Conceptual Social Ecology

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Conceptual Social Ecology

"Conceptual Social Ecology" was assembled after Social Ecology at UCIcelebrated its first 25 years of existence, and embarked upon its second 25years In an electronic format, "Conceptual Social Ecology" presents a number of facets of Social Ecology! its current definition and basic assumptions, its foundingscientific presentations, its eolution as an organi#ational unit wit$in t$eUniersity of California, Irine, and its approac$ to researc$ on contemporaryproblems of t$e social and p$ysical enironments

%$e principal conceptual aut$ors of Social Ecology&s original intellectualfoundations are 'rnold (inder, )aniel Stokols, and *ay Catalano %$e aut$ors oft$e distinctie definitions of Social Ecology are )aniel Stokols, %$omas Crawfordand )ae %aylor )aniel Stokols identified t$e four assumptions of t$e socialecology perspectie, and t$e core principles of social ecological t$eory +e alsodescribed t$e deelopment of t$e ecological paradigm, and applied t$e socialecological perspectie to t$e problem of $ealt$ promotion

'fter more t$an a uarter-of-a-century of existence, Social Ecology&s faculty isdecidedly multi-disciplinary Its researc$ is focused on problems in society as

enisioned by 'rnold (inder&s founding statement %$e nature of t$e faculty $asmade $ig$ly releant t$e issue of $ow researc$ is conducted by a multi-disciplinary faculty and its collaborators %$is circumstance $as in turn madereleant .atricia *osenfield&s distinctions between multidisciplinary,interdisciplinary, and transdisciplinary researc$ .rofessor Stokols alsoaddressed t$is issue in t$e broader context of t$e future of interdisciplinarity int$e Sc$ool of Social Ecology

/rom its origins as t$e interdisciplinary program 'rnold (inder founded in 013,Social Ecology was accorded status as a formal academic sc$ool at UCI in 0112%$e rationale for transformation in status and identity is captured in t$e section

on organi#ational deelopment and t$e companion $istorical milestones ofdeelopment

%$e selected bibliograp$y of scientific Social Ecology was prepared by.rofessor Stokols for an undergraduate seminar %$e 25t$ 'nniersaryCelebration is a special web ersion of an issue of UCI 4ews w$ic$ appeared in011 at t$e time t$at t$e Sc$ool of Social Ecology dedicated its second ma6orbuilding, Social Ecology II, and recogni#ed t$e completion of its first 25 years


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%$e rationale for compiling "Conceptual Social Ecology" in electronic format isto make more accessible its intellectual origins and $istorical deelopment %$eoriginal documents are widely dispersed, and most are not accessibleelectronically %$e principal intended audience are t$ose graduate students andfaculty w$o are s$aping Social Ecology&s second 25 years

7o$n 8 9$iteley .rofessor of Social Ecology /ebruary 0, 0111

Conceptual Social Ecology $as t$e following sections!

I. C:4%E8.:*'*; )E/I4I%I:4S II. /:U* 'SSU8.%I:4S :/ %+E S:CI'< EC:E III. C:*E .*I4CI.EE*S'*; CE


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SECTION I: CONTEMPORARY DEFINITIONS

Into!uctoy State"ent by C# Ron $uff% Pofesso an! Dean of t&e Sc&oolof Social Ecology

%$e Sc$ool of Social Ecology is an interdisciplinary academic unit w$osesc$olarly researc$ and instruction is informed by and contributes to knowledge int$e social, be$aioral, legal, enironmental, and $ealt$ sciences %$e Sc$ool iscomprised of four departments! Criminology,


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%$is presentation of contemporary definitions of social ecology is based upont$ree primary sources! (old >enture, a publication of t$e Sc$ool of SocialEcology w$ic$ draws extensiely on t$e insig$ts of )aniel StokolsA *ediscoeringSocial Ecology, a continuing graduate student initiatie w$ic$ began in t$e Springof 011 to explore t$e roots of social ecology Bt$e presentation $ere is by )ae

%aylorA and Social Ecology Is 9$at Social Ecologists )o, a brief presentation by%$omas Crawford, faculty conenor of t$e *ediscoering Social Ecologyseminar

Social Ecology: A 'ol! (entue

Social Ecology is wit$in t$e tradition in $ig$er education of mission-orientedteac$ing, researc$, and public serice %$e mission of social ecology is t$einterdisciplinary analysis of complex problems of contemporary society w$ic$occur in t$e social and p$ysical enironments Interdisciplinary analysis is usedin t$e sense of t$e 6oining of talents by researc$ers from different intellectual

backgrounds 'n interdisciplinary analysis results in t$e combining of dierseareas of knowledge to create a broader iew

