Working with a social ecological perspective Flashcards
Working with a social ecological perspective
Within practice literature, the social ecological perspective has been used and adapted in different ways
1.It is useful for understanding relationships between children or young people, and for understanding different systems, including friendship networks, families, community organisations and services, cultures, national policies, and even globalisation.
According to Stevenson (1998, p. 19), ‘though it [social ecological perspective] is theoretical, it is very practical, it provides us with a kind of map to guide us through very confusing terrain’.
Globalisation
The growing interdependency and interconnectedness of the world that reduces the importance of boundaries between individual independent states.
2.It may assist practitioners when engaging with children and parents, because it reflects their realities, world views and explanations of their difficulties (Gill and Jack, 2007).
social ecological perspective
3.It is a useful approach to support work with children, young people and families because it can act as a framework within which different and sometimes competing theories can be brought together (Seden, 2006).
It is possible to look at practice problems from different perspectives and consider the impact of family, community and societal processes both in causing problems and finding solutions (e.g. resilience building).
4.It reminds us that the child must remain central to what we do and think
Bronfenbrenner’s model a model examining the social influences upon children’s development.
Children can be influenced by the different systems or environments within which they are ‘nested’
One indicator of the importance of an ecological perspective has been its adoption within different assessment frameworks used by practitioners across the UK
Framework for the Assessment of Children in Need and their Families (DoH, DEE and Home Office, 2000).
•A Guide to Getting it Right for Every Child (Scottish Government, 2012).
You will notice how these framework diagrams emphasise that in order to assess a child’s ‘welfare’ (DoH, DEE and Home Office, 2000) or ‘the whole child or young person’ (Scottish Government, 2012), consideration needs to be given to the holistic or ecological context in which they live.
The three domains in each diagram differ slightly from Bronfenbrenner’s ecological model (section 3.1). Both diagrams highlight the child as a growing individual, and both consider the capacity or responsibilities of parents and primary carers. The wider family, community and societal factors and support are collectively illustrated in one domain.
