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Children and families: 1984?
... У том смислу, Бронфенбренер истиче присутност феномена алијенације, која своје порекло има пре свега у променама у институцији породице, односно дисорганизацији истих, која није по себи њихова карактеристика, већ је условљена околностима у којима породице живе (Bronfenbrenner, 1974: 56). Све наиме упућује на ерозију породичне структуре или "еколошку ерозију" као последицу пораста запослености мајки, великог броја развода и једнородитељских породица (Bronfenbrenner, 1974: 53, 54, Bronfenbrenner, 1981: 38, Bronfenbrenner, 1984, опадање вишегенерациј-ских породица, те пораст броја особа које уопште не заснивају породицу (Bronfenbrenner, 1981: 39, Bronfenbrenner, 1984. Аутор наглашава да добробит деце у једној нацији највише зависи од статуса који у истој имају жене, односно мајке (Bronfenbrenner, 1974: 57). ...
... Осамдесетих Бронфенбренер износи став како је за здрав развој појединца, узимајући у обзир све промене у функционисању породице, неопходно да дете ступа у трајуће, ирационалне односе са једним или више одраслих у заједничким активностима (проксимални процеси), додајући притом како та укљученост одраслих захтева заправо јавну политику и праксу која даје могућности, статус, изворе, охрабривања, пример и пре свега време за родитељство, примарно од стране родитеља, али и од стране других одраслих, у дому или ван дома (Bronfenbrenner, 1981: 39). Јавна политика усмерена на породице и њихову добробит заснована је пак на незваничном дефицитарном моделу (Bronfenbrenner, 1981: 40, Bronfenbrenner, 1984, који је такав да ако заправо желите да будете корисници услуга које ће вас као породицу или њене чланове штитити, односно да будете "комплетна људска бића", морате да докажете да "сте довољно тога погрешно урадили" (Bronfenbrenner, 1981: 40, Bronfenbrenner, 1984. Насупрот томе, Бронфенбренер предлаже такве јавне политике које ће значити "формални систем изазова и подршке који ће производити и оснаживати информални систем изазова и подршке, а који ће, заузврат смањити потребу за формалним системом подршке"; реч је наиме о посреденом подржавању и оснаживању капацитета породице као установе "која је једина способна за: стварање и одржавање људских бића људским" (Bronfenbrenner, 1984: 67, Bronfenbrenner, 1986. ...
... Осамдесетих Бронфенбренер износи став како је за здрав развој појединца, узимајући у обзир све промене у функционисању породице, неопходно да дете ступа у трајуће, ирационалне односе са једним или више одраслих у заједничким активностима (проксимални процеси), додајући притом како та укљученост одраслих захтева заправо јавну политику и праксу која даје могућности, статус, изворе, охрабривања, пример и пре свега време за родитељство, примарно од стране родитеља, али и од стране других одраслих, у дому или ван дома (Bronfenbrenner, 1981: 39). Јавна политика усмерена на породице и њихову добробит заснована је пак на незваничном дефицитарном моделу (Bronfenbrenner, 1981: 40, Bronfenbrenner, 1984, који је такав да ако заправо желите да будете корисници услуга које ће вас као породицу или њене чланове штитити, односно да будете "комплетна људска бића", морате да докажете да "сте довољно тога погрешно урадили" (Bronfenbrenner, 1981: 40, Bronfenbrenner, 1984. Насупрот томе, Бронфенбренер предлаже такве јавне политике које ће значити "формални систем изазова и подршке који ће производити и оснаживати информални систем изазова и подршке, а који ће, заузврат смањити потребу за формалним системом подршке"; реч је наиме о посреденом подржавању и оснаживању капацитета породице као установе "која је једина способна за: стварање и одржавање људских бића људским" (Bronfenbrenner, 1984: 67, Bronfenbrenner, 1986. ...
... The interdependence of the different levels, the different social subsystems, on both a global and a local level, which are interconnected by new media, are also explained in their interdependence by Bronfenbrenner's ecosystem theory. Bronfenbrenner (1981b) uses his ecosystem-theoretical model to develop a model that views development as a reciprocal, interactionist process between the individual and his social environment. One development step leads to the other, the interactions are nested in each other and the different elements of the system influence each other. ...
... The aim is to bring together networks of higher education institutions in Europe in completely new forms of cooperation in study and research. 53 Regional networks are also establishing themselves more and more, but so far mostly research focussed. One example is the "Network of medium-sized universities" in Germany, a network primarily for research cooperation. ...
... For students, this means that they enrol at university 1, but therefore do not necessarily graduate at this university or take all courses at this university only. Instead, the study becomes a patchwork or network experience, which depends more on the respective interests and individual preferences of the students for certain topics and profiles, the desired access to specific institutions or course profiles than 53 See the description of the initiative on the European Commission's website: https:// ec.europa.eu/education/education-in-the-eu/european-education-area/europeanuniversities-initiative_en 54 See the network's website: http://www.mittelgrosse-universitaeten.de on the curricular possibilities and capacities of the university or its competences to offer a certain range of courses. ...
