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The changing family in a changing world: America first? 1
... The inability to deal with these changes may lead to maladjustment and psychological issues like alienation. Adolescence is a sensitive period during which youths could feel alienated (Sandhu & Tung, 2004) and is a serious psychological strain for a young person (Bronfenbrenner, U, 1984). According to modern sociologists, Hajda (1961) defined alienation as "an individual feeling of uneasiness or discomfort which reflects a self-exclusion from social and cultural participation. ...
Social networking sites, especially Facebook, have become common among adolescents and young adults. The use of Facebook enable enables users to make new friends, to establish and/or maintain relationships and to respond, comment and share information. Despite its social and innovative features, there has been increasing concern regarding its negative consequences on psychological and social well-being among adolescents and young adults. In light of this, the current study focuses on Facebook usage and its relationship with depression and alienation among adolescents. The study's findings indicate that Facebook usage has a positive and significant relationship with alienation but is negatively correlated with depression. Further, it was also found that alienation and depression would contribute to the prediction of Facebook usage of adolescents both independently as well as conjointly.
... what is happening within the family microsystem without attending to the broader contexts in which families are situated. For example, noting that positive parent-child interactions are not always possible, given the stresses under which many families are put, he drew attention to alternatives to the "deficit model" of poor parenting (Bronfenbrenner, 1979a(Bronfenbrenner, , 1984Bronfenbrenner et al, 1996;Bronfenbrenner & Weiss, 1983). ...
One goal in this chapter is to show how Urie Bronfenbrenner’s theory developed over the course of his lifetime, focusing partly not only on the changes that occurred over the three distinct phases of its development (see Rosa & Tudge, 2013) but also on what remained largely the same. Specifically, it is important to recognize that the construct of ecology—the interdependence of individual and context—was central in each phase. This interdependence is relevant to a second goal—showing that Bronfenbrenner’s theory fits within what Pepper (1942) termed the contextualist paradigm. Given that Bronfenbrenner has been largely treated as a mechanist by many who “misuse” his theory (Tudge et al., 2009), it is important to make clear the distinction between the two. A third goal is to show how the theory can be used effectively, as well as consider some of the theory’s limitations and how it has been built upon.
... Ecological development is derived from the work of Bronfenbrenner (1979Bronfenbrenner ( , 1984Bronfenbrenner ( , 1986Bronfenbrenner ( , 1994. According to Bronfenbrenner, human development occurs through processes of progressively complex reciprocal interactions between active, evolving human beings (Brown, 2016). ...
A positioned-subject qualitative approach was used to uncover multiple perspectives held by elementary school counselors as to how they interpret their work with children affected by trauma in high-poverty schools. As such, school counselors’ knowledge of the impact of ecological factors that led to childhood trauma was examined. Findings indicated that complex and systemic trauma were common themes that informed the schools counselors’ ability to advocate effectively for mental health programs for children in high poverty schools. This qualitative study also introduces an ecological and social justice (ESJ) school-counseling model for school counseling in high poverty elementary schools that demonstrates how social justice-oriented school counselors seek to meet the needs of their students with mental illness who come from high poverty backgrounds.
... Humans develop through their interactions with several unique and diverse systems and understanding a client's relational world (e.g., family, social, religious, or ethnic groups) increases relational empathy, which enhances the client-therapist relationship (Bronfenbrenner 1977(Bronfenbrenner , 1979(Bronfenbrenner , & 1984Cormier & Hackney, 2008). "Clients and their issues are connected to and impacted by the cultural and social systems to which they belong" (Cormier & Hackney, 2008, p. 159). ...
There are several challenges adolescents face on a daily basis, and this is particularly true for American Indian adolescents, where rates of substance use and trauma are high. Due to the significant gaps in research focusing on American Indian adolescents and client-centered interventions, it is difficult to determine what might serve as the best format for providing services. Furthermore, cultural identity can play a major role for American Indian adolescents receiving treatment for substance use and cooccurring disorders. Research has proven that incorporating culturally- and trauma-specific interventions into the treatment milieu can decrease the potential for relapse. However, understanding the complexities of substance use, cultural identity, and trauma for American Indian adolescents can be a daunting task for many rehabilitation professionals. This article explores the impact of substance use, culture, and trauma on the lives of American Indian adolescents and implications for rehabilitation professionals when working with AI clients/consumers. Gaining an understanding regarding how substance use, culture, and trauma affect the lives of American Indian adolescents is vital for the development of culturally relevant and appropriate interventions.
