04, comparative fit index = 0.96, standardized root-mean-square residual = 0.03). Sleep duration mediated significant bioecological predictors of weight-related behaviors, but sleep quality did not. Having children significantly predicted increased sugar-sweetened beverage (SSB) consumption and decreased physical activity (PA) among college students. Conversely, eating the majority of meals at home significantly predicted decreased consumption of SSBs and increased PA. Findings support inclusion of sleep duration and use of the bioecological model, when providing patient-centered healthcare focused on weight-related behaviors and weight management in college students.

An Exploratory Look at the Role of Childcare Providers as a Support and Resource for Breastfeeding Mothers.

Introduction: The childcare setting remains largely unexplored as a potential barrier to breastfeeding continuation and, therefore, the lack of interventions targeting childcare providers may be a missed opportunity for improved breastfeeding support. This article explores the perceptions of 25 first-time breastfeeding mothers on navigating the critical transition to childcare and the role of childcare providers regarding breastfeeding support. Methods: Mothers were selected if they indicated an intent to breastfeed on a prenatal questionnaire and had enrolled their child in childcare. Semistructured interviews guided by Bronfenbrenner's bioecological model were conducted to capture mothers' experiences. Responses were analyzed utilizing thematic analysis to generate themes rooted in mothers' experiences with childcare and breastfeeding. Results: A thematic analysis resulted in three key themes: Providers are not Critically Evaluated, A Stressful Transition, and Childcare as a Service, not Support. These themes indicated that although mothers intended to continue breastfeeding during and after the transition to childcare, they had not previously given much consideration to the childcare setting beyond that of a service provider. Conclusion: Findings illustrate new considerations to support modern breastfeeding mothers through the transition to work and childcare are needed such as basic and practical education and training to prepare childcare providers to support breastfeeding mothers in the way that best meets their needs, enhanced education for mothers on how to seek and evaluate providers for breastfeeding competence, and policy initiatives focused on fostering engagement between mothers and providers. By taking mothers' perceptions into consideration, researchers, practitioners, and policymakers can offer breastfeeding support that mothers will be receptive to and more likely to engage with, thereby advancing the health of both mothers and infants.

Influential factors on children's reading and writing development: the perspective of parents in a Swedish context

ABSTRACT Early reading and writing skills are important in order to develop and succeed, both in school and later on in life. The aim of this study was to shed light on influential factors on children's reading and writing development from the perspective of parents. Bronfenbrenner's bioecological model for human development was adopted as a theoretical framework. The researchers made use of retrospective life-history oriented interviews with 27 parents conducted as part of a larger research project in Sweden. In the interviews, the parents described factors that can be interpreted as being influential. A thematic analysis technique generated nine themes: Child's abilities and engagement; Genetics and parents’ abilities; More able siblings and peers; Involved parents and grandparents; Teacher competence, attitude and collaborations; Social climate in preschool and preschool class; Free play and child-initiated reading and writing activities; Toys and books; and Extra support provisions and stimulation. Implications are discussed.