%o facilitate a continuing interdisciplinary analysis of contemporary problems, t$efaculty of t$e Sc$ool of Social Ecology is multi-disciplinary Included wit$in t$efaculty are professors originally trained in enironmental design, law, p$ilosop$y,enironmental $ealt$ science, political science, urban and regional planning,program ealuation, sociology, and six branc$es of psyc$ology! deelopmental,clinical, $ealt$, social, enironmental, and counseling

)aniel Stokols defined Social Ecology&s basic commitment as education and

researc$ " t$at will $elp sole contemporary enironmental and social problems"t$roug$ an approac$ w$ic$ is simultaneously "multi-disciplinary, interdisciplinary,and societally releant"

Re!isco)eing Social Ecology

*ediscoering Social Ecology is t$e designation of an initiatie by graduatestudents to examine t$e roots of social ecology )ae %aylor offered t$e following"working sense" of social ecology!

A *o+ing Sense Of Social Ecology

%$e application of multiple leels and met$ods of analysis and t$eoreticalperspecties to social problems, recogni#ing t$e dynamic and actie nature of$uman-enironment interactions and t$e social, $istorical, cultural andinstitutional contexts of people&s lies


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In amplifying t$e meaning of t$is basic definition, %aylor distinguis$ed sixunderlying principles of a social ecological analysis!

Si, -n!elying Pinciples of Social Ecology

D Identify a p$enomenon as a social problem

D >iew t$e problem from multiple leels and met$ods of analysis

D Utili#e and apply dierse t$eoretical perspecties

D *ecogni#e $uman-enironment interactions as dynamic and actieprocesses

D Consider t$e social, $istorical, cultural and institutional contexts of

people-enironment relations

D Understand people&s lies in an eeryday sense

Multiple levels of analysis include the macro level, the micro level, and the meso levelapplied, for example, to individuals, small groups, organizations, neighborhoods and

geographical regions. Multiple methods of analysis include both qualitative and

quantitative methods applied in laboratory and naturalistic settings.

This frameor! may include consideration of the notion of context"#

$ %onsider the social contexts of people&s lives'ocial netor!s

'upport systems

$ %onsider the historical contexts of people&s lives

(here e come from

)ur collection of experiences

$ %onsider the cultural contexts of people&s lives norms, values, expectations

$ %onsider the institutional contexts of people&s lives

Interactions ith schools, hospitals, churches

*rison systems

$ +nderstand people&s lives in an everyday sense


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Campbell, suc$ researc$ wit$in t$e traditional uniersity is currently discouragedby t$eir disciplinary structure to t$e detriment of accumulating knowledge

/or t$e purposes of a definition of social ecology, Crawford definesinterdisciplinary as "studying a topic from t$e perspectie of two or moresubdisciplines t$at inole different met$ods, t$eories, and researc$ topics"

In discussing t$e p$rase "enironmental or social problem focus," Crawfordreminds us t$at social and enironmental problems are "social constructs" 'ssocial constructs, social and enironmental problems coney an implicit messaget$at t$ey represent some aspects of society w$ic$ need to be improed

Social ecology is not a term w$ic$ is "precisely definable" in terms of a"con6unction of attributes true of all members and of no non-members" Crawford

reminds us t$at today&s basic researc$ pro6ect t$at is part of Social Ecology maybe tomorrow&s tec$nology releant to t$e solution of social or enironmentalproblems

Social Ecology is for Crawford a "natural category" wit$ "fu##y boundaries"%$erefore, like ot$er natural categories Social Ecology $as a most typical orc$aracteristic "prototype"!

"


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FO-R ASS-MPTIONS OF T$E SOCIA. ECO.O/YPERSPECTI(E

%$e Social Ecology .erspectie, according to Stokols B0112, is distinguis$ed byfour assumptions!