Keywords: American Indian adolescents, substance use, culture, trauma, cultural competence
Journal of Applied Rehabilitation Counseling
... Socialization must therefore be seen as several overlapping multidirectional processes occurring simultaneously in a variety of contexts that only come together within each individual's experience. The approach that this study adopted to examine these questions reflects the ecological approach to identity posited by Bronfenbrenner (Bronfenbrenner, 1984) and since adopted by Jeff ...
... Particularly during adolescence when the search for peer acceptance and inclusion is a central challenge of the social experience, social status becomes a central attribute (Ojanen, Grönroos, & Salmivalli, 2005). In this sense, the individual search for fit and consequent social status requires an ecological framework to understand how individual behaviors are associated with social processes (Bronfenbrenner, 1979(Bronfenbrenner, , 1984Cillessen, Schwartz, & Mayeux, 2011). From this perspective, social behaviors can be understood as functional means for achieving developmental goals. ...
The present study focused on prosocial behavior among Chilean adolescents, and its associations with social status and Machiavellianism. Considering classrooms as a social context in which interpersonal relationships unfold, we also analyzed the effects of friendship network density, degree of peer victimization, and peer norms concerning prosocial behavior on the associations of prosocial behavior with Machiavellianism and social status. Participants were 451 9th and 10th grade students from four schools in Santiago, Chile, who completed a paper-and-pencil questionnaire. Hierarchical linear modeling analyses showed that lower Machiavellianism and higher social status were associated positively with prosocial behavior. Classroom characteristics qualified these associations: higher victimization rates enhanced the association between social preference and prosocial behavior, whereas stronger social norms concerning prosocial behavior and sparser classroom friendship networks weakened the negative association between Machiavellianism and prosocial behavior. Results are discussed in light of previous findings, theoretical frameworks, and particularities of the Chilean context.
... There is evidence that parent education has enabled many mothers and fathers to increase their effectiveness (Bronfenbrenner, 1984). Similarly, family life specialists continue to assert that grandparents can enrich the lives of grandchildren when they are prepared to fulfill their guidance function (Peterson & Quadagno, 1985). ...
Intergenerational programs are well established, but there is a void of educational support for grandparents. A series of discussions were held with 400 grandparents to identify learning needs associated with their changing family role. Outcomes were used to formulate a curriculum for helping grandparents become more influential and respected family members. Elements of the described curriculum include sharing feelings and ideas, listening to child perspective, studying life-span development, encouraging mutual storytelling, developing questioning skills, and focusing self-evaluation. When all aspects of the program are judged to be suitable, an experimental study is planned to determine whether grandparents can benefit from family-oriented education.
A positioned-subject qualitative approach was used to uncover multiple perspectives held by elementary school counselors as to how they interpret their work with children affected by trauma in high-poverty schools. As such, school counselors' knowledge of the impact of ecological factors that led to childhood trauma was examined. Findings indicated that complex and systemic trauma were common themes that informed the schools counselors' ability to advocate effectively for mental health programs for children in high poverty schools. This qualitative study also introduces an ecological and social justice (ESJ) school-counseling model for school counseling in high poverty elementary schools that demonstrates how social justice-oriented school counselors seek to meet the needs of their students with mental illness who come from high poverty backgrounds.
Throughout the twentieth century, most western societies considered the family the foundation of the nation and sought to foster its well-being and a stable birthrate through jurisdiction, welfare policies, social work, and pro-family rhetoric. In the United States however, the idea of the family as the basic social unit and cultural norm was molded into a highly normative and surprisingly persistent national family ideal that entailed specific race and class hierarchies as well as socioeconomic assumptions. This ideal was the white, middle-class, nuclear family, consisting of a male breadwinner, a homemaking or at least part-time-working mother, and their children. Although it constituted a highly contingent cultural construct, this normative family concept and the gender roles attached to it structured the lives and aspirations of a large part of US society prior to World War II and beyond.