The starting point for the enormous career of the Future Skills concept is the insight that current concepts of higher education do not meet the urgent needs of our societies with convincing future concepts. Neither are they fit to help sustain our environment nor associated social or economic challenges. While social challenges are exacerbated by an accelerating process of globalisation and digital advancement, at the same time these are the very forces that enable a multitude of new options for human development. In this situation of digital acceleration, the characteristic feature is that of uncertainty and the inevitable necessity is that of creative responsibility.
The NextSkills Studies are about models for future relevant skills, so-called Future Skills. They are developed through a multitude of research activities over the last decade, involving a diverse range of international experts. Future Skills are the skills that enable future graduates to master the challenges of the future in the best possible way. The results show that in order to deal with future challenges, students must develop curiosity, imagination, vision, resilience and self-confidence, as well as the ability to act in a self-organised way. They must be able to understand and respect the ideas, perspectives and values of others, and they must be able to deal with mistakes and regressions, while at the same time progressing with care, even against difficulties.
... У том смислу, Бронфенбренер истиче присутност феномена алијенације, која своје порекло има пре свега у променама у институцији породице, односно дисорганизацији истих, која није по себи њихова карактеристика, већ је условљена околностима у којима породице живе (Bronfenbrenner, 1974: 56). Све наиме упућује на ерозију породичне структуре или "еколошку ерозију" као последицу пораста запослености мајки, великог броја развода и једнородитељских породица (Bronfenbrenner, 1974: 53, 54, Bronfenbrenner, 1981: 38, Bronfenbrenner, 1984, опадање вишегенерациј-ских породица, те пораст броја особа које уопште не заснивају породицу (Bronfenbrenner, 1981: 39, Bronfenbrenner, 1984. Аутор наглашава да добробит деце у једној нацији највише зависи од статуса који у истој имају жене, односно мајке (Bronfenbrenner, 1974: 57). ...
... Осамдесетих Бронфенбренер износи став како је за здрав развој појединца, узимајући у обзир све промене у функционисању породице, неопходно да дете ступа у трајуће, ирационалне односе са једним или више одраслих у заједничким активностима (проксимални процеси), додајући притом како та укљученост одраслих захтева заправо јавну политику и праксу која даје могућности, статус, изворе, охрабривања, пример и пре свега време за родитељство, примарно од стране родитеља, али и од стране других одраслих, у дому или ван дома (Bronfenbrenner, 1981: 39). Јавна политика усмерена на породице и њихову добробит заснована је пак на незваничном дефицитарном моделу (Bronfenbrenner, 1981: 40, Bronfenbrenner, 1984, који је такав да ако заправо желите да будете корисници услуга које ће вас као породицу или њене чланове штитити, односно да будете "комплетна људска бића", морате да докажете да "сте довољно тога погрешно урадили" (Bronfenbrenner, 1981: 40, Bronfenbrenner, 1984. Насупрот томе, Бронфенбренер предлаже такве јавне политике које ће значити "формални систем изазова и подршке који ће производити и оснаживати информални систем изазова и подршке, а који ће, заузврат смањити потребу за формалним системом подршке"; реч је наиме о посреденом подржавању и оснаживању капацитета породице као установе "која је једина способна за: стварање и одржавање људских бића људским" (Bronfenbrenner, 1984: 67, Bronfenbrenner, 1986. ...
... Осамдесетих Бронфенбренер износи став како је за здрав развој појединца, узимајући у обзир све промене у функционисању породице, неопходно да дете ступа у трајуће, ирационалне односе са једним или више одраслих у заједничким активностима (проксимални процеси), додајући притом како та укљученост одраслих захтева заправо јавну политику и праксу која даје могућности, статус, изворе, охрабривања, пример и пре свега време за родитељство, примарно од стране родитеља, али и од стране других одраслих, у дому или ван дома (Bronfenbrenner, 1981: 39). Јавна политика усмерена на породице и њихову добробит заснована је пак на незваничном дефицитарном моделу (Bronfenbrenner, 1981: 40, Bronfenbrenner, 1984, који је такав да ако заправо желите да будете корисници услуга које ће вас као породицу или њене чланове штитити, односно да будете "комплетна људска бића", морате да докажете да "сте довољно тога погрешно урадили" (Bronfenbrenner, 1981: 40, Bronfenbrenner, 1984. Насупрот томе, Бронфенбренер предлаже такве јавне политике које ће значити "формални систем изазова и подршке који ће производити и оснаживати информални систем изазова и подршке, а који ће, заузврат смањити потребу за формалним системом подршке"; реч је наиме о посреденом подржавању и оснаживању капацитета породице као установе "која је једина способна за: стварање и одржавање људских бића људским" (Bronfenbrenner, 1984: 67, Bronfenbrenner, 1986. ...