Assu"ption 0: Multiple facets of bot& t&e p&ysicalen)ion"ent (for example, geography, architecture, andtechnology) an! t&e social en)ion"ent ae integal to a socialecological analysis#

'pplying Assu"ption One to $ealt$ promotion, Stokols stated t$at t$e

promotion of well-being is of necessity "based on an understanding of t$edynamic interplay among dierse enironmental and personal factors BStokols,0112, p " %$is is in contrast to an analytical framework t$at focuses"exclusiely on enironmental, biological, or be$aioral factors BStokols, 0112, p"

(y way of elaboration, in Assu"ption One t$e $ealt$ status of indiiduals andgroups "is influenced not only by enironmental factors but also by a ariety ofpersonal attributes, including genetic $eritage, psyc$ological dispositions, andbe$aioral patterns BStokols, 0112, p "

Assu"ption 1: T&e elati)e scale an! co"ple,ity ofen)ion"ents "ay be c&aactei2e! in te"s of a nu"be ofco"ponents suc& as:

a# p&ysical an! social co"ponents%

b# ob3ecti)e 4actual5 o sub3ecti)e 4pecei)e!5 6ualities%an!

c# scale o i""e!iacy to in!i)i!uals an! goups

(Adapted from Stokols, 1992, p. 7)

In Assu"ption T7o independent attributes of enironments are releant suc$ aslig$ting, temperature, noise, space arrangement or group si#e 'dditionallyreleant are t$e "composite relations$ips among seeral features, as exemplifiedby suc$ constructs as be$aior settings, person-enironment fit, and socialclimate BStokols, 0112, p " %$ese latter points are elaborated in a c$apter on"Conceptual Strategies of Enironmental .syc$ology" in book edited by )


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Stokols and I 'ltman +andbook of Enironmental .syc$ology publis$ed by9iley in 01@

Assu"ption 8: T&e Social ecological pespecti)e incopoates"ultiple le)els of analysis an! !i)ese "et&o!ologies#

%$e perspectie in Assu"ption T&ee assumes t$at t$e effectieness of aninterention "can be en$anced significantly t$roug$ t$e coordination ofindiiduals and groups acting at different leels BStokols, 0112, p "

In t$e area of $ealt$ promotion, t$e multi-leel aspect of t$e T&i! Assu"ption is illustrated by family members w$o make efforts to improe t$eir $ealt$practices, t$e efforts of managers to s$ape organi#ational $ealt$ policies, and t$eactiities of public $ealt$ officials w$o direct community $ealt$ serices BStokols,0112, p

Assu"ption 9: T&e social ecological pespecti)e incopoatesconcepts fo" syste"s t&eoy to ta+e into account bot& t&einte!epen!encies t&at e,ist a"ong i""e!iate an! "oe!istant en)ion"ents% an! t&e !yna"ic inteelations bet7eenpeople an! t&ei en)ion"ents#

(y way of illustration on t$e components of Assu"ption Fou , w$en it is appliedto $ealt$ promotion, Stokols B0112 drew attention to t$e following!

a "people-enironment transactions are c$aracteri#ed bycycles of mutual influence, w$ereby t$e p$ysical and socialfeatures of settings directly influence t$eir occupants&$ealt$" and,

b "concurrently t$e participants in settings modify t$e$ealt$fulness of t$eir surroundings t$roug$ t$eir indiidualand collectie actions BStokols, 0112, p @"

%$e key idea in Assu"ption Fou is t$e recurrent cycles of mutual influence

w$ic$ are basic to understanding transactions between people and t$eirenironments

'not$er key idea in Assu"ption Fou is t$e notion of leels of $umanenironments w$ere some are more local and ot$ers are more distant but stillwit$ immediate influence 'n example proided by Stokols B0112 in t$e area of$ealt$ promotion is w$ere state and national ordinances aimed at promotingenironmental uality and protecting public $ealt$ directly influence t$e


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occupational safety and $ealt$ of community work settings

table of contents

SECTION III: CORE PRINCIP.ES OF SOCIA. ECO.O/ICA.

T$EORY

Stokols B011 addressed t$e c$allenge of translating social ecological t$eoryinto guidelines for community $ealt$ programs %$e result was t$e deelopmentof a clearly specified t$eoretical foundation utili#ing core principles of socialecological t$eory In t$e process of deeloping guidelines for community $ealt$

promotion, Stokols compared t$e key strengt$s and limitations of t$ree distinctand complementary perspecties on $ealt$ promotion! be$aior c$ange,enironmental en$ancement, and social ecological approac$es In t$is synopsisof .rofessor Stokols& approac$, t$e focus will be on core principles of socialecology

IT/00/12TI)'3I*' I ')%I21 /%)1)4I%21 T3/)05

'ocial ecology is alternately conceived as an 6overarching frameor!6 or 6set of

theoretical principles6 hich assist ith understanding interrelationships" for example,

among diverse environmental and personal factors in human health and illness. This

focus on understanding interrelationships is in recognition of the compellingcircumstance that"

