PSY FPX 6020 Assessment 2 The Microsystem, Mesosystem and Development
Phillip April 21, 2024 No Comments

PSY FPX 6020 Assessment 2 The Microsystem, Mesosystem and Development

PSY FPX 6020 Assessment 2 The Microsystem, Mesosystem and Development


Capella university

PSY FPX 6020 Advocacy in Child and Adolescent Development

Prof. Name



Urie Bronfenbrenner, a renowned developmental psychologist, introduced the ecological systems theory, aimed at elucidating child development processes (Darling, 2007). This theory delineates how a child’s intrinsic attributes and their surroundings shape their growth and evolution. Comprising five interlinked elements, the ecological systems theory furnishes insights into the diverse environments children encounter, each exerting varying degrees of influence on development (Ashiabi & O’Neal, 2015).

Microsystem & Mesosystem Case Analysis: Katie

Katie’s Microsystem:

Katie, a fourteen-year-old residing in suburban Miami with her parents and special-needs younger sister, epitomizes the microsystem – her immediate familial environment (Ashiabi & O’Neal, 2015). Despite being academically proficient, Katie feels neglected at home, fostering resentment towards her parents. This emotional discord impacts her familial interactions, contributing to strained relationships (Dolgin, 2018).

PSY FPX 6020 Assessment 2 The Microsystem, Mesosystem and Development

Katie’s Mesosystem:

In Katie’s mesosystem, interactions among family, peers, and educators intertwine. Katie’s teachers’ concerns about her declining academic performance due to her newfound friendships underscore the mesosystem’s role in shaping her development (Arnett, 2013). However, her parents’ disapproval of these friendships engenders conflict, exacerbating Katie’s emotional turmoil.

Microsystem & Mesosystem Case Analysis: Daniel

Daniel’s Microsystem:

Daniel, a twelve-year-old from a rural Louisiana community, lives with his mother and grandmother, forming his microsystem. Despite lacking a father figure, Daniel enjoys stable relationships with his caregivers, who actively involve him in extracurricular activities (Arnett, 2013).

Daniel’s Mesosystem:

Within Daniel’s mesosystem, interactions between his immediate environment and external influences, such as teachers and his soccer coach, play a pivotal role. Despite his shyness, Daniel benefits from supportive adults who encourage his academic and social growth (Ashiabi & O’Neal, 2015).

Comparative Analysis: Katie & Daniel’s Microsystemic/Mesosystemic Factors

While Daniel thrives in a supportive microsystem and mesosystem, Katie grapples with familial neglect and discordant relationships, hindering her emotional and academic development. Daniel’s caregivers collaborate with external influences to nurture his potential, contrasting Katie’s fragmented support system (Waters, Cross, & Runions, 2009).


Positive development hinges on the harmonious interaction between a child’s microsystem and mesosystem. By fostering supportive relationships across environments, caregivers can mitigate negative influences, facilitating holistic growth in children (Ashiabi & O’Neal, 2015).


Ashiabi, G. S., & O’Neal, K. K. (2015). Child Social Development in Context. SAGE Open, 5(2), 215824401559084. doi:10.1177/2158244015590840

Arnett, J. (2013). Adolescence and emerging adulthood: A cultural approach. Upper Saddle River, NJ: Prentice Hall.

Darling, N. (2007). Ecological Systems Theory: The Person in the Center of the Circles. Research in Human Development, 4(3-4), 203-217. doi:10.1080/15427600701663023

PSY FPX 6020 Assessment 2 The Microsystem, Mesosystem and Development

Dolgin, K.G. (2018). The adolescent: Development, relationships, and culture (14th ed.). New York, NY: Pearson.

Waters, S. K., Cross, D. S., & Runions, K. (2009). Social and Ecological Structures Supporting Adolescent Connectedness to School: A Theoretical Model. Journal of School Health, 79(11), 516-524. doi:10.1111/j.1746-1561.2009.00443.x