The paper represents an overview of the developmental line of J. Bronfenbrenner’s bioecological theory and its key characteristics in each developmental phase. It took three decades from the first integral representation of this theory to its mature form. That line is marked by an essential shift from the ecological to bioecological concept of human development. If we pretend to conduct a biecological valid research, it is very important to learn about teh development of this theory, even more since it is very often conceptualized as only ecological, without using its revised and complete version in research. The analysts of the Bronfenbrenner theory recognized only a few researche, among all that are declarative based on bioecological theory, that really uses bioecological “PPCT“ model as the research design. The need for this kind of overview of this “theory in development“ is highlighted more by the fact that in our region is available the very first, ecological version of the Bronfenbrenner's theory (1997, Екологија људског развоја).
... Thus, a broader exploration of possible contributing factors, such as, social circumstances acting as stressors (15) for child mental wellness is required. The bioecological model postulates that there are multiple factors that impact upon a child including their community, family and individual factors (16)(17)(18). Further, this model stipulates that variables that impact upon a parent will likely also impact upon the child. This is a useful model to explore the determinants of psychological wellness within rural children and adolescents in Australia. ...
... The three components explored in this study; personal, family and wider community; re ect the bioecological theory of Bronfenbrenner (16,17) about understanding a person within their context. This study found the critical importance of personal and family factors, but not community factors i.e degree of rurality or relative disadvantage. ...
Background The mental wellbeing of children and adolescents in rural Australia is under researched and imperative to understanding the long-term mental health outcomes for rural communities. This study used data from the Australian Rural Mental Health Study (ARMHS), particularly the parent report SDQ measure for children under 18 years old and their reporting parent’s demographic information in order to compare this sample’s mental wellbeing scores to the Australian norms and to identify what personal, family, community and rurality factors contribute to child mental wellbeing as pertaining to the SDQ total and subdomain scores. Method 539 children from 294 families from rural NSW were included. SDQ scores for each child as well as personal factors (sex and age), family factors (employment status, household income and sense of community of responding parent), community SES (IRSAD) and rurality (ASCG) were examined. Results Children and adolescents from rural areas had poorer mental wellbeing when compared to a normative Australian sample. Further, personal predispositional and family factors were significant predictors of the psychological wellbeing of children and adolescents, while after controlling for other factors, community SES and level of rurality did not contribute significantly. Conclusions Early intervention for children and families living in rural and remote communities is warranted particularly for low income families. There is a growing need for affordable, universal and accessible services provided in a timely way to balance the discrepancy of mental wellbeing scores between rural and urban communities.
... Thus, a broader exploration of possible contributing factors, such as, social circumstances acting as stressors (15) for child mental wellness is required. The bioecological model postulates that there are multiple factors that impact upon a child including their community, family and individual factors (16)(17)(18). Further, this model stipulates that variables that impact upon a parent will likely also impact upon the child. This is a useful model to explore the determinants of psychological wellness within rural children and adolescents in Australia. ...
... The three components explored in this study; personal, family and wider community; re ect the bioecological theory of Bronfenbrenner (16,17) about understanding a person within their context. This study found the critical importance of personal and family factors, but not community factors i.e degree of rurality or relative disadvantage. ...
Background: The mental wellness of children and adolescents in rural Australia is under researched and key to understanding the long-term mental health outcomes for rural communities. This study used data from the Australian Rural Mental Health Study (ARMHS), particularly the parent report Strengths and Difficulties Questionnaire (SDQ) measure for children under 18 years old and their reporting parent’s demographic information to compare this sample’s mental wellness scores to the Australian norms and to identify what personal, family, community and rurality factors contribute to child mental wellness as pertaining to the SDQ total and subdomain scores.
Method: 539 children from 294 families from rural NSW were included. SDQ scores for each child as well as personal factors (sex and age), family factors (employment status, household income and sense of community of responding parent), community SES (IRSAD) and rurality (ASCG) were examined.
Results: Children and adolescents from rural areas had poorer mental wellness when compared to a normative Australian sample. Further, personal and family factors were significant predictors of the psychological wellness of children and adolescents, while after controlling for other factors, community SES and level of rurality did not contribute significantly.
Conclusions: Early intervention for children and families living in rural and remote communities is warranted particularly for low income families. There is a growing need for affordable, universal and accessible services provided in a timely way to balance the discrepancy of mental wellness scores between rural and urban communities.
... Thus, a broader exploration of possible contributing factors, such as, social circumstances acting as stressors [15] for child mental wellness is required. The bioecological model postulates that there are multiple factors that impact upon a child including their community, family and individual factors [16][17][18]. Further, this model stipulates that variables that impact upon a parent will likely also impact upon the child. This is a useful model to explore the determinants of psychological wellness within rural children and adolescents in Australia. ...
