Intervention from a systems-ecological perspective.

Abstract

A systems-ecological perspective integrates concepts and techniques from family systems theory and ecological psychology. This framework underscores the systemic nature of a child's relationships within and across settings and enrichens the possibilities for the selection of interventions. This perspective has particular usefulness for school psychologists who necessarily deal with the relationship of home and school settings in the context of a child's "problem." This article overviews the nature of a system-ecological perspective and presents a case study illustrating school-based intervention from this viewpoint.This article attempts to consolidate and extend ideas on a systems-ecological perspective in relation to school-based consultants such as school psychologists and social workers. The thesis is that by viewing the disruptive child in a systems-ecological context, some potentially successful interventions can occur (

Stepping over the boundary: an exploration of educational psychologists’ work with families

“…Parental involvement in the education of children has long been regarded as an important element of effective education (see DES, 1967), and an extensive body of research supporting this view has developed (Cox, 2005;Desforges and Abouchaar, 2003;Eccles and Harold, 1993;Epstein, 2001). The importance of the link between home and school has therefore become a widely accepted fact for education professionals (Fine, 1985).…”

“…also acknowledged, however, that in order for school based consultants to bring about greater and more lasting change, for the greatest number, change at the exo and macrosystems level would need to occur. Fine (1985) identified that many school consultants probably use an ecologicalsystems perspective without calling it that. They may think in terms of 'understanding the whole picture'.…”

“…What he believed can be missing from this, however, is the appreciation for the reciprocal and interactive nature of the child and their environment and the range of possible interventions this can point to. Fine (1985) points to a number of factors relating to an ecological-systems perspective which need to be considered by consultants using this approach within schools: Table 2: Ecological-systems perspectives for school based consultants Ecological-systems perspectives for school based consultants: 1. There is no standard procedure.…”

“…Within the literature there has been an appreciation of the effects of home, school, and home school relationships on the life of a child Pfeiffer and Tittler, 1983) which prompted a call for greater parental involvement in education and the need for a family orientation within education (Fine, 1985).…”

“…An ecological systems perspective which integrates concepts and techniques from systems theory and ecological psychology, and underscores the systemic nature of a child's relationships within and across settings, widens the possibilities for interventions (Fine, 1985). However, the data would suggest that although EPs recognise and understand the need for an ecological systems perspective within the assessment process, at least in terms of information gathering, there is often not the recognition, or opportunity, to use this to widen the possibility for intervention, which often remains solely focused on the school system.…”