Psycho-Ecological Systems Model:  A Systems Approach to Planning and Gauging the Community Impact of Community-Engaged Scholarship

Reeb, Roger N.

doi:10.3998/mjcsloa.3239521.0024.102

Cited by 10 publications

(7 citation statements)

References 31 publications

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“…Building on Bronfenbrenner's model, Reeb et al (2017) proposed the psycho-ecological systems model (PESM) that highlights individual vulnerabilities and resilience factors. Vulnerabilities are internal risk factors such as low self-esteem, maladaptive behavior, mental illness, and risky behavior.…”

Section: Psycho-ecological Systems Modelmentioning

confidence: 99%

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Development of Community-Based Mental Health Interventions in The Philippines: An Ecological Perspective

Hechanova¹

2019

PROUST

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Although urbanization is linked to modernization and economic growth, it is also associated with overcrowding, population density, poverty, inadequate social services, and violence, all of which put the urban poor at risk of environmental health problems and other dangers. Moreover, experiences of environmental and psychological adversity increase vulnerability to mental health disorders. Unfortunately, in low resource countries, mental health treatment is largely inaccessible to the poor. This paper describes the challenges in the development and implementation of community-based mental health interventions in the Philippines. It summarizes the internal and external resilience factors and vulnerabilities of clients. It also highlights the key drivers and barriers to establishing community-based mental health interventions in the Philippines.

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Section: Psycho-ecological Systems Modelmentioning

confidence: 99%

“…The PESM model suggests that the development of CBIs should begin by identifying individual resilience and vulnerability factors. Reeb et al (2017)…”

Section: Psycho-ecological Systems Modelmentioning

confidence: 99%

Development of Community-Based Mental Health Interventions in The Philippines: An Ecological Perspective

Hechanova¹

2019

PROUST

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“…Individuals exist within an immediate environment that is shaped by their actions and that in turn shapes both who they are and their patterns of behaviors. Consistent with this conception, we included Bandura’s (1978) concept of triadic reciprocal causation in our model (see also Reeb et al, 2017). Triadic reciprocal causation recognizes the interactions between (1) the person’s biological processes, psychological constructs, and physical features; (2) behaviors displayed by the person (represented by Bs near the center of Figure 1); and (3) the environment that shapes and is shaped by the person and his or her behaviors.…”

Section: Comprehensive Theoretical Models Of Developmentmentioning

confidence: 99%

Past, present, and future of research in school psychology: The biopsychosocial ecological model as an overarching framework.

Kranzler¹,

Floyd²,

Bray³

et al. 2020

School Psychology

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and Gutkin (2020) called for an increased emphasis on models of psychological service delivery that are primarily indirect, adult-focused, and geared toward systems-level change in the schools. They asserted that research in school psychology should not focus on the problems of individual children and youth but address the "powerful ecosystems" that surround them. Although school-and system-wide interventions are certainly important and can have a positive impact on student outcomes, we contend that biopsychosocial models of human development that integrate the effects of genetics, personal characteristics and behaviors, environments, and broad social contexts are better frameworks for guiding future research in school psychology. In these models, the role of genetics is mediated by the family environment and broader social contexts to influence variability in cognitive, social-emotional, and behavioral domains of psychological functioning. These individual differences then interact with specific situations, leading to outcomes in educationally relevant behaviors, such as achievement, self-esteem, motivation, and peer relations. The focus of research in school psychology, therefore, should not be on "1 size fits all" school-wide interventions but rather on understanding how and why children and youth differ from one another and on translating research on the effects of genes, the environment, and their interplay into effective educational interventions. Research on bullying and victimization in schools is discussed as an example of the importance of taking a biopsychosocial ecological approach to studying complex behavior. Impact and ImplicationsIn this commentary, we explain why biopsychosocial models of human development are optimal for guiding research in school psychology. The focus of research in school psychology should not be on "1 size fits all" school-wide interventions but on understanding how and why children and youth differ from one another and on translating research on the effects of genes and the environment and their interplay into effective educational interventions.

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“…Through the use of “situational leadership” as a model, we can shift the perspective from mentorship as performance to mentorship as a dynamic interaction with ongoing learning for both the mentor and mentee. 32 For the mentor–mentee relationship, we borrow from the Psycho-Ecological Systems Model 33 which primarily integrates Bronfenbrenner’s Ecological Systems Model. 34 In contrast to both the Psycho-Ecological Systems Model and the Ecological Systems Model, at the center of our conceptual framework is the interaction and relationship between the mentor and the mentee.…”

Section: Conceptual Framework For Mentoringmentioning

confidence: 99%

“…35 The mesosystem is in effect a “system of the microsystems.” In our model, we posit this to be the interactions that the mentor and mentee have with their surroundings, family, different social agencies, etc. 33 The exosystem reflects the institutional factors that include the current structures, available institutional resources, organizational ethos, and policy and partnership cultures. It is important to consider these both from the mentor’s and the mentee’s institutional perspective, as the social interactions (microsystems) that they have within the institution would influence the mentorship interactions.…”

Section: Conceptual Framework For Mentoringmentioning

confidence: 99%

Conceptual Framework of Mentoring in Low- and Middle-Income Countries to Advance Global Health

Prasad

Sopdie

Meya

et al. 2019

The American Journal of Tropical Medicine and Hygiene

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. Although mentoring is not a common practice in low- and middle-income countries (LMICs), there is a strong need for it. Conceptual frameworks provide the structure to design, study, and problem-solve complex phenomena. Following four workshops in South America, Asia, and Africa, and borrowing on theoretical models from higher education, this article proposes two conceptual frameworks of mentoring in LMICs. In the first model, we propose to focus the mentor–mentee relationship and interactions, and in the second, we look at mentoring activities from a mentees’ perspective. Our models emphasize the importance of an ongoing dynamic between the mentor and mentee that is mutually beneficial. It also emphasizes the need for institutions to create enabling environments that encourage mentorship. We expect that these frameworks will help LMIC institutions to design new mentoring programs, clarify expectations, and analyze problems with existing mentoring programs. Our models, while being framed in the context of global health, have the potential for wider application geographically and across disciplines.

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Psycho-Ecological Systems Model: A Systems Approach to Planning and Gauging the Community Impact of Community-Engaged Scholarship

Cited by 10 publications

References 31 publications

Development of Community-Based Mental Health Interventions in The Philippines: An Ecological Perspective

Development of Community-Based Mental Health Interventions in The Philippines: An Ecological Perspective

Past, present, and future of research in school psychology: The biopsychosocial ecological model as an overarching framework.

Conceptual Framework of Mentoring in Low- and Middle-Income Countries to Advance Global Health

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