... The three components explored in this study; personal, family and wider community; reflect the bioecological theory of Bronfenbrenner [16,17] about understanding a person within their context. This study found the critical importance of personal and family factors, but not community factors i.e. degree of rurality or relative disadvantage. ...
Background:
The mental wellness of children and adolescents in rural Australia is under researched and key to understanding the long-term mental health outcomes for rural communities. This analysis used data from the Australian Rural Mental Health Study (ARMHS), particularly the parent report Strengths and Difficulties Questionnaire (SDQ) measure for children under 18 years old and their reporting parent's demographic information to compare this sample's mental wellness scores to the Australian norms and to identify what personal, family, community and rurality factors contribute to child mental wellness as pertaining to the SDQ total and subdomain scores.
Method:
Five hundred thirty-nine children from 294 families from rural NSW were included. SDQ scores for each child as well as personal factors (sex and age), family factors (employment status, household income and sense of community of responding parent), community SES (IRSAD) and rurality (ASCG) were examined.
Results:
Children and adolescents from rural areas had poorer mental wellness when compared to a normative Australian sample. Further, personal and family factors were significant predictors of the psychological wellness of children and adolescents, while after controlling for other factors, community SES and level of rurality did not contribute significantly.
Conclusions:
Early intervention for children and families living in rural and remote communities is warranted particularly for low income families. There is a growing need for affordable, universal and accessible services provided in a timely way to balance the discrepancy of mental wellness scores between rural and urban communities.
... Под экологией человеческого развития подразумевается прогрессивная взаимная адаптация между активными, развивающимися людьми и влиянием беспрерывного развития всего социального пространства. Понятие «развитие» трактуется как постоянное изменение в том, как человек воспринимает окружающую среду и справляется с ней [7]. ...
... Significant barriers at various environmental levels likely contribute to this discrepancy (Bronfenbrenner, 1981). Contextually, there are many logistical barriers that get in the way of engagement, including inability to access transportation to service agencies and instability in daily living, which can render ongoing engagement difficult (Booth et al., 2004). ...
Youth who have experienced homelessness are impacted by disproportionately high levels of mental health symptoms, which contribute to vastly decreased well-being and early mortality. Despite a salient need for mental health support, several recent reviews have shown that few, if any, interventions currently applied to this group appear to improve mental health consistently. Furthermore, community mental services present many barriers to access for this population, given the impacts of social determinants of health on youths’ ability to engage in the available supports, the ongoing instability faced by many of these youths, and the lack of applicability of existing services to youth. A challenge exists for clinicians who work with this population of youth and wish to provide effective supports, given these obstacles and an inadequate evidence base on which to inform treatment. The purpose of this article is to propose a framework for care to inform psychotherapeutic treatment for clinicians providing mental health supports to youth with experiences of homelessness. This framework is cross-modality, transdiagnostic, and research-informed and seeks to provide a structure with which to frame treatment that acknowledges and responds to the various obstacles that practitioners frequently encounter in working with this population. The framework is accompanied by illustrative case studies to demonstrate how this framework may be applied using different treatment modalities. The hope in sharing this framework is to promote more intentional and effective interventions with this chronically underserved population of youth and also to increase the self-efficacy of those practitioners who are doing this important work.
... Psikolojik sağlamlığın kavramsallaştırılması karmaşık olmasına rağmen, bireysel özelliklerin ve becerilerin gelişimine bağlılığı; bakım veren, aile desteği, kültürel ve toplumsal çevre gibi çocuğun dışındaki faktörlerden de etkilendiği ve korunduğu fikirleri kabul edilmektedir. Bu dış faktörlere teorik yaklaşım ise, çocuk gelişiminin, yakın bakım ilişkileri, kültürel ve toplumsal çevre gibi yakın çevre tarafından şekillendirildiğini öneren Bronfenbrenner (1981) tarafından sosyo-ekolojik model bazında şekillendirilmiştir. Buna istinaden, olumlu çocuk gelişimi ve psikolojik sağlamlık üzerinde çalışırken bu çoklu sistemlerin ele alınmasının dikkat edilmesi gereken önemli hususlar olduğu belirtilmiştir (Heard-Garris, ve diğ. ...
