Student Well-Being in the Context of Erik Allardt’s Theory of Welfare and Urie Bronfenbrenner’s Ecological Systems Theory of Development

Samopoczucie ucznia w szkole decyduje o jego sukcesie edukacyjnym oraz funkcjonowaniu w grupie rówieśników w przestrzeni szkoły. Celem niniejszego artykułu stało się wskazanie na możliwość wykorzystania koncepcji dobrobytu Erika Allardta dla określenia wymiarów samopoczucia ucznia w szkole przy uwzględnieniu kontekstów środowiskowych. Wyodrębniono wskaźniki samopoczucia ucznia, umocowane w systemie ekologicznym Bronfenbrennera, które pozwolą na określenie interesującego badawczo przedmiotu. Nie można pominąć osobistej oceny sytuacji szkolnej w kontekście indywidualnych preferencji, skoro samopoczucie rzutuje na realizację wyzwań związanych z różnorodnymi zadaniami edukacyjnymi. Właściwe rozpoznanie trudności pozwala na wkroczenie z działaniem interwencyjnym w te miejsca, które wymagają naprawy. Zaproponowane wskaźniki samopoczucia mogą służyć jako itemy zastosowane w badaniach kwestionariuszowych. Pozwalają na wielopłaszczyznowy ogląd uwarunkowań, wpływających na odczucie dobrostanu ucznia. Właściwe rozpoznanie problemu daje szansę podjęcia działań korekcyjnych.

Acknowledging Bias and Pursuing Protections to Support Anti-Racist Developmental Science: Critical Contributions of Phenomenological Variant of Ecological Systems Theory

American racism is deeply engrained in the nation’s ecology including its chronosystem and contributes to the nation’s unavoidably shared vulnerability. Interrogating an accurate portrayal of the nation’s history is informative for securing anti-racist research. This special issue commentary discusses the role of Spencer’s phenomenological variant of ecological systems theory (PVEST) as a means of providing an epistemic framing for disentangling and directly addressing the problem of structural racism in the conduct of science. Additionally it demonstrates the efficacy of PVEST and offers conclusions as opportunities for achieving anti-racist scholarship especially significant to adolescents’ well-being and the improved conduct of developmental science.

Colorectal cancer screening in Uruguay: current assessment and roadmap for the future

Cancer is a leading cause of death worldwide and is expected to remain a public health concern for years to come. Within Latin America, Uruguay has the highest colorectal cancer rates. Heeding past calls to action, in this article we provide a critical assessment of colorectal cancer needs and opportunities in Uruguay with a focus on developing a roadmap for future action. First, we provide an overview of risk factors, screening procedures and guidelines, and screening rates. Next, we provide an overview of psychosocial factors that influence colorectal cancer screening, with the goal of providing guidance for future behavioral health promotion initiatives in Uruguay. In this effort, we present four conceptual models that may be used for interventions: the ecological systems theory, informed decision-making, the health beliefs model, and the health literacy model. Subsequently, we propose using an integrated model based on the ecological systems theory and health literacy model to develop national, local, and community-based interventions to increase screening rates and lower the colorectal cancer burden in Uruguay. We close the paper with a summary and implications section, including recommendations for future research programs focused on the assessment of factors that influence screening.

Nested or Networked? Future Directions for Ecological Systems Theory

Bronfenbrenner’s ecological systems theory (EST) is among the most widely adopted theoretical frameworks for studying individuals in ecological contexts. In its traditional formulation, different levels of ecological systems are viewed as nested within one another. In this paper, we use Simmel’s notion of intersecting social circles and Bronfenbrenner’s earlier writing on social networks to develop an alternative “networked” model that instead views ecological systems as an overlapping arrangement of structures, each directly or indirectly connected to the others by the direct and indirect social interactions of their participants. We redefine each of the systems discussed by EST – micro, meso, exo, macro, and chrono – based on patterns of social interaction, and then illustrate how this alternative model might be applied in the classic context of the developing child. We conclude by discussing future directions for how the networked model of EST can be applied as a conceptual framework, arguing that this approach offers developmental researchers with a more precise and flexible way to think about ecological contexts. We also offer some initial suggestions for moving a networked EST model from theory to method.

Understanding How Parenting & Family Literacy Centres Help Families Experiencing Poverty & Immigration

This study examines the various ways in which Parenting and Family Literacy Centres (PFLC) can support families in relation to needs that arise from poverty and immigration. Bronfenbrenner’s ecological systems theory was used as a theoretical lens in this study. Thematic analysis was used to analyze the data collected from 12 focus groups. Three main themes related to immigration and poverty and the supports from PFLCs emerged from the data analysis: (1) Environment; (2) Resources; and (3) Socializing. The findings present the parents’ responses from their participation in the focus group and are an indication of how parents believe PFLCs can support them. Implications of these results are discussed and recommendations for educators are provided.

Understanding How Parenting & Family Literacy Centres Help Families Experiencing Poverty & Immigration

This study examines the various ways in which Parenting and Family Literacy Centres (PFLC) can support families in relation to needs that arise from poverty and immigration. Bronfenbrenner’s ecological systems theory was used as a theoretical lens in this study. Thematic analysis was used to analyze the data collected from 12 focus groups. Three main themes related to immigration and poverty and the supports from PFLCs emerged from the data analysis: (1) Environment; (2) Resources; and (3) Socializing. The findings present the parents’ responses from their participation in the focus group and are an indication of how parents believe PFLCs can support them. Implications of these results are discussed and recommendations for educators are provided.