In this chapter, we discuss theoretical and conceptual models that use an organismic or systems metaphor for understanding families. We suggest that such theories are important for stimulating new research and organizing existing data, and that advances in these theories over the past few decades have expanded the potential for understanding child development, as well as adult adaptation and the development of close relationships. These paradigms follow from models that view development as resulting from the transactional regulatory processes of dynamic systems. Such models are helpful for considering multiple influences on development and adaptation and have implications for the design of effective interventions. We focus on the specifics of systems theories as applied to families, and the research generated by or consistent with these views. Our review is not exhaustive; rather, we intend to give a sense of the direction of this work and its importance for the understanding of development and adaptation.

In this article, we discuss recent research that has arisen from theoretical and conceptual models that use a systems metaphor for understanding families. We suggest that research stimulated by such models leads social scientists in new and important directions in understanding the social and emotional development of children in their families. These models view development as resulting from the dynamic transactions across multiple levels of family systems, which regulate a child's behavior. Thus, these models are important in considering multiple influences on development and adaptation.

In a predominantly low-income population-based longitudinal sample of 1,292 children followed from birth, higher level of salivary cortisol assessed at ages 7, 15, and 24 months was uniquely associated with lower executive function ability and to a lesser extent IQ at age 3 years. Measures of positive and negative aspects of parenting and household risk were also uniquely related to both executive functions and IQ. The effect of positive parenting on executive functions was partially mediated through cortisol. Typical or resting level of cortisol was increased in African American relative to White participants. In combination with positive and negative parenting and household risk, cortisol mediated effects of income-to-need, maternal education, and African American ethnicity on child cognitive ability.

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