Psikolojik sağlamlık, çok boyutlu bir olgudur. Sabit ve değişmez bir yapıdan ziyade, çevre ile etkileşimle şekillenen ve değişken bir yapıya sahip olduğu düşünülmektedir. Psikolojik sağlamlığın çocuklarda ve yetişkinlerde nasıl işlediğini, nasıl şekillendiğini ve nasıl desteklenebileceğini açıklayabilmek amacıyla literatürde çeşitli kuramlar bulunmaktadır. Psikolojik sağlamlığı açıklamak için, riskler ve koruyucu faktörlerin de hesaba katılması ile Bronfenbrenner’ın ekolojik sistem teorisinin yardımcı olabileceği görülmüştür. Buna istinaden bu çalışmada, bu savununun temelleri ve gerekçeleri tartışılmıştır. Sırasıyla, riskler ve stres, psikolojik sağlamlık tanımları, koruyucu faktörler, ekolojik sistem yaklaşımının psikolojik sağlamlığa bakış açısı ve sağlamlığa dair son çıkarımlara yer verilmiştir. Tartışma kısmında ise, literatürde sağlamlığın neden ekolojik perspektifle
açıklanabileceğine dair gerekçelere yer verilmiştir. Sonuç olarak, ekolojik perspektifin, sağlamlığı anlama ve sağlamlığa katkıda bulunmak adına önemli çıkarımlara rehberlik edebileceği öngörülmüştür. /// Psychological resilience is a multidimensional phenomenon. Rather than being a fixed and unchangeable structure, it is thought to have a variable structure shaped by interaction with the environment. There are several theories in the literature to explain how resilience functions in children and adults, how it is shaped and how it can be supported. It has been seen that Bronfenbrenner's ecological system theory can help explain psychological resilience, taking into account the risks and protective factors. Based on this, the foundations and rationales of this
argument are discussed in this study. Risks and stress, definitions of psychological resilience, protective factors, perspective of the ecological system approach to psychological resilience and final conclusions about resilience
are given, respectively. In the discussion part, the reasons for why resilience can be explained from an ecological perspective in the literature are given. As a result, it is predicted that the ecological perspective can guide important
inferences for understanding and contributing resilience.
... (3) El propio contexto, haciendo énfasis en los diferentes niveles de relación con el niño/a. El contexto corresponde al microsistema, mesosistema, exosistema y macrosistema (Bronfenbrenner, 1981;Cassol & De Antoni, 2006;Morelato, 2009Morelato, , 2011a. ...
... (3) El propio contexto, haciendo énfasis en los diferentes niveles de relación con el niño/a. El contexto corresponde al microsistema, mesosistema, exosistema y macrosistema (Bronfenbrenner, 1981;Cassol & De Antoni, 2006;Morelato, 2009Morelato, , 2011a. ...
... A wealth of studies has shown that parents and peers, the most salient groups from whom adolescents learn norms and values, play a critical role in shaping adolescents' attitudes and influencing their final decisions (e.g., Britain, 1963, Larson, 1972, Montemayor, 1982, Sebald, 1986, Cooney & Mortimer, 1999). Although it is reported that these two groups (parents and peers) hold different and even confronting opinions on some issues (e.g., Bronfenbrenner, 1981), many researchers tend to agree that young people turn to different groups for different issues, questions, and needs. Indeed, parents and peers are complementary to each other, often referred to as " dual reference groups " (Montemayor, 1982, Sebald, 1986). ...
To disclose the interplay between psychosocial antecedents of adolescents' decisions to leave their parental home in an ecologically sensitive region, we used structural equation modeling to analyze data from in-person interviews of members of 220 households in Wolong Nature Reserve for giant pandas (China). We further divided our data into two sub-samples by gender to test the hypothesis that model parameters differ for females and males. Our findings indicate that parental attitudes/behavior, peer behavior, and perceived availability of material/non-material resources play a critical role in adolescents' home-leaving decisions. This study demonstrates an important link between psychosocial factors and biodiversity conservation.
This study analyzes World Values Survey data ( individual N = 63,307; country N = 53) to examine individual and national factors that shape attitudinal support toward men’s physical violence against their wives. We assess how the national context conditions direct individual-level effects. Greater national support toward this form of intimate partner violence exerts a positive effect on individuals’ supportive intimate partner violence attitudes. Cultural orientations affect supportive intimate partner violence attitudes, but the direction depends on whether they are measured at the individual (negative effect) or national level (positive effect). Cross-level interactions reveal that national context moderates individual-level effects between cultural orientation and egalitarian gender attitudes with intimate partner violence supportive attitudes.
This research traces activism over the last 30 years against sexual and gender-based violence with a focus on survivors’ and advocates’ narratives in Egypt. We argue that several focusing events in Egypt and the support of transnational advocacy networks over the last decades have galvanised the efforts of activists and citizens of good will to mobilise around these issues. Egyptian feminist mobilisation during the pandemic brought to the public sphere the untold stories of the forms of violence that occurred through online and social media platforms. While social media and other online tools hold the promise of becoming “a new public sphere” for social movements, the current political atmosphere still has low tolerance for dissent both offline and online. However, the new generation of feminist activists have showed strength in facing difficult social and political challenges which gives hope for future social movement mobilisation on the horizon.
