PSY FPX 7230 Assessment 1 Constructing a Personal Theoretical Framework
Phillip April 22, 2024 No Comments

PSY FPX 7230 Assessment 1 Constructing a Personal Theoretical Framework

PSY FPX 7230 Assessment 1 Constructing a Personal Theoretical Framework

Name

Capella university

PSY FPX 7230 Adolescent Psychology

Prof. Name

Date

Introduction

Throughout my career, I have worked extensively with children spanning ages 3 to 17, ranging from roles as a head start teacher to a case manager for unaccompanied minors. This breadth of experience has afforded me insights into various behavior patterns, from early childhood to the tumultuous transition into adolescence. In this paper, I will delve into Bronfenbrenner’s theoretical framework and its application in my personal and professional life. Additionally, I will explore the pressures and background factors adolescents face during this critical period, while also assessing the strengths and weaknesses of Bronfenbrenner’s theory in relation to adolescence.

Bronfenbrenner’s Ecological Theory

Bronfenbrenner’s theory posits that the learning environment comprises multiple interacting systems and subsystems, collectively shaping the developmental environment of adolescents (Lau & Ng, 2014). These subsystems include the microsystem, mesosystem, ecosystem, macrosystem, and chronosystem. The microsystem emphasizes the individual’s immediate lived experiences (Lau & Ng, 2014), highlighting the significance of environments that hold personal meaning for individuals. The mesosystem elucidates interactions between different facets of an individual’s microsystem, emphasizing that development is not solely influenced by immediate family environments. The ecosystem encompasses connections and processes between settings indirectly impacting the individual’s immediate environment (Shelton, 2018). The macrosystem reflects broader societal or cultural influences (Shelton, 2018). Finally, the chronosystem underscores how transitions or changes in a child’s environment, such as migration, can profoundly affect development.

Bronfenbrenner’s Theory and Background Factors

Ecosystems and mesosystems play pivotal roles in shaping individual experiences, particularly concerning prevalent issues like bullying and peer victimization. Bullying, defined by the World Health Organization (2002), poses significant harm to individuals and adversely affects the school environment (Andreou, 2001). Similarly, peer victimization, characterized by deviations from social norms, exerts psychological effects on both bullies and victims (Andreou, 2001). Supportive environments mitigate these negative impacts, fostering adolescents’ self-assurance and sense of self-worth (Wentzel et al., 2016). Additionally, contemporary challenges like cyberbullying and suicide further compound the pressures adolescents face.

Strength and Weakness

Bronfenbrenner’s Ecological Systems Theory offers valuable insights into the multifaceted influences on adolescent development, including cultural, societal, and familial factors. However, it overlooks certain aspects, such as the role of information technology and evolving family structures. Moreover, its focus on environmental influences eclipses considerations of innate factors and mental states, necessitating complementary psychological assessments.

Conclusion

Bronfenbrenner’s theory provides a robust framework for understanding the complex interplay of factors influencing adolescent development. However, it is imperative for psychologists to recognize its limitations and supplement it with additional approaches. Ultimately, supporting adolescents through effective communication, education, and coping strategies is paramount in navigating the challenges of this critical stage of life.

References

Andreou, E. (2001). Bully/Victim Problems and their Association with Coping Behaviour in Conflictual Peer Interactions Among School-age Children. Educational Psychology, 21(1), 59-66. doi: 10.1080/01443410125042

Eriksson, M., Ghazinour, M., & Hammarstrom, A. (2018). Different Uses Of Bronfenbrenner’s Ecological Theory In Public Mental Health Research: What Is Their Value For Guiding Public Mental Health Policy And Practice? Social Theory & Health, 414-433

PSY FPX 7230 Assessment 1 Constructing a Personal Theoretical Framework

Hong, J. S., & Espelage, D. L. (2012). A review of research on bullying and peer victimization in school: An ecological system analysis. Aggression and Violent Behavior, 17(4), 311–322.

Lau, J., & Ng, K. (2014). Conceptualizing the Counseling Training Environment Using Bronfenbrenner’s Ecological Theory. International Journal for Advancement of Counseling, 36(4), 423-439.

Onwughalu, O. J. (2011). In Parents’ involvement in education the experience of an African immigrant community in Chicago (pp. 51–56). story, iUniverse Inc.

Vélez-Agosto, N. M., Soto-Crespo, J. G., Vizcarrondo-Oppenheimer, M., Vega-Molina, S., & García Coll, C. (2017). Bronfenbrenner’s Bioecological Theory REVISION: Moving culture from the macro into the micro. Perspectives on Psychological Science, 12(5), 900– 910.

PSY FPX 7230 Assessment 1 Constructing a Personal Theoretical Framework

Wentzel, K. R., Russell, S., & Baker, S. (2016). Emotional support and expectations from parents, teachers, and peers predict adolescent competence at school. Journal of Educational Psychology, 108(2), 242–255.