This chapter evaluates the scholarship on rural minority youth exemplified in this volume and identifies ways to move the field forward. We argue that to advance the next generation of meaningful scholarship on rural minority youths and families, scholars will need to integrate sophisticated theorizing about ethno-cultural diversity with increasingly sophisticated theorizing about contextual diversity. To facilitate such an integration, we first analyze the volume within a bioecological theoretical perspective, concluding that the theory offers a framework that could be used to facilitate higher levels of synthesis and meaning-making from diverse scholarship on rural minority youths and families. Second, we provide an overview of culturally informed theorizing, which can support sophisticated research designs and hypothesis testing that reflects within- and between-group ethno-cultural diversity. Finally, we present a new conceptual tool, contextually informed theorizing, which we believe can contribute to a more sophisticated view of contexts generally and rural contexts specifically.
This chapter examines educational tensions and social constraints existing in the South African urban township environment
that make it difficult for learners in these contexts to receive quality education. In the learners’ perceptions and experiences
reported in this chapter, I identify the specific daily challenges that learners experience in both township life and the
township school. Here, I argue that these challenges make youth in the township settings more vulnerable to HIV infection,
different forms of violence, substance and alcohol abuse, teenage pregnancy, suicide, child abuse, and so on. Based on the
analysis of stories, drawings and poems that were written by learners from a secondary school at Umlazi Township, near Durban
in South Africa, I further discuss the negative effects of the township context on learners.
Changes have occurred in the sources of learning and scope of thinking that children are expected to rely on. Corresponding changes are also necessary in the education of adults to ensure that intergenerational relationships are satisfying, particularly within families. A rationale for the education of grandparents is presented along with the format of an innovative and practical program. Elements of the grandparent curriculum include sharing feelings and ideas with peers, listening to the perspective of young people, studying life‐span personal development, improving family communication skills, and focusing self‐evaluation on relevant behavior. Each of these components is described in terms of eocpected benefits.
Reviews literature showing detrimental effects of father absence on children's cognitive development as assessed by standardized IQ and achievement tests and school performance. Differential effects associated with characteristics of the absence (cause, duration, onset), the child (age, sex, race, socioeconomic status), and the skill tested (quantitative, verbal) are examined. The evidence suggests that financial hardship, high levels of anxiety, and, in particular, low levels of parent–child interaction are causes of poor performance among children in single-parent families; sex role identification, however, does not play an important role. An alternative hypothesis concerns the representativeness of father-absent families. The mother's ability to compensate for loss of the father is also considered. (77 ref)
This article reviews relevant research conducted by developmental psychologists. An attempt is made to distill from the evidence criteria to evaluate the potential consequences of divorce, in order to permit judicious decisions regarding custody. The major considerations identified are the age and sex of the child, the relative willingness and ability of the parents to care for the child, and the nature of the parent-child relationships. There is little support for the assumptions (a) that divorce is necessarily harmful and (b) that custody should always be awarded to mothers.
Data were collected from 40 mother–father–preschool child triads, including 20 employed and 20 nonemployed mothers. Information from the Parent-Child Activity Questionnaire, in-home unstructured observations, play task observations, and observer ratings indicated that maternal employment did not significantly alter the role specialization observed in single earner families. Mothers exhibited more caretaking, quiet play, positive affect, and speaking, whereas fathers exhibited more active play. Parents from single earner families demonstrated more speaking and quiet play than parents from dual earner families. Sons received more attention in families with nonemployed mothers, whereas daughters received more attention in families with employed mothers. Parents from families with employed mothers had more favorable attitudes toward dual roles for women. There was increased negative affect in families experiencing incongruence between parents' attitudes and the mother's employment status. (24 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Used a 2-stage procedure with 86 female undergraduates to assess alternate hypotheses concerning women's tendency to devalue feminine professional competence. In the 1st hypothesis, the devaluations were viewed as the products of out group self-prejudice; it was predicted that women who devalue have negative attitudes toward the career role and associate it with negative personal and social consequences. The alternate hypothesis was that the devaluations are products of a traditional feminine sex-role standard learned from a nonworking mother. The maternal model's attitudes and experiences with respect to work were relevant to both hypotheses and were studied through individual interviews with Ss in the high and low quartiles of a group measure of tendency to devalue. Results support the competence model hypothesis and are discussed in relation to the problem of changing the status and attitudes of women. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Data from a study of 64 French-speaking Canadian 4-yr-olds and their parents were compared to data from a similar study of English-speaking children (D. Gold and D. Andres, see record