6...most public health challenges...are too complex to be understood

adequately from single levels of analysis and, instead, require morecomprehensive approaches that integrate psychologic, organizational,

cultural, community planning, and regulatory perspectives.6 7'to!ols,

899:, p. ;In this conception of social ecology as assisting ith understanding interrelationship

among complex phenomena, the term 6ecology6 refers to 6the study of the relationship

beteen organisms and their environments 7'to!ols, 899:, p. ;?@>.6 There is attention to

the social, institutional, and cultural contexts of peopleenvironment relations as ell ashuman ecology&s emphasis on biologic processes and the geographic environment in

hich they occur. The expanded emphasis on people environment relationships ithcultural, institutional, and social components is reflected in the core principles of the

social ecology paradigm.

*rinciple )ne" Multiple Aimensional 2nalysis

http://www.seweb.uci.edu/cse/cse.html#toc%23tochttp://www.seweb.uci.edu/cse/cse.html#toc%23toc


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/nvironmental settings have multiple dimensions hich influence the person

environment interaction. /nvironmental settings may be analyzed 76ecological analysis6>

from numerous perspectives hich are relevant to health and ellbeing. /xamples ofsuch multiple dimensions include social cohesion, emotional ellbeing, development

maturation, and physical health status.

'ocial ecology theory emphasizes 6the importance of identifying various physical and

social conditions ithin environments that can affect occupants" physiologic, emotional,andBor social ellbeing 7p ;?9>.6 /motional ellbeing may be influenced by the

perceived predictability, controllability, novelty, and symbolic values of environments.

*rinciple To" Aifferential Aynamic Interplay

The emphasis is on interrelationships beteen personal and situational factors. This is incontrast to an orientation hich focuses exclusively on behavioral, biological, or

environmental factors. This approach recognizes that environmental factors may affect

people differently depending on such factors as personality, health practices, perceptionsof the controllability of the environment, and financial resources. In social ecological

research hich incorporates differential dynamic interplay, the 6level of congruence 7or

compatibility> beteen people and their surroundings is vieed as an important predictor

of ellbeing...6 7'to!ols, 899:, p. ;?:>.

*rinciple Three" 0elevance of 'ystems Theory

+nderstanding the dynamic interaction beteen people and their environment requires

the application of such principles from systems theory as interdependence, deviation

amplification, homeostasis, and negative feedbac!.

This incorporation of systems theory facilitates the characterization of peopleenvironment transactions in terms of cycles of mutual influences. In such a

characterization, for example, physical and social settings both influence health, and the

participants may engage in individual or collective action to modify both the social andthe physical settings.

*rinciple -our" Interdependence of /nvironmental %onditions

This principle recognizes the importance of the interconnections beteen multiple

settings and life domains, and the close interlin!age beteen the social and physical

facets of those settings. Cy ay of example, there can be independent effects and Dointeffects on individuals from a ide range of social and physical aspects of settings.

Interdependencies exist among both immediate and distant environments.

2 6core principle of social ecology is that the environmental contexts of human activityfunction as dynamic systems. This systemic quality of settings is reflected in the

interdependencies beteen physical and social conditions ithin particular environments

and in the nested structure of multiple settings and life domains6 7'to!ols, 899:, p. ;98>.


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Multiple settings affect participant ellbeing. It is important not to neglect

consideration of the lin!s beteen the social and physical aspects of environments and

the Doint influence of those multiple settings. In this context, 6social ecological theoryemphasizes not only the interrelatedness of conditions ithin single settings but also the

lin!s beteen multiple settings and life domains ithin the broader community6 7'to!ols,

899:, p. ;9;>.

*rinciple -ive" Inherent Interdisciplinarity

'ocial ecology analyses emphasize the integration of multiple levels of analysis 7for

example macro level preventive strategies of public health and epidemiology ith micro

level individual strategies from medicine> ith diverse methodologies 7epidemiologicalanalyses, environmental recordings, medical examinations, questionnaires, and

behavioral observations>.

Interdisciplinary research in the area of health promotion is essential to the development

of comprehensive programs hich 6lin! the perspectives of medicine, public health, andthe behavioral and social sciences6 7'to!ols, 899:, p. ;??>.

