Uses and Misuses of Bronfenbrenner's Bioecological Theory of Human Development

Tudge, Jonathan; Mokrova, Irina L.; Hatfield, Bridget E.; Karnik, Rachana B.

doi:10.1111/j.1756-2589.2009.00026.x

Cited by 547 publications

(565 citation statements)

References 40 publications

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“…Tudge, Mokrova, Hatfield, and Karnik (2009) claim that Bronfenbrenner's bioecological framework is much abused by researchers, who claim to be using it whilst doing little more than provide a broadly holistic view of the child or family. Later presentations of the theory make clear that a bioecological approach requires consideration of process, person, context and time (Bronfenbrenner and Morris 1998).…”

Section: Understandings Of Sebdmentioning

confidence: 99%

Building productive relationships with young people with SEBD in transition: the role of identity

O’Riordan

2015

Emotional and Behavioural Difficulties

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This paper reports a study of the experiences of school-leavers with social, emotional and behavioural difficulties (SEBD), which identified supportive relationships as a key element in the young people demonstrating resilience through this transitional period. Almost all the young people involved in the study had access to potential helpers, but few managed to establish productive relationships with them. Analysis of interviews, conducted over a 15 month period with a group of 15 school leavers, their parents and those who worked with them, suggested that barriers and facilitators to relationship development existed on two levels: institutional and individual. This paper focuses on the individual level, in which identity processes appear to play a key role. These processes are used to explain why some school-leavers built productive relationships and thrived, whilst many failed to do so, and struggled. The findings have implications for policy, practice and theory.Keywords: social, emotional and behavioural difficulties; transition; identity; resilience; relationships 3 Building productive relationships with young people with SEBD in transition: the role of identityThis paper reports a study of the experiences of school-leavers with social, emotional and behavioural difficulties (SEBD), which identified supportive relationships as a key element in the young people demonstrating resilience through this transitional period. Almost all the young people involved in the study had access to potential helpers, but few managed to establish productive relationships with them. Analysis of interviews, conducted over a 15 month period with a group of 15 school leavers, their parents and those who worked with them, suggested that barriers and facilitators to relationship development existed on two levels: institutional and individual. This paper focuses on the individual level, in which identity processes appear to play a key role. These processes are used to explain why some school-leavers built productive relationships and thrived, whilst many failed to do so, and struggled. The findings have implications for policy, practice and theory.

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Section: Understandings Of Sebdmentioning

confidence: 99%

Building productive relationships with young people with SEBD in transition: the role of identity

O’Riordan

2015

Emotional and Behavioural Difficulties

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“…Le microsystème comprend les milieux dans lesquels la personne est directement inscrite par exemple sa famille, son travail ou un organisme communautaire (Drapeau, 2008;Tudge, Mokrova, Hatfield & Karnik, 2009). Chacun des participants est impliqué dans différentes microsystèmes.…”

Section: La Participation Sociale Sous L'angle Du Modèle Bioécologiquunclassified

Le jumelage d’un suivi de groupe à un suivi individualisé axé sur les forces auprès de personnes qui entendent des voix

Breault-Ruel¹,

St-Onge²

2016

cswr

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In this article, we present the findings of qualitative research on the perception of people who hear disturbing voices regarding their social integration. These people participated in a support group combined with individualized follow-up based on the strengths model developed by Rapp and Goscha (2006). A semi-structured individual interview was completed with six people. In addition to the strengths model, the findings were interpreted based on the bioecological model developed by Bronfenbrenner (2005). This research reveals that the combination of these two aspects is beneficial for the participants and creates hope for them. Timely calls to action were made including recommendations to foster greater social integration of individuals who hear voices through the realization of life plans.

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“…Cependant, les composantes biologiques et génétiques sont souvent négligées dans les études qui se réfèrent au modèle de Bronfenbrenner (Tudge, Mokrova, Hatfield et Karnik, 2009). Ces derniers auteurs ont procédé à une analyse détaillée de 25 recherches publiées depuis 2001 et révèlent que seulement 4 d'entre elles respectent le modèle proposé par Bronfenbrenner.…”

Section: Le Modèle éCosystémiqueunclassified

Approches contemporaines à l’étude de l’impact des milieux de garde sur le développement des jeunes enfants : bilan critique des orientations théoriques

Trudel

Blicharski

Bonnet

et al. 2014

rse

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Uses and Misuses of Bronfenbrenner's Bioecological Theory of Human Development

Cited by 547 publications

References 40 publications

Building productive relationships with young people with SEBD in transition: the role of identity

Building productive relationships with young people with SEBD in transition: the role of identity

Le jumelage d’un suivi de groupe à un suivi individualisé axé sur les forces auprès de personnes qui entendent des voix

Approches contemporaines à l’étude de l’impact des milieux de garde sur le développement des jeunes enfants : bilan critique des orientations théoriques

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