Urie Bronfenbrenner

This article illustrates how to create an interview protocol and process that leverages Bronfenbrenner's ecological systems model. In addition to providing the template, the authors also discuss the challenges and opportunities associated with the Ecological Systems Interview Tool.

This essay posits performance poetry as an innovative pedagogical tool in teacher education. The expanding racial divide between white teacher candidates and schoolchildren of color calls for new and meaningful ways to inform teacher candidates’ sociocultural understandings of schoolchildren
of color. Excerpts from the author’s autoethnographic narrative poems are interwoven with the words and wisdom of notables Nikki Giovanni and Gwendolyn Brooks. Reflections on the author’s efforts to integrate the right poem reveal success when framed by Urie Brofenbrenner’s Ecological Systems Theory.

The bioecological theory of human development is a comprehensive theoretical and
methodological model for the study of human development. Extending on earlier ecological models of development, the bioecological theory expounds on the biopsychological features of the “developing person” and on the capability for proximal processes to differentiate and actualize biological potential. The bioecological theory of human development has progressed through periodic revisions since its first comprehensive formulation in 1970 by one of the twentieth century’s most prominent developmental psychology theoretician, and Head Start co-founder, Urie
Bronfenbrenner (1917–2005). Bronfenbrenner envisioned that his bioecological theory be relevant for practice, science, and policy, by studying human development in real or realistic contexts. This entry in the Encyclopedia of Quality of Life and Well-Being Research provides details of the different systems of ecology and its impact on the developing person.

RESUMO Este artigo analisa possíveis relações entre o campo teórico-prático das Habilidades Sociais (HS) e o Modelo Bioecológico do Desenvolvimento Humano (MBDH). Para isso, descreve e relaciona os pressupostos e conceitos-chave de cada um, focalizando as contribuições da perspectiva bioecológica para o estudo do desenvolvimento das habilidades sociais. Defende-se o MBDH como uma alternativa teórico-metodológica que se aproxima de alguns conceitos vinculados a uma vertente teórica relacionada do campo das HS e do Treinamento de Habilidades Sociais (THS). Embora se reconheçam os limites e desafios da presente proposta, entende-se que ela tem o mérito de fomentar novas possibilidades de pesquisa e de prática em trabalhos que contemplem as relações interpessoais e as HS ao longo do ciclo vital. Palavras-chave: Habilidades sociais, modelo bioecológico, desenvolvimento humano. RESUMEN Este artículo analiza las posibles relaciones entre el campo teórico y práctico de las habilidades sociales (HS) y el Modelo Bioecológico de Desarrollo Humano (MBDH). Para ello, describe y enumera los supuestos y conceptos clave de cada uno, centrándose en las contribuciones de la perspectiva bioecológica para el estudio del desarrollo de habilidades sociales. Sostiene el MBDH como una alternativa teórico-metodológica que se acerca de algunos conceptos vinculados a un enfoque teórico relacionado del campo de las HS y Entrenamiento en Habilidades Sociales (EHS). A pesar de que reconocen los límites y desafíos de esta propuesta, se entiende que tiene el mérito de promover nuevas oportunidades para la investigación y la práctica en las obras que abordan las relaciones interpersonales y el HS a lo largo del ciclo de vida. ABSTRACT This article examines possible relationships between the theoretical and practical of Social Skills (SS) and Bioecological Model of Human Development (BMHD). The study describes and lists the assumptions and key concepts of each, focusing on the contributions of bio-ecological approach to study the development of social skills. It is argued the BMHD as an alternative theoretical and methodological approach of some concepts linked to the theoretical of SS, and Social Skills Training (SST). Although recognizing the limits and challenges of this proposal means that it has the merit of promoting new opportunities for research and practice in works that address the interpersonal relationships and the SS over the life cycle.

This research is a theoretical analysis of the learning environments in which the personal world view of children develop at the beginning of their school careers. This project started as an empirical study, but in the process it became clear that in order to understand and interpret the results, a coherent theoretical framework should be elaborated.
The main focus in this series of studies has been on the home environment of 7-8-year old boys and girls in the context of child-rearing practices at home (Hirsto 1998, 2001a, 2001b). The first study concerned parental roles in child-rearing and child-rearing practices of boys and girls. The second study surveyed teachers’ representations of their pupils home environment. These two studies are briefly reviewed here.
The learning environment is seen as a socialisation environment in which children are in continuous interaction. The starting point for the study was Bronfenbrenner’s (1979) ecological model and the theory of pragmatic constructivism (Rauste-von Wright & von Wright 1994; Rauste-von Wright 1999a, 1999b; von Wright 1996a, 1996b). The socialisation environment of children is analysed on the basis of ecological contexts, which have been defined by Bronfenbrenner (1979), Bronfenbrenner & Morris (1998) and Hurrelmann (1988). These models were elaborated by adopting the concept of the endosystem, which is considered to represent a person as an open, systemic whole. “Open” refers to the nature of people as intentional doers, who seek stimulation and feedback on their actions, and “systemic” to the fact that different levels (hormonal, motoric, psychological) are in continuous interaction and affect each other.
The personal world view (see Rauste-von Wright 1979, 1986) is defined here as part of the endosystem, and is both empirical and theoretical in concept. On the one hand, it directs the actions and interpretations of a person in certain contexts, and on the other, it is a tool for conceptualizing and understanding other people’s actions. The concept of the self is central to the personal world view. Thus, people’s beliefs about themselves and about their relations with the environment are thought to affect their actions. The concept of the self is approached from the perspective of G. H. Mead (1934/1972), who suggests that it develops thought social interaction. This is the context in which boys and girls are also thought to construct their views of themselves. Home and school collaboration is considered here as a means of integrating learning environments in which the child is in continuous interaction. This in turn may contribute to the construction of a coherent personal world view. The main results of the earlier studies are discussed in the context of the theoretical framework.