%itation"

'to!ols, A. 7899:>. 6Translating 'ocial /cological Theory into 4uidelines for

%ommunity 3ealth *romotion.6 2merican Eournal of 3ealth *romotion, 8,

;?;;9=.

table of contents

SECTION IV:

DEVELOPMENT OF THE ECOLOGICAL

PARADIGM

%$e field of social ecology can be contrasted wit$ earlier ersions of $umanecology +uman ecology gae greater attention to biological processes and t$egeograp$ic enironment 'n early statement of t$e principles of $uman ecologyis +awley&s B0153 book titled +uman Ecology! ' %$eory of Community Structure%$is book reflects t$e roots of $uman ecology in t$e field of biology Ecology itself "pertains broadly to t$e interrelations between organisms and t$eir enironmentsBStokols, 0112, p "



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' number of disciplines $ae contributed to t$e deelopment of t$e ecologicalpaa!ig" as it is employed in t$e definition of social ecology %$e ecologicalpaa!ig" contains contributions from disciplines wit$ suc$ dierse t$eoreticalframeworks as sociology, psyc$ology, economics, and public $ealt$ It proides a"general framework for understanding t$e nature of people&s transactions wit$

t$eir p$ysical and sociocultural surroundings BStokols, 0112, p "

Contributors to t$e deelopment of t$e ecological paa!ig" as it is used in t$edefinition of social ecology include! * .ark&s and E (urgess& B0125 edited book%$e City publis$ed by t$e Uniersity of C$icago .ress, 7 Cassell&s B01F article"Social Science %$eory as a Source of +ypot$eses in Epidemiological *esearc$"w$ic$ appeared in t$e 'merican 7ournal of .ublic +ealt$ B>ol 5F, pp 0F@2-@,* = (arker&s B01@ book Ecological .syc$ology! Concepts and 8et$ods forStudying t$e Enironment of +uman (e$aior w$ic$ was publis$ed by t$eStanford Uniersity .ress, ' *ogers-

9arren&s and S / 9arren&s B01 edited book Ecological .erspecties in(e$aior 'nalysis publis$ed by t$e Uniersity .ark .ress, and * Catalano&sB011 book +ealt$, (e$aior, and t$e Community! 'n Ecological .erspectiepublis$ed by .ergamon .ress

%$e ecological paa!ig" in t$e perspectie of social ecology $as an extendedlineage of deelopment wit$ contributors from a number of different disciplines%$e culmination of t$is period of deelopment is t$at t$e "field of social ecologygies greater attention to t$e social, institutional, and cultural contexts of people-enironment relations t$an did earlier ersions of $uman ecology BStokols, 0112,p "

table of contents

SECTION (: FO-NDIN/ SCIENTIFIC PRESENTATIONS

0;1


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as t$e be$aioral and social sciences

ISSUES :/ .U(I*:48E4%'< .*:(


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relations$ip of $umans to t$e broader biological and p$ysical enironment %$eemp$asis is on t$e nature of t$e interactie process between people and t$eenironment

E)UC'%I4= /:* *ES.:4SI(S T*E.(E DISTINCTI(E PRECEPTS TO /-IDE T$E F-T-RE

(y way of summary, t$is founding ision for Social Ecology $as a number ofdistinctie dimensions and original conceptuali#ations %$ese distinguis$ it fromt$e more traditional disciplinary-based academic departments and sc$ools w$ic$c$aracteri#e researc$ multiersities at t$e end of t$e %wentiet$ Century!

0 ' commitment to addressing social problems of t$e dayA


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2 ' mission defined by innoation and collaboration across disciplines,not by disciplinary boundariesA

G ' ision of broad interdisciplinarity including components from t$ebiological and p$ysical as well as t$e be$aioral and social sciencesA

F ' researc$ mission w$ic$ is directly releant to issues of public policyand social problemsA

5 In t$e context of a commitment to undergraduate education, a dual

focus on educating for community-oriented 6obs as well as trainingresearc$ workersA

' goal of fostering t$e direct interaction between t$e intellectual life oft$e uniersity and recurring community problems w$ic$ stem from t$einteraction of t$e social and t$e p$ysical enironmentA

' conception of $uman beings as biological organisms in a cultural-p$ysical enironmentA

@ %$e necessity for multi-disciplinarity as a fundamental principal fordetermining t$e oerall composition of t$e Social Ecology facultyA

1 Euipping students to attack and sole enironmental problems as agoal of t$e founding curricula BEnironmental problems were broadlydefined to include t$e relations$ip of $umans to t$e biological and p$ysical

enironment, t$e effects of social $eritage, and $ow people relate to eac$ot$er Bsocial relations$ipsA

03 'n emp$asis on interaction in considerations of people and t$eenironmentA


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00 ' goal of producing knowledgeable citi#ens for society w$o are familiar bot$ wit$ community problems and wit$ potential modes of solutionA

