Child studies through the lens of applied family social systems theory

Abstract

The foundations of an applied family social systems theory for explaining the multiple determinants of child well-being, learning, and development, parenting beliefs, behavior and practices, and family well-being are described. The theory is derived from tenets of Bronfenbrenner’s ecological systems theory and other social, family, and contextualized theories. The applied theory was used to develop an activity setting model of young children’s everyday learning opportunities and a family systems intervention practices model for ensuring parents and other caregivers have the time and psychological energy to provide young children with development-instigating and development-enhancing learning opportunities in the contexts of everyday family and community life. Results from three different lines of research are described which provide support for the applied systems model and the two associated intervention models. Results showed that different child characteristics, setting characteristics, parenting behavior and practices, family and social systems variables, and practitioner measures were empirically related to variations in child, parent, and family outcomes. There were also discernable pathways of influence between family systems intervention model practices, parenting practices, and child outcomes mediated by parent self-efficacy beliefs and parent well-being. The contributions of the theory, models, and research findings to child studies are described.

Meta-Analyses of the Relationships between Family Systems Practices, Parents’ Psychological Health, and Parenting Quality

“…The results reported in this paper, as well as findings reported elsewhere (e.g., [ 49 , 51 , 54 , 55 , 58 ]), are all consistent with the basic tenets of the applied family systems model [ 45 , 46 ] that guided the conduct of the research. The results provide support for the use of family strengths to obtain both resources and supports to achieve needs satisfaction.…”

“…The results also showed that both the family systems practices and the parents’ psychological health measures were related to the three parenting quality measures (Aims 2 and 3). These results are consistent with the foundations of the applied family systems theory that guided the conduct of meta-analyses [ 46 ]. This pattern of results is also consistent with Bronfenbrenner’s [ 41 ] assertations that parents are not able to carry out child-rearing responsibilities without adequate supports and resources that provide them the time and psychological energy to engage their children in development-enhancing learning activities and employ positive parenting practices.…”

“…The author and his colleagues have used different systems theories to develop an applied family systems model for both research and practice in families of children with developmental disabilities or delays, families of children with different special health care needs, and families with children who are at risk for poor outcomes for family-related risk factors. The model has been revised and updated based on results from research studies and lessons learned from everyday practice with parents and their children (see [ 45 , 46 ]). The model differs from other family and social systems models by focusing on theoretical constructs that can be operationalized as intervention practices [ 47 ].…”

“…Figure 1 shows the four components of the applied family systems model: family- identified needs; the social supports and resources for meeting needs; the use of family and family member strengths to procure needed supports and resources; and practitioner use of family-centered help-giving practices to strengthen and build parent and family member capabilities to engage in desired child, parent, and family activities [ 46 ]. The intervention model is implemented by a practitioner using family-centered capacity-building practices to facilitate family member identification of (1) unmet needs, (2) the resources and supports for needs satisfaction, and (3) the use of family and family member strengths to obtain needed resources and supports.…”

Relations between Positive Parenting Behavior during Play and Child Language Development at Early Ages

“…From a sociocultural and systemic approach [ 1 , 2 , 3 , 4 ], child development is conceptualized as a process that is intrinsically linked to the characteristics of the contexts in which it occurs and to the interpersonal processes that take place in these contexts. More specifically, from these systemic and interactive models, it is proposed that child development is the product of interaction of children with their parents and other primary caregivers in daily routines [ 4 , 5 , 6 ]. From this point of view, it is claimed that variability in child development can be explained not only by children’s individual constitutional characteristics but also by quality of parenting.…”