Attachment studies mostly follow the Western middle-class model in theory and methods. To demonstrate that the assessment of children's caregiving context is an often neglected, but crucial prerequisite for attachment studies, we (a) conducted a literature analysis of attachment research in non-Western contexts and (b) empirically investigated the caregiving arrangements and cultural concepts of attachment figures in three cultural groups in Costa Rica: rural Guanacaste, urban San José, and rural indigenous Bribri. All persons involved in caring for 65 infants (7-20 months) participated in the study, resulting in a total of 179 semistructured interviews. The samples showed differences in caregiving practices, with the urban sample resembling Western middle-class contexts emphasizing the maternal importance; the two rural samples showing extensive caregiving networks; however, differently composed. Moreover, the three samples revealed culturally specific concepts of potential attachment figures. The study emphasizes the need for culturally sensitive conceptual and methodological approaches in attachment research. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
Music therapists have described the importance of working collaboratively with family members in various populations throughout the history of the profession. Despite the growing amount of literature, not enough is known regarding the scope of theoretical perspectives and therapeutic approaches that guide family centered music therapy. The aim of this international survey study was to better understand the professional perspectives and approaches of music therapists who work with families around the world. This article presents the results of the survey where a total of 125 responses were analysed. Participants’ responses indicated that music therapy with families is well established as an important field of practice that includes a large range of populations across the life span. Music therapists working with families emphasise that the work is holistic and flexible, both in terms of the theoretical approaches that inform their work and the methods/techniques that are included in sessions. The participants in this study advocated for more continuing professional development opportunities to further deepen and develop their practice. In addition, the survey data offers priorities and recommendations for future research.
In diesem Kapitel geht es darum, wie Future Skills definiert sind, was bestehende Future Skills Ansätze umfassen, wie der Forschungsstand zu Future Skills und zu wichtigen Begriffen und Konzepten aussieht. Sind Future Skills etwas Neues oder nur new wine in old bottles? „Old bottle, new wine“ ist der Titel eines Jazz Albums vom Komponisten, Arrangeur und Pianisten Gil Evans aus dem Jahr 1958, in dem er mit seiner Band berühmte Jazzstücke wie beispielsweise „Bird Feathers“ von Charlie Parker neu interpretiert. Der Titel spielt mit der Idee, Altbekanntes noch einmal in neuer Verpackung zu präsentieren.
Future Skills hat in der öffentlichen Diskussion über Hochschulbildungskonzepte mittlerweile zu einem entscheidenden Wandel beigetragen, den wir hier als Future Skills Turn bezeichnen. Diesen Aufzuarbeiten und in seiner Tragweite für die Konzeption künftiger Hochschulbildung zu erfassen, ist der Gegenstand dieses Buches. Als Begriff hat Future Skills einen Einfluss gewonnen, wie er in den siebziger Jahren des letzten Jahrhunderts von Begriffen wie Chancengleichheit oder Wissenschaftsorientierung ausgegangen ist.
Die Hochschulbildung der Zukunft muss an der Vermittlung von Future Skills orientiert sein. Das zeigen die Ergebnisse der NextSkills Studie. Auf Basis der Tiefeninterviews und durch Einschätzung der weltweit befragten Expertinnen und Experten wurden 17 Skill Profile konstruiert, die für zukünftige Hochschulabsolventinnen und -absolventen Bedeutung haben.
Die im vorhergehenden Kapitel ausgeführte „Drift to Self-Organisation“ die sich in allen Lebensbereichen zeigt, und sich in neuen Lebens-, Lern- und Arbeitsmodellen ausdrückt, führt zu neuen Anforderungen an Individuen in der Gesellschaft insgesamt und in Organisationen. In diesem Kapitel zeigen wir Beispiele und Ansätze aus dem Bereich des Selbstmanagements und der Organisationstheorie, in denen Selbstorganisation zugrunde liegt und Future Skills eine besondere Rolle spielen.
Die Hochschule der Zukunft wird vor allem eines: Sie wird mehr auf die Diversität zukünftiger Zielgruppen von Studierenden eingehen müssen. Und sie wird digitaler werden. Unterschiedlicher in ihren Strukturen und unterschiedlicher in den damit verbundenen Lernszenarien der Studierenden, Lehrszenarien der Professorinnen, Professoren und der Lehrenden – und letztlich auch in ihren Forschungsansätzen.
Im vorangegangenen Kapitel (Kapitel C.1) haben wir gezeigt, welche Einflussfaktoren sich Hochschulen heute gegenübersehen. Aus den genannten Faktoren konnten in den Interviewdaten der NextSkills Studie Hinweise rekonstruiert werden, die auf vier Entwicklungsstränge hindeuten, die dominant auf die zukünftige Entwicklung von Hochschulen wirken werden (Kapitel C 3.1 Entwicklungsrahmen für die Hochschule der Zukunft: Vier Säulen für den Hochschulwandel). Diese wurden im Rahmen des NextSkills Delphi Expertinnen und Experten vorgelegt, um sie diskursiv validieren zu lassen.
