Assessing needs & risks 2 ecological theory & family & environmental factors
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This document discusses Bronfenbrenner's ecological systems theory and how it influences the assessment of family and environmental factors that impact child development. It describes the microsystem, mesosystem, exosystem, and macrosystem layers of influence. Family history, housing, employment, income, social integration, and community resources are identified as key environmental factors to consider. The assessment framework is intended to help practitioners systematically evaluate a child's development and risks, while recognizing that low income, poor housing, and social exclusion can negatively impact development.
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Assessing needs & risks 2 ecological theory & family & environmental factors
- 1. Assessing Needs & Risks 2:Family and Environmental factors Presentation 2: Ecological Theory’s influence on ‘Family & Environmental Factors’ (DoH, 2000) Nathan Loynes
- 2. Ecological Systems Theory Development is the result of the relationships between people and their environments.
- 3. Or in simpler terms:
- 4. Alternatively; (Think of the ripple effect of throwing a stone into a pond)
- 5. Bronfenbrenner’s actual representation of his Ecological Theory Based on Bronfenbrenner, U. 1979. The Ecology of Human Development. Cambridge: Harvard University Press.
- 6. The FOUR layers (Think of the ripple effect of throwing a stone into a pond…) • Microsystem: Relationships with direct contact to the child • Mesosystem: Connection between relationships of child’s microsystem • Exosystem: Structures in which child the child does not have direct contact • Macrosystem: Cultural context
- 7. Microsystem Variables that the child is directly exposed to • Relationships: Family, school, religious institution, neighbors Family: Most influential and durable influence on child • Environment: Geographic, Material structures • Child’s body General health Brain functioning – physiological and psychological Emotions Cognitive System
- 8. Mesosystem Interconnections between the microsystems • Interactions between the family and teachers • Relationship between the child’s peers and the family
- 9. Exosystem Institutions of society that indirectly affect a child’s development • Parent’s workplace • Funding for education These impact a child’s development by influencing structures in the microsystem
- 10. Macrosystem • Cultural context • Provides the values, beliefs, customs, and laws of the culture in which a child grows up • Influences how parents, teachers, and others raise a child • May be conscious or unconscious • Influences the societal values, legislation, and financial resources provided by a society to help families function • Influences the interactions of all other layers
- 12. Family and environmental factors In my opinion, based on two presuppositions: 1. Families need income and a place to live. 2. Families need formal & informal support from other people.
- 13. Family history and functioning • Family history includes both genetic and psycho-social factors. • Family functioning is influenced by who is living in the household and how they are related to the child; significant changes in family / household composition; history of childhood experiences of parents; chronology of significant life events and their meaning to family members; nature of family functioning, including sibling relationships and its impact on the child; parental strengths and difficulties, including those of an absent parent; the relationship between separated parents.
- 14. Wider family • Who are considered to be members of the wider family by the child and the parents? This includes related and non-related persons and absent wider family. • What is their role and importance to the child and parents and in precisely what way?
- 15. Housing • Does the accommodation have basic amenities and facilities appropriate to the age and development of the child and other resident members? • Is the housing accessible and suitable to the needs of disabled family members? • Includes the interior and exterior of the accommodation and immediate surroundings. Basic amenities include water, heating, sanitation, cooking facilities, sleeping arrangements and cleanliness, hygiene and safety and their impact on the child's upbringing.
- 16. Employment • Who is working in the household, their pattern of work and any changes? • What impact does this have on the child? • How is work or absence of work viewed by family members? • How does it affect their relationship with the child? • Includes children's experience of work and its impact on them.
- 17. Income • Income available over a sustained period of time. • Is the family in receipt of all its benefit entitlements? • Sufficiency of income to meet the family's needs. • The way resources available to the family are used. • Are there financial difficulties which affect the child?
- 18. Family's social integration • Exploration of the wider context of the local neighbourhood and community and its impact on the child and parents. Includes the degree of the family's integration or isolation, their peer groups, friendship and social networks and the importance attached to them.
- 19. Community resources • Describes all facilities and services in a neighbourhood, including universal services of primary health care, day care and schools, places of worship, transport, shops and leisure activities. • Includes availability, accessibility and standard of resources and impact on the family, including disabled members.
- 20. Conclusions • Attributing ‘causality’ such as ‘blame’ and ‘fault’ is problematic with reference to human behaviour. • Ecological theories might help us explain how the environment influences our behaviour. (and how we influence the environment). • When assessing ‘risks’ to children we must necessarily consider their environment.
- 21. Conclusions Continued • The environment can have negative impact upon a child’s development: 2 key factors are income(housing) and social exclusion. • The ‘Assessment Framework’ (Family & Environmental Factors) can assist practitioners in evaluating a child’s development and risk factors in a systematic manner.