02 ' commitment to contributing to an infusion wit$in t$e broaderuniersity curriculum of an enironmental or ecological outlook forstudents of more traditional disciplinary interests

(Reviewer's Note: The term "precept" was deliberately chosen by the reviewer,Professor Whiteley, because its first meanin ("Precept: ! rule or principle

prescribin a particular course of action or conduct" captures the spirit of this pioneerin #$%& article

DDDDDDDDDDDDDDDDDDDDDDDD

C: E.A'ORATIN/ T$E FO-NDIN/ (ISION

In "Social Ecology! 'n Emerging 8ultidiscipline" (inder, Stokols, and CatalanoB015 extended t$e rationale for t$e founding ision of Social Ecology articulated

originally in (inder B012 %$e eolution of Social Ecology is rooted in ac$allenge to t$e traditional purposes of $ig$er education w$ic$ are reflected int$e disciplinary-based modern researc$ uniersity %$e c$allenge is "to make t$euniersity enterprise more sensitie to non-academic needs and difficulties"B(inder, Stokols, and Catalano, 015, p G2

%+E U4I>E*SI%; I4 S:CIE%;

In deeloping t$eir conception of t$e needs of society and t$e role of t$euniersity in addressing t$ose needs, t$e aut$ors drew on 9eidner B01F w$o$ad written t$at t$e uniersity s$ould be "more fully a part of society" w$ilemaintaining its autonomy and academic freedom! "t$e needs are for a uniersityt$at $as a sense of social responsibilityA t$at $as a problem orientation to itscurriculumA t$at is concerned wit$ future timeA and t$at seeks t$e integration ofknowledge" B9eidner, 01F, p G ey elements in t$e 9eidner analysis are


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from psyc$ological and arc$itectural perspecties %$e implications of t$isexplication of t$e ecological paradigm are profound in t$eir implications for socialecological researc$

(y way of example, t$e aut$ors use 8ic$elson&s notion of "intersystemcongruence" to demonstrate $ow arc$itecture and urban design can be impactedby related areas of researc$ 8ic$elson&s construct defines as optimalenironments ones in w$ic$ t$e personal needs and cultural alues of t$ose w$olie in t$e enironment are congruent wit$ t$e specific enironment&s social andp$ysical c$aracteristics /or example, psyc$osocial profiles may become t$ebasis for deeloping t$e nature of future settings w$ic$ are designed for t$eircongruence wit$ cultural and personal attributes of t$ose w$o will reside in t$em

I4>:E8E4% 9I%+ %+E C:88U4I%;

'cademic study wit$in Social Ecology is axiomatically applicable to t$ecommunity! %$e community itself seres as "an auxiliary source of educationalenric$ment" B(inder, Stokols, and Catalano, 015, p F0 *at$er t$an traditionalorgani#ation by academic sub6ect matter or discipline, t$e curricula is organi#edby problem area %$ere is a coordination between t$eoretical and appliedlearning and on-campus and off-campus experience Central features of Social

Ecology are an encompassing enironmental outlook, multi-disciplinarity, andcommunity inolement

Citation!

(inder, ' B012 ' new context for psyc$ology! Social ecology 'merican.syc$ologist, 2, September, 012, 13G-13@

(inder, ', Stokols, ) J Catalano, * B015 Social Ecology! 'n emergingmultidiscipline 7ournal of Enironmental Education, B2, 9inter, G2-FG

9eidner, E9 B01F Enironmental education! 'n academic plan foruniersities 'ddress for :EC) Conference on Enironmental


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Still t$e important uestion remains! 9$at are t$e uniue researc$ andeducational functions sered by Social EcologyH Is t$e present proposal toestablis$ a Sc$ool of Social Ecology simply an effort by one unit to enlarge itsresource base, or will t$e proposed reorgani#ation $elp to ac$iee significantresearc$ and educational gains for t$e campus as a w$oleH %o address t$ese

issues, we first describe certain intellectual t$emes and substantie concernst$at are emp$asi#ed wit$in Social Ecology 9e t$en discuss t$e graduate andundergraduate core curricula in Social Ecology and t$e ways in w$ic$ t$esereuired courses uniuely integrate t$e t$emes of ecological analysis,interdisciplinary researc$, and community interention It is t$e integration andapplication of t$ese intellectual t$emes in our researc$ and teac$ing programst$at make Social Ecology distinctie is-K-is ot$er academic units

