PSY FPX 7230 Assessment 1: Constructing a Personal Theoretical Framework 

Introduction

Throughout my career, I have served children aged 3 to 17, from Head Start teacher to case manager for unaccompanied children. This spectrum of experience has provided me with understanding of a wide range of patterns of behavior, from early childhood through the tumultuous transition to adolescence. In this paper, I shall discuss Bronfenbrenner’s theoretical framework and how I have applied it in my own life, both on a personal and professional basis. Further, I shall consider the pressures and background factors young people undergo during this period in their lives and analyze the strengths and weaknesses of Bronfenbrenner’s theory when dealing with adolescence.

Bronfenbrenner’s Ecological Theory

Bronfenbrenner’s theory proposes that the learning environment is made up of a number of interacting subsystems and systems, which all contribute to the developmental environment of adolescents (Lau & Ng, 2014). These subsystems include the microsystem, mesosystem, ecosystem, macrosystem, and chronosystem. The microsystem is concerned with the immediacy of people’s lived experiences (Lau & Ng, 2014), for example, the significance of environments that are personally relevant to people. The mesosystem describes transactions between different components of an individual’s microsystem, with emphasis on how development is influenced not only by intimate family environments. The ecosystem describes linkages and processes between environments that indirectly influence the immediacy of the individual’s environment (Shelton, 2018). The macrosystem describes influences at a larger society or culture level (Shelton, 2018). Finally, the chronosystem points out that transitions or changes in a child’s environment, such as migration, can have considerable influences on development.

Bronfenbrenner’s Theory and Background Factors

Ecosystems and mesosystems are responsible for the creation of individual experience, most especially concerning issues most prevalent, such as bullying and peer victimization. Bullying, according to the World Health Organization (2002), is severe harm to individuals and has adverse effects on the school environment (Andreou, 2001). Similarly, peer victimization, as differentiated by departures from social norms, has psychological impacts on bullies and victims (Andreou, 2001). Positive settings neutralize these negative impacts, enhancing adolescents’ self-esteem and self-worth (Wentzel et al., 2016). Additionally, problems of contemporary times like suicide and cyberbullying also contribute to the load adolescents carry.

Strength and Weakness

Bronfenbrenner’s Ecological Systems Theory is beneficial in terms of understanding the multi-faceted forces driving adolescent development, like family, society, and culture. However, it does not take into account some dimensions, i.e., information technology and family forms. Also, its focus on environmental factors eclipses consideration of endogenous factors and mental states, necessitating additional psychological assessment.

Conclusion

Bronfenbrenner’s theory provides a satisfactory model of explanation for the dynamic interaction among the factors influencing the development of adolescents. However, it is equally crucial that the psychologists take note of its limitations and supplement it with other methods. Last but not least, counseling adolescents through effective communication, education, and coping strategies becomes the most critical element in an attempt to address the issues of this life-changing phase.

PSY FPX 7230 Assessment 1: Constructing a Personal Theoretical Framework

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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.