PSY FPX 7230 Assessment 1 Constructing a Personal Theoretical Framework

Student Name

Capella University

PSY FPX 7230 Adolescent Psychology

Prof. Name

Date

Introduction

Over the course of my professional journey, I have engaged extensively with youths aged 3 to 17, occupying diverse roles from head start educator to case manager for unaccompanied minors. This breadth of experience has granted me valuable insights into various behavioral dynamics, spanning from early childhood through the tumultuous transition into adolescence. In this paper, I aim to explore Bronfenbrenner’s ecological theory and its application within both my personal and professional spheres. Furthermore, I will examine the pressures and contextual factors adolescents encounter during this pivotal phase of development, while also evaluating the strengths and limitations of Bronfenbrenner’s framework concerning adolescence.

Bronfenbrenner’s Ecological Theory

Bronfenbrenner’s theoretical framework suggests that the developmental environment of adolescents is shaped by multiple interconnected systems and subsystems, collectively influencing their growth (Lau & Ng, 2014). These subsystems encompass the microsystem, mesosystem, exosystem, macrosystem, and chronosystem. The microsystem underscores the immediate surroundings and experiences of the individual, emphasizing the importance of environments with personal significance (Lau & Ng, 2014). The mesosystem elucidates interactions among different elements within an individual’s microsystem, emphasizing that development is influenced by various factors beyond immediate family dynamics. The exosystem encompasses external settings and processes indirectly impacting the individual’s immediate context (Shelton, 2018). The macrosystem reflects broader societal or cultural influences (Shelton, 2018), while the chronosystem underscores the impact of transitions or changes in the individual’s environment, such as migration, on development.

Bronfenbrenner’s Theory and Contextual Factors

Ecosystems and mesosystems play pivotal roles in shaping individual experiences, particularly concerning prevalent issues such as bullying and peer victimization. Bullying, as defined by the World Health Organization (2002), inflicts significant harm and disrupts the school environment (Andreou, 2001). Similarly, peer victimization, characterized by deviations from social norms, exerts psychological effects on both perpetrators and victims (Andreou, 2001). Supportive environments mitigate these negative impacts, nurturing adolescents’ self-assurance and sense of self-worth (Wentzel et al., 2016). Additionally, contemporary challenges such as cyberbullying and suicide exacerbate the pressures adolescents confront.

Strengths and Weaknesses

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

PSY FPX 7230 Assessment 1 Constructing a Personal Theoretical Framework

Conclusion

Bronfenbrenner’s theory furnishes a robust framework for comprehending the intricate interplay of factors shaping adolescent development. Nevertheless, it is imperative for psychologists to acknowledge its limitations and supplement it with additional approaches. Ultimately, facilitating adolescents’ development through effective communication, education, and coping mechanisms remains crucial in navigating the challenges of this pivotal life stage.

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

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.

Shelton, T. L. (2018). Bronfenbrenner’s Ecological Theory. In P. J. Hartung, M. L. Savickas, & W. B. Walsh (Eds.), APA Handbook of Career Intervention, Volume 1: Foundations (pp. 119-133). American Psychological Association. https://doi.org/10.1037/0000066-008

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.