Intellectual T&e"es E"p&asi2e! *it&in Social Ecology

%$e intellectual foundations of Social Ecology are uite dierse and spannumerous disciplines %$e researc$ orientation and educational p$ilosop$y of t$e.rogram in Social Ecology are rooted in seeral intellectual traditions, includingeolutionary biology B)arwin, 9allace, open-systems t$eory B>on (ertalanffy,8aruyama, 8iller, t$e C$icago Sc$ool of +uman Ecology B.ark, (urgess,+awley, urban sociology B)urk$eim, Simmel, 9irt$, 8ic$elson, ecologicalpsyc$ology B(arker,


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BFLt$e importance of linking scientific researc$ and community interentionstrategies toward t$e resolution of pressing societal problems Beg,enironmental pollution, urban iolence and crimeA $ealt$ and be$aioral impactsof new tec$nologiesA and, B5Lt$e alue of approac$ing complex community andenironmental problems from multiple leels of analysis Bspanning indiiduals,

small groups, organi#ations, w$ole communities and geograp$ical regions,rat$er t$an from singular disciplinary or t$eoretical perspecties

Social Ecology>s Coe Cuicula

%$e aboe-noted principles of ecological analysis, interdisciplinary researc$, andcommunity interention are introduced at t$e graduate leel t$roug$ t$e Seminarin Social Ecology BSE233 %$is course $ig$lig$ts t$e intellectual roots of SocialEcology and examines t$e t$eoretical and met$odological tenets of ecologically-

oriented researc$ =raduate students also take two uarters of multiariatestatistics BSE2F 'J( and a seminar in *esearc$ 8et$ods BSE230 %$esecourses introduce students to a broad range of met$odological strategies andstatistical tec$niues for t$e measurement and ealuation of ecological systems/or t$eir fift$ core seminar, students can c$oose among t$ree different courses!.rogram Ealuation BSE210, (e$aioral Epidemiology BSE22F, or Strategies of%$eory )eelopment BSE20 %oget$er, t$e fie reuired graduate coursesproide in-dept$ coerage of t$e intellectual traditions and programmaticconcerns of Social Ecology =raduate Students also take six additional electiecourses in w$ic$ t$ese general principles and t$emes are elaborated wit$in t$econtext of specific substantie areas Beg, enironmental $ealt$, urban planning,

$uman deelopment, $ealt$ psyc$ology, criminology, law and society

%$e undergraduate core curriculum in Social Ecology includes fie lower diisioncourses and t$ree upper diision courses %$e lower leel courses introducestudents to t$e principles of ecological analysis as t$ey apply wit$in t$ree broadareas of inuiry! Criminal 7ustice B7F, Enironmental 'nalysis BE@, and Social(e$aior BS1 Social Ecology ma6ors also are reuired to take two met$odologycourses, *esearc$ )esign BSE03 and Statistics BSE0G or euialent %$e upper leel courses consist of t$e field study seuence %$ese include a lecture courseintroducing field obseration tec$niues BStudies in /ield Settings, SE01F andtwo uarters of field interns$ip Babout 03 $ours per week in a field setting plusone $our per week in small seminar wit$ a faculty superisor, SE015 Inaddition, Social Ecology ma6ors are reuired to take ten upper-diision electiecourses and can c$oose to graduate wit$ speciali#ations in Enironmental

'nalysis, Social (e$aior, or Criminal 7ustice by taking six of t$eir electieswit$in one of t$ese t$ree areas


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Poposal to Reogani2e t&e Poga" in Social Ecology as a Sc&ool

ummary of -omments Presented by .aniel to/ols, Proram in ocial coloy,

to 0-1's Representative !ssembly on November &$, #$$2

0# Oigins an! Aca!e"ic Mission of Social Ecology

%$e .rogram in Social Ecology was establis$ed at UCI in 013 as aninterdisciplinary academic unit spanning t$e enironmental, be$aioral,legal and $ealt$ sciences %$e intellectual foundations of t$e .rogram arerooted in t$e ecological paradigm as it $as eoled in bot$ t$e natural andt$e be$aioral sciences %$e academic mission of t$e .rogram in SocialEcology encompasses at least two ma6or goals! B0 to train students to

analy#e scientific and public policy uestions from a broad,interdisciplinary perspectieA and B2 to apply basic t$eory and researc$ tot$e analysis and resolution of community problems %$ese principles ofecological analysis, interdisciplinary researc$, and community problem-soling are reflected in seeral facets of Social Ecology&s curricular andadministratie organi#ation!