Students navigate complex educational eco­ systems and, in the process, engage in inter­ actions that influence their college experiences, development, and outcomes. They traverse educational environments that include, but extend beyond, the college campus. Family, friends, and community influence college access, transition, and engagement (Astin, 1993; Renn & Reason, 2012). Teachers from high school play important roles in shaping whether students enroll (Engberg & Wolniak, 2010), and instructors in college influence whether they persist (Astin, 1993; Renn & Reason, 2012). Educational administrators, policymakers, and advocates set the contexts within which students navigate education systems (Renn & Arnold, 2003; Renn & Reason, 2012). Understanding students’ relationships with their multiple home, community, and educational environments provides a more holistic understanding of students and recognizes that many spheres of influence shape their college experiences, development, and outcomes. Ecological Systems Theory (EST) directs higher education researchers and practi tioners to examine students in their educa tional eco sys tems. Within EST, the interactions between students and their contexts shape their educational experiences and development (Bronfenbrenner, 1994; Renn, 2003). Bronfenbrenner (1979, 1994) argued that humans actively engage within evolving, interconnected, nested environments. He believed that human experience is best understood holistically. While predominant college impact theories (e.g., Astin, 1993; Tinto, 1993) similarly direct attention to the role of environment and students’ interactions with their environment, EST extends this tradition by taking a more holistic and systems­based approach. Many in higher education appreciate the comprehensive and integrated approach of EST as a way to more fully understand students’ college experiences (Renn, 2003; Renn & Arnold, 2003). However, the complexity of implementing EST has limited its use, and there are few effective tools for gathering this kind of information. In this research brief, we share a qualitative interview protocol we designed to facilitate application of EST to understand students’ ecological systems and their interactions with those systems. A thorough discussion of EST is beyond the scope of this brief (see Renn, 2003, for a fuller explanation). Here, we summarize the core aspects of the model developed by

Abstract
    The purpose of this paper is based on the history of and the current Advancements in Developmental Science.  The intentions of this paper is to demonstrate how this author feels about various psychological theories and on what research suggest is the best theory of understanding the course of human growth and development.  Which has presented an ever growing job demand in today’s society and how much advances in this filed are needed today. So that current and future theorist can better comprehend and understand the traits of how humans develop and what influences these life staging events in our present time.
    The targeted audience for this research paper is the current Black Hawk College Faculty, current and future students of this course of academics in the field of psychology.  The intent of this project is to raise the awareness and appreciation for all of the work that is done in the field of psychology.
    Keywords:  Theories, Psychology, Development, Culture, Society,                                                                  Environment, Posttraumatic Stress Disorder (PTSD)

Niniejszy artykuł prezentuje interpretację bioekologicznego modelu amerykańskiego psychologa Urie Bronfenbrennera, zastosowanego do procesu wzrostu, zwłaszcza podczas okresu szkolnego. Należy zauważyć, że każda interwencja psychoedukacyjna ma na celu zmianę zarówno u osoby, jak i w otaczającym środowisku, z którym osoba jest w ciągłej wymianie. Istotną rolę w procesie zmian odgrywa znacząca postać dorosłego, którą często jest rodzic, nauczyciel, wychowawca. Biorąc pod uwagę, że proces ten zachodzi we współczesnym społeczeństwie, poddanym różnego rodzaju ciągłym zmianom, wydaje się istotne, by przypomnieć pewne podstawowe dynamiki prowadzące do zdrowego indywidualnego i społecznego wzrostu.