In diesem Open Access-Buch analysiert Ulf-Daniel Ehlers veränderte Grundkoordinaten der Hochschulbildung weltweit und stellt die Frage, wie Hochschulbildung sich entwickeln muss, um in einer Welt globaler Herausforderungen, sich immer schneller wandelnden gesellschaftlichen Umbrüchen und innovationsgetriebenen, agilen Arbeitsfeldern bestehen können. Mit der NextSkills-Studie wird über ein qualitativ-quantitatives Multimethodendesign erstmals ein ganzheitliches bildungswissenschaftlich fundiertes Future Skills Konzept konstruiert und validiert. Future Skills und das ihnen zugrunde liegende Triple Helix Model zukünftiger Handlungsfähigkeit werden im Detail beschrieben. Das Buch führt die Diskussionsstränge um die Zukunft der Hochschule zusammen. Es beschreibt die 10 Sekunden zukünftiger Hochschulentwicklung und entwickelt vier Szenarien für die Hochschule der Zukunft.
Der Inhalt
• Die 17 Future Skills
• Triple Helix-Modell der Future Skills
• 10 Treiber der Hochschulentwicklung
• Bedeutung von Lernkompetenz, Selbstwirksamkeit, Selbstbestimmtheit, Selbstkompetenz
• Reifegrad von Hochschulen für Future Skills
Die Zielgruppen
• Hochschullehrende und Studierende der Organisationsforschung und -soziologie, Bildungsforschung, -theorie sowie -management
• Hochschul- und Bildungsmanagement, Personalentwickler, Bildungspolitiker
Der Autor
Prof. Dr. phil. habil. Ulf‐Daniel Ehlers ist Professor für Bildungsmanagement und lebenslanges Lernen an der Dualen Hochschule Baden‐Württemberg, wo er bis 2017 Vizepräsident war.
Hört man den Personalverantwortlichen von Organisationen zu, die sich bereits weitgehend mit den neuen Formen von Arbeit und Governance beschäftigt haben, dann wird deutlich, dass sich alle auf dem Weg zu vernetzten und agilen Organisationen befinden. Mit durchaus unterschiedlichen Geschwindigkeiten und Ausprägungen, aber doch mit ähnlichen Ergebnissen. Welches sind die Merkmale, die bei allen gleich sind? Was wirkt im Hintergrund auf die Veränderungen? Und was kann man daraus lernen, um besser für die Zukunft vorbereitet zu sein?
Die NextSkills Studie verfolgt das Ziel, die unterschiedlichen Forschungsstränge zum Thema Future Skills aufzunehmen und empirisch zu untersuchen, wie diese für Hochschulen nutzbar gemacht werden können. Dafür wurde ein methodisch anspruchsvolles Design konzipiert. In diesem werden Skill Entwicklungen, Anforderungen und Bedarfe an zukünftige Kompetenzen aus der Praxis der Organisationen erhoben, indem umfangreiche qualitative Interviewdaten durch induktive Herangehensweise analysiert wurden.
Compared with other ethnic/racial and socioeconomic groups, the US Latinx population is disproportionately affected by chronic diseases. In this chapter, we describe the epidemiology of chronic diseases and related health behaviors among this population. We then explore social, economic, cultural, and environmental factors and behaviors associated with the risks for cancer and chronic diseases for Latinx persons and the protective factors that can be harnessed to reverse the high prevalence of many diseases, such as cancer, asthma, and type 2 diabetes. We also propose and describe select health behavior theories that can inform the development of interventions and provide examples of effective interventions that have helped prevent and control cancer and chronic diseases in the Latinx population. Lastly, we discuss future priorities for research in the prevention of cancer and chronic diseases and interventions to address health disparities among Latinx persons.
Without consistent, long-term care, the human infant would not survive. In Western cultures, the family unit has traditionally been seen as the most advantageous and viable social context for meeting the biophysical and psychosocial needs of a young child. As a result, theorists and researchers have long been interested in the range of variability and consistency that may be found in both particular and universal family settings and the ultimate effect these characteristics have on human development. Moreover, there is growing interest, as well as growing concern, that there may be certain aspects of childrearing that are unique to, and dependent upon, the family as we have come to know it. Today, these are being more urgently examined in light of the rather dramatic social changes being experienced by families and other social institutions. It may be that resulting adaptations have mandated an increasing prominence in the supplementary parenting patterns described in the bulk of this volume.
