Ecological Systems Theory

Exam 2

Assumptions

1. Human beings and groups are a product of both genetic and environmental influences: importance of nature and nurture
2. Humans are dependent on their environment to meet their biological needs: quality of human life is interdependent with the quality of the environment
3. As social beings, humans are dependent on others: Human beings have the capacity to enrich environments by caring for one northern and devleoping capacities
4. Human beings are finite, such that time is both a limitation and a resource: time constraints and enables the evolution of a population
5. Humans organize their interactions within their spatial environment:

Concepts

1. Human ecosystem - an organism that operates as a unit in interaction with its environment, particular family system in interaction with its environment
2. Niche - reiterative patterns of stable sets of activities
3. Environment - consists of the totality of the physical, biological, social, economic, political, aesthetic, and structural surroundings for human beings and the context for their behavior and development
4. Adaption - represents the ways in which human organisms modify their systems to accommodate to and/or alter their environments to obtain particular outcomes
5. Quality of human life and quality of environment - quality of life is determined by the adequacy of basic needs and the attainment of goals; high quality environment is rich in resources, secure, supportive, and aesthetically pleasing, etc.
6. Ontogenetic development - change generated from within the organism itself
7. Needs - need for having, relating, and for being (growth, fulfillment)
8. Values - human appraisals of what is desirable, worthwhile, and proper
9. Management - entails all of the processes surrounding the acquisition, distribution, and utilization of resources essential for attaining human goals
10. Decision-making - recognizing that a decision is needed, identifying/comparing/evaluating alternatives, and choosing acceptable alternative

Bronfenbrenner’s Theory: Phase 1

1973-1979

Ecological model of human development involving continuity and change → Systems: microsystem (most proximal setting), mesosystem (relation between two or more Microsystems), ecosystem (indirect influence; parent’s workplace), macrosystem (culture)

Bronfenbrenner’s Theory: Phase 2

1980-1993

Emphasis on *proximal processes*

\-connection between some aspect of context (family) or some aspect of the individual (child temperament)

New focus on time: chronosystem - relation to historical time and changes in environment over time

Bronfenbrenner’s Thoery: Phase 3

Phase 3: 1993-2006; 1998 Process-Person-Context-Time

Moved from term ecological to bioecological model (impact of genetic influences on development)→ PPCT model

PPCT Model: Process-Person-Context-Time

1. Process: enduring patterns of interaction (parent-child; child-activities; play, reading, learning)
2. Person: personal characteristics (biological, genetic) 3 types: demand (age, gender), resource (mental/emotional—skills, intelligence), and force characteristics (differences in motivation, persistence, and temperament)
3. Context: the environment including microsystem, mesosystem, ecosystem, and macrosystem
4. Time: chronosystem (ontogenetic and historical time)

Applying Ecological Theory: applying the ecological systems theory to better understand and prevent child sex abuse

How is the issue of child sexual abuse explained in terms of ecological systems?

Ecological systems theory can be used to understand the complex factors that contribute to child sexual abuse. The ecological systems theory recognizes that individual are embedded within multiple environments that interact with one another. To gain more comprehensive understanding for eh factors that contribute to child sexual abuse, including individual, family, community and societal factors. This can help to inform prevention and intervention efforts, such as by focusing on addressing societal attitudes and beliefs that contribute to abuse, as well as providing support and resources for individuals and families who have experienced abuse.

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How are the Microsystems, macrosystem, and chronosystem specifically used to explain the issue of abuse?

Microsystems are the most immediate and direct environments that an individual interacts with, including family, peers, and other social networks. In the case of child sexual abuse, the microsystem can include the child’s family, friends, and any adults with whom the child regularly interacts.

Macrosystem refers to the larger cultural and societal factors that influence the individual, including cultural beliefs and values, social norms, and institutional policies. In the case of chid sexual abuse, macrosystem factors can include attitudes toward gender and sexuality, beliefs about children and parenting, and institutional responses to abuse

Chronosystem refers to the impact of time and history on the child and their environment. This includes the timing of events and experiences, as well as historical events and cultural shifts that shape attitudes and beliefs about child sexual abuse.

History

Ellen Swallow Richards (founder of human ecology) - acknowledges the interrelatedness among components of human systems—people must be examined within context of environment (literally—air/water)

Urie Bronfenbrenner’s (bioecological) - examined the interface of children and their multiple environments, concentrating on their genetic and biological capacities and how they are affected by environments