' -n!ega!uate an! /a!uate Coe Couses w$ic$emp$asi#e key integratie t$emes

( -n!ega!uate Fiel! Stu!y Intens&ips, reuired for allSocial Ecology ma6ors %$is reuirement includes anintroductory course on Studies in /ield Settings BSE 01Fand at least two uarters of field interns$ip BSE 015 wit$ acommunity organi#ation /ield study placements gie SocialEcology ma6ors an opportunity to assess t$e contributionsand limits of academic knowledge presented in t$eclassroom w$en applied wit$in non-academic communitysettings

C Multi!isciplinay Aca!e"ic Aeas %$ese include t$e 'reas of Enironmental 'nalysis and )esign, .syc$ologyand Social (e$aior, and Criminology,


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multidisciplinary faculty, rat$er t$an being organi#ed aroundsingular disciplinary perspecties

) Inte!isciplinay Reseac& Poga"s Focusing onCo"ple, Social an! En)ion"ental Poble"s Examplesinclude a fie-year 4IC+) study of c$ildren&s and parents&reactions to alternatie day-care arrangementsA an 4S/-funded study of risk assessment and communicationprocesses among migrant farm workersA epidemiologicstudies of t$e relations$ips between economic c$ange,mental and p$ysical $ealt$, sponsored by t$e 4I8+Aresearc$ on w$ite collar crime wit$in t$e $ealt$ care andsaings J loan industries, sponsored by t$e 4I7A and E.'-funded studies of t$e $uman $ealt$ conseuences of water

pollution, air pollution, and lead contamination of soils

E Faculty In)ol)e"ent in Co""unity Poble"


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proided by Executie >ice C$ancellor %ien, t$e 'cademic.lanning Council and seeral Senate and 'dministratieCommitteesA final ersion of t$e reorgani#ation plansubmitted to t$e :ffice of 'cademic 'ffairs, 7une 01@1

( /urt$er reiew of Social Ecology&s reorgani#ation plan byt$e Executie >ice C$ancellor, t$e 'cademic .lanningCouncil, seeral Senate and 'dministratie Committeesduring 01@1-13A compilation of UCI&s 'cademic .lan duringSpring, 0113

C .roposal sent for formal reiew to UCI&s 'cademic Senate

during Spring, 0113A proposal endorsed by UCI&s =raduateCouncil and Committee on Educational .olicy during 7une,0113, and by t$e Committees on .lanning and (udget and

'cademic .ersonnel during :ctober, 0113A later endorsedby t$e Executie Committee of t$e Senate on 4oember and t$e *epresentatie 'ssembly on 4oember 21, 0113

) .roposal to be sent to C$ancellor .eltason and Executie>ice C$ancellor Smit$ for t$eir reiew during )ecember,

0113, wit$ reuest for transmittal to t$e .resident&s :ffice for Systemwide reiew and approal

DDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDD

Poga" in Social Ecology )cerpt from

-CI Aca!e"ic Plan (isions fo t&e 10st Centuy

-ni)esity of Califonia I)ine 0


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/eneal

%$e .rogram in Social Ecology was establis$ed in 013 as an interdisciplinaryunit to carry out researc$ and proide instruction on contemporary problems int$e social and p$ysical enironment from an ecological perspectie :er t$epast 23 years t$e .rogram in Social Ecology $as compiled a strong record ofinterdisciplinary researc$ and teac$ing External reiew committees $aecommented on t$e distinctieness and $ig$ uality of Social Ecology&sundergraduate and graduate curricula /or example, t$e most recent graduate

reiew committee commented t$at "9e find t$e .rogram in Social Ecology to bea aluable and uniue resource for t$e State and for t$e nation %$einterdisciplinary model of t$e .rogram is imaginatie and well-conceied Inaddition, w$ile most examples of interdisciplinary education elsew$ere $aefailed, t$is .rogram $as suried and is flouris$ing" Similarly, t$e undergraduatereiew committee noted t$at "%$e Social Ecology .rogram is uniue in t$iscountry if not t$e world 'lt$oug$ t$ere are some interdisciplinary programs inot$er uniersities--


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four formal .$) concentrations became aailable to graduate students! +uman)eelopmentA +ealt$ .syc$ologyA Enironmental 'nalysis and )esignA andCriminology,


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' special feature of t$e Social Ecology undergraduate curriculum is its fieldstudies reuirement 'll ma6ors must participate in field researc$ %$e settingsproided for student field study include a wide range