Despite the numerous challenges that most African American males confront, growing up in a society in which they and their families continue to be marginalized, many are able to survive and thrive. In this chapter, consideration is given to examining both struggles and victories confronting African Americans raising healthy sons. Drawing on Ecodevelopmental theory, and a relational development system model, we highlight the protective nature of families in buffering their sons from risk often associated with disparities confronting African American males, including academic outcomes and behavioral health, namely conduct/delinquent problems and early sexual initiation and substance/drug use. Further, the protective nature of person-context relations are examined to identify malleable targets that can be manipulated in preventive interventions aimed to reduce disparities in these multiple domains. Finally, our review raises an important question: Why is the study of African American male’s adjustment and development primarily based on their lived experiences in public spaces and institutions and void of their lives as members of families? The implications of this omission for theory building, research, and policy are discussed.
In an article entitled “Children and Families: 1984?” Urie Bronfenbrenner refers to George Orwell’s prophetic prediction of the destruction of free Western society and its basic institutions, including the family, by the year 1984. He goes on to argue that while Orwell may have picked the right year and outcome, he was wrong in attributing that outcome to human efficiency rather than human ineptitude. Bronfenbrenner sees the erosion of the power of the family and the child-rearing system as a product of public indifference, and he feels that we are failing to come to terms with some hard realities. The family intervention program described in this chapter is being carried out in an attempt to confront some of those realities.
This study was conducted to identify and describes symbolic themes of menarche. The qualitative case study design was used with a purposive sample of 30 participants (15 mothers and their 15 daughters) in answering 2 questions: (a) How do 9- and 10-year-old African American girls view the meaning of their menarcheal flow?, and (b) How do African American mothers view the meaning of menarche? Data were collected through interviews 2 to 5 dabs after completion of menarche. A cross-case comparison analysis of the interviews revealed 4 themes: (a) vaginal bleeding, (b) sexual maturation, (c) premenarcheal sexual activity and (d) sexual payback to fathers. With the exception of the latter till themes were supported in earlier studies of Euro-American girls. These findings indicate the need for further research addressing self-concept at menarche, impact of menarche on family relationships, and views of fathers about sexual pay-back as a symbol of menarche.
This study was designed to explore the relationships between adolescent alcohol abuse and other problem behaviors. Parental socialization practices, particularly support/nurturance, were also examined for common influences on both alcohol abuse and other youthful deviance. Interviews were conducted with a representative household sample of adolescents aged 12-17 years and their parents. The findings support the theory that adolescent alcohol abuse is part of a complex psychosocial problem behavior syndrome and that a high degree of parental nurturance may be a significant deterrence to alcohol abuse and more general deviant behaviors.
This study was conducted to identify and describe symbolic themes of menarche. The qualitative case study design was used with a purposive sample of 30 participants (15 mothers and their 15 daughters) in answering 2 questions: (a) How do 9- and 10-year-old African American girls view the meaning of their menarcheal flow?, and (b) How do African American mothers view the meaning of menarche? Data were collected through interviews 2 to 5 days after completion of menarche. A cross-case comparison analysis of the interviews revealed 4 themes: (a) vaginal bleeding, (b) sexual maturation, (c) premenarcheal sexual activity, and (d) sexual payback to fathers. With the exception of the latter all themes were supported in earlier studies of Euro-American girls. These findings indicate the need for further research addressing self-concept at menarche, impact of menarche on family relationships, and views of fathers about sexual payback as a symbol of menarche.
To understand the way children develop, Bronfenbrenner believes that it is necessary to observe their behavior in natural settings, while they are interacting with familiar adults over prolonged periods of time. His book offers an important blueprint for constructing a new and ecologically valid psychology of development.
This collection of articles by scholars and policy makers from 14 countries presents multidisciplinary perspectives on the formation of national policy on families. Central topics common to many of the articles include: (1) the differences between policies aimed at affecting the family and policies which have other aims but which do influence the family; (2) national differences in attitudes toward formulating explicit national policies on the family; (3) the interrelationships between family policy and other social concerns such as child rearing, women's rights, population growth, the labor market and society's rights versus individuals' rights; (4) the problem of financing family policies; and (5) the reasons for and against having comprehensive national policies on the family. The articles, each focusing on a single country, are presented in three sections: countries with explicit, comprehensive family policies (France, Czechoslovakia, Hungary, Norway, Sweden); countries with explicit but more narrowly focused family policies (Austria, the Federal Republic of Germany, Poland, Finland, Denmark) and countries which have no explicit family policies and which reject such policies (the United Kingdom, Canada, Israel, the United States). Introductory and concluding essays by the editors define the major issues and concepts in the field of family policy. (Author/BH)
Assembles and assesses the fragmented research on children in the US, the experience of those working with children, and the history of childhood. It is suggested that the family as it is commonly thought of—a self-sufficient cradle for future citizens, to be blamed for society's failures and credited with its successes—is a myth. A "national family policy" is advocated that is based on the premise that supporting the development of the next American generation means, above all, supporting parents. Recommendations involve reforms in social policy, work practices, law, and services. (PsycINFO Database Record (c) 2012 APA, all rights reserved)