Objetivos: encontrar pontos de convergência e de divergência entre a opinião pública e os psicoterapeutas, a fim de ampliar a adesão terapêutica. Métodos: com um inquérito online obtiveram-se intencionalidades (n = 32) de psicoterapeutas (sobre as consultas de psicologia) que foram comparadas com as da opinião pública (n = 30; obtidas num estudo anterior) através do método fenomenológico de investigação em psicologia, de uma codificação temática e de uma abordagem quantitativa. Resultados: há convergência na importância atribuída a 4 dimensões inerentes às consultas, bem como para com a inclusão da psicologia positiva de forma complementar na psicoterapia; ambos os grupos fazem uma maioria de atribuições causais externas para com a baixa adesão terapêutica e divergem quanto a uma abordagem psicoterapêutica exclusivamente positiva. Conclusões: será importante uma reflexão sobre o que pode melhorar internamente na psicologia e salienta-se a necessidade de haver uma intervenção macrossistémica sobre o estigma associado à psicologia.
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Objectives: find points of convergence and divergence between public opinion and psychotherapists in order to increase the therapeutic adhesion. Methods: an online survey obtained the intentionalities (n = 32) of psychotherapists (about psychology consultations) which were compared with the ones from the public’s opinion (n = 30, obtained in a previous study) using the phenomenological psychological method of research, a thematic coding and a quantitative approach. Results: there is convergence on the importance attributed to four dimensions inherent to the consultations, as well as with the inclusion of positive psychology in a complementary way in psychotherapy; both groups make a majority of external causal attributions towards the low therapeutic adhesion and differ as to an exclusively positive psychotherapeutic approach. Conclusions: it seems to be important to reflect on what can improve internally in psychology and is highlighted the need for a macrosystemic intervention on the stigma associated with psychology.

Artikel ini dimaksudkan untuk menganalisis perkembangan bahasa dan sosio emosional anak di usia sekolah dasar. Penelitian ini menggunakan metode kajian pustaka dengan pendekatan kualitatif dengan sumber kajian yang digunakan penulis adalah jurnal penelitian, buku, dan internet. Hasil dari penelitian ini adalah perkembangan anak yang pesat pada usia Sekolah Dasar yaitu perkembangan bahasa, emosi, dan sosial. Perkembangan tersebut tidaklah sama antara satu anak dengan yang lainnya. Dengan adanya kajian mengenai perkembangan ini dapat dijadikan acuan bagi guru untuk melaksanakan pembelajaran di sekolah dan untuk melihat permasalah yang terjadi di sekolah. Dengan demikian dapat menjadi solusi bagi guru untuk mengatasi permasalahan dalam pembelajaran dan perkembangan anak

The entry into elementary education - EE - represents an important transition in child development. The study aimed to assess stability and change in indicators of academic achievement, general intelligence, social skills, behavioral adjustment, and stress between the 1st, 2nd and 3rd year of EE. The participants were 151 children (79 boys), longitudinally evaluated using the Social Skills Rating System, Raven's Progressive Matrices, Provinha Brazil, Child Stress Scale and the School Stressors Inventory. The results indicated at least moderate stability of the variables and a continuous increase in academic achievement. Girls showed better indicators of social skills and behavioral adjustment. Children showed more externalizing behaviors in the 1st year; more stress symptoms in the 2nd year; greater general intelligence, more academic social skills and fewer stress symptoms in the 3rd year. These trends suggest that the transition extends up to 2nd year, whereas developmental ac...

The entry into elementary education – EE – represents an important transition in child development. The study aimed to assess stability and change in indicators of academic achievement, general intelligence, social skills, behavioral adjustment, and stress between the 1 st , 2 nd and 3rd year of EE. The participants were 151 children (79 boys), longitudinally evaluated using the Social Skills Rating System, Raven's Progressive Matrices, Provinha Brazil, Child Stress Scale and the School Stressors Inventory. The results indicated at least moderate stability of the variables and a continuous increase in academic achievement. Girls showed better indicators of social skills and behavioral adjustment. Children showed more externalizing behaviors in the 1 st year; more stress symptoms in the 2 nd year; greater general intelligence, more academic social skills and fewer stress symptoms in the 3 rd year. These trends suggest that the transition extends up to 2 nd year, whereas developmental achievements are consolidated in the 3 rd year.

This article presents the interpretation of the bioecological model of the American psychologist Urie Bronfenbrenner, applied to the growth process, especially during the school period. It should be noted that any psychoeducational intervention is designed to change both in the person and in the surrounding environment with which the person is in constant exchange. An important role in the process of change is played by a significant adult figure, which is often a parent, teacher, educator. Given that this process is taking place in modern society, which is subject to constant changes, it seems important to recall some basic dynamics that lead to healthy individual and social growth.

This article considers the ways in which school bullying is both gendered and embodied. Drawing on ethnographic fieldwork conducted in two lower-secondary schools in northern Vietnam, the article focuses on the experiences of one ninth-grade boy, who was regularly bullied by his classmates, and whose experiences of bullying appeared to be embodied for all to see. Inspired by Arthur Brittan’s notion of masculinism, Elizabeth Grosz’s use of the möbius strip metaphor for understanding embodiment, and Urie Bronfenbrenner’s conceptualization of the ecological environment, I argue that school bullying needs to be understood not only in terms of the interactions between individuals or groups of individuals, but also in terms of the specific gendered social-ecological environment within which those interactions occur.