1979-23189-001). Results indicate that maternal employment had fewer effects on the development of children in the Francophone sample than in the Anglophone sample. Support was found for the hypothesis that fathers are more salient in Francophone than in Anglophone families. Francophone families reported less differentiated behavior of mothers and fathers and more supervision of children by both parents, regardless of the employment status of the mother. (10 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Examined the relations between maternal employment status and nursery school children's sex role concepts, cognitive development, and adjustment. 110 children formed 4 groups according to their sex and their mothers' employment status. It was predicted that maternal employment would be associated with a broadening of Ss' sex role concepts and differential cognitive development depending on the sex of the S. Results show that Ss' sex role concepts were broader if their mothers were employed. Ss' perceptions of their mothers were not related to their employment status, but fathers were perceived more negatively by their sons if the mother was employed. Sons of employed mothers had lower IQ scores than either daughters of employed mothers or Ss with nonemployed mothers. Ss with employed mothers received better adjustment ratings from their teachers. (French summary) (31 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Previous cross-sectional studies of economic influences on child maltreatment reveal that higher rates of child abuse are associated with undesirable economic conditions. The cross-sectional approach, however, is inherently unable to reveal causal direction and leaves open the possibility that the relationship between the economy and child maltreatment is due to some third variable. The present study employs an aggregate longitudinal approach to test the hypothesis that undesirable economic change leads to increased child maltreatment. Cross-correlational analyses of data over a 30-month period reveal that increases in child abuse are preceded by periods of high job loss. This finding is replicated in 2 distinct metropolitan communities under very conservative criteria which rule out most "third-variable" explanations. The loss of jobs in a community may endanger the well-being of children. Language: en
In this paper the results of a longitudinal study of the two years following divorce are presented. Forty-eight divorced parents and their preschool child and a matched group of 48 intact families were studied through observational, interview, self report, rating scales, and standardized test measures at two months, one year and two years following divorce. The process of disruption, coping and adjustment by fathers to the crisis of divorce is examined.
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An objective index of degree of parental agreement was generated by comparing the independent responses of 83 parental dyads to a set of Q-sort items reflecting child-rearing values and orientations. This index was found to significantly predict subsequent continuation or termination of the marriage and to relate to independently described characteristics of the family home environment. Further, the index of parental agreement was significantly related to the quality of psychological functioning in boys and in girls over a 4-year age range, from age 3 to age 7. Reliable differences were found in the patterning among relationships for boys and girls wherein parental agreement was more implicative for the psychological functioning of boys than for girls and was related positively to the development of ego control in boys but was related negatively to the development of ego control in the sample of girls.
This study tested hypotheses specifying differential relations between maternal employment and children's development, dependent on the sex of the child and the socioeconomic class of the family. An examination was made of the sex-role concepts, personality adjustment, and academic achievement of 223 10-year-old girls and boys with either full-time employed or nonemployed mothers from working-class or middle-class families. The data provided some support for the hypotheses. Children with employed mothers had the most egalitarian sex-role concepts; however, this appears primarily related to their mothers' greater satisfaction with their roles. Maternal employment status was partly related to the adjustment of the children. Middle-class boys with employed mothers had lower scores on language and mathematics achievement tests than the other middle-class children. Employed mothers and their husbands reported more similar behavior patterns within the home and attitudes that differed somewhat from those reported by nonemployed mothers and their husbands. There were some associations between the parental and child measures.
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)
Presents a review and analysis of the problem of physical abuse of children by parents, focusing on alternative theoretical models that have been proposed to account for child abuse. Treatment programs aimed at reducing the incidence of abuse are also examined. (9 p ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
A comparison was made of 100 children whose mothers worked with 100 children of non-working mothers on the basis of a special "Home Blank." Significant differences were found between these two groups in home conditions and somewhat less extensive ones in attitudes. The results seem to indicate that children whose mothers work, although at a disadvantage in many home conditions, adjust favorably in attitude toward conditions in general. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Reviews the literature on maternal employment in low-income families and its effect on the academic performance of boys and girls. Hypotheses are generated to explain a possible adverse effect of maternal employment on middle-class sons' academic orientations: (1) how the intensity of mother–child relationships affect cognitive stimulation and motivation; (2) results of inadequate supervision of sons; (3) how maternal employment may undermine the father's role as a model of high achievement; (4) how boys' IQ may be more susceptible to maternal influence; and (5) the effects of the father's participation in childcare. Social class, the sex and age of the child, family structure, the father's role, and various stress factors are cited as other aspects that mediate the effects of maternal employment. (88 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
THE STUDY OF 3014 HIGH SCHOOL SENIORS EXAMINED SCHOOL ACHIEVEMENT AND EDUCATIONAL ASPIRATIONS AND EXPECTATIONS OF YOUTH OF WORKING AND NONWORKING MOTHERS. THE FACT THAT MOTHERS WERE EMPLOYED FULL-TIME APPEARED TO HAVE LITTLE, IF ANY, DETRIMENTAL EFFECT ON THE SS' EDUCATIONAL ASPIRATIONS, EXPECTATIONS, AND ACHIEVEMENT. THERE WERE EVEN A TREND FOR THESE SS TO HAVE HIGHER ASPIRATIONS AND EXPECTATIONS THAN CHILDREN OF NONWORKING MOTHERS, WITH THE EXCEPTION OF BOYS FROM THE PROFESSIONAL SOCIOECONOMIC LEVEL. ASPIRATIONS AND EXPECTATIONS WERE LESS DIVERGENT AT HIGHER SOCIOECONOMIC LEVELS THAN AT LOWER LEVELS. GIRLS WITH WORKING MOTHERS PLANNED TO COMBINE A HOMEMAKING AND WORKING CAREER IN THEIR OWN LIVES MORE OFTEN THAN DID GIRLS WITH NONWORKING MOTHERS. CHILDREN OF BOTH SEXES WITH WORKING MOTHERS, AT LOWER SOCIOECONOMIC LEVELS BUT NOT AT PROFESSIONAL LEVELS, EXPECTED MORE FINANCIAL HELP FROM THEIR FAMILY FOR FUTURE SCHOOLING. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Research since 1972 in the field of "maternal deprivation" is critically reviewed. The results are used to reassess briefly the formulations proposed in 1972 and to discuss more fully the meaning and practical implications of fresh findings on new or recently revived topics. These include the development of social relationships and the process of bonding, critical periods of development, the links between childhood experiences and parenting behavior, influences on parenting, and the possible reasons why so many children do not succumb to deprivation or disadvantage.
Reviews literature showing detrimental effects of father absence on children's cognitive development as assessed by standardized IQ and achievement tests and school performance. Differential effects associated with characteristics of the absence (cause, duration, onset), the child (age, sex, race, socioeconomic status), and the skill tested (quantitative, verbal) are examined. The evidence suggests that financial hardship, high levels of anxiety, and, in particular, low levels of parent–child interaction are causes of poor performance among children in single-parent families; sex role identification, however, does not play an important role. An alternative hypothesis concerns the representativeness of father-absent families. The mother's ability to compensate for loss of the father is also considered. (77 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Previous cross-sectional studies of economic influences on child maltreatment reveal that higher rates of child abuse are associated with undesirable economic conditions. The cross-sectional approach, however, is inherently unable to reveal causal direction and leaves open the possibility that the relationship between the economy and child maltreatment is due to some third variable. The present study employs an aggregate longitudinal approach to test the hypothesis that undesirable economic change leads to increased child maltreatment. Cross-correlational analyses of data over a 30-month period reveal that increases in child abuse are preceded by periods of high job loss. This finding is replicated in 2 distinct metropolitan communities under very conservative criteria which rule out most "third-variable" explanations. The loss of jobs in a community may endanger the well-being of children.
At follow-up in 1976, low-income children who had attended infant and preschool programs in the 1960's had significantly higher rates of meeting school requirements than did controls, as measured by lower frequency of placement in special education classes and of being retained in grade (held back).
Life styles and roles of women as perceived by high-school girls. Ph.D. dissertation, Indiana University Parental agreement-disagreement on child-rearing orientations and gender-related personality correlates in children
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The ecology of human development: Experiments by nature and design Beyond the deficit model in child and family policy
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Children, families, and government: Perspec-tives on American social policy A comparative study of maternal employment and nonemploy-ment
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The ecology of urban family life: A summary report to the National Institute of Education
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Social class and child development
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Employment and the adolescent The employed mother in America
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History and the life course Biography and society: The life history approach in the social sciences
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The Depression experience in men's lives
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Divorced fathers. The Family Coordinator
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The development of children in mother-headed families. Paper presented at the Conference of Families in Contemporary America
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The aftermath of divorce
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Effects of maternal employment on the child Paper presented at the National Council on Family Relations
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Parenting in an unresponsive society
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Families of the slums
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Parent education and support: An analysis of the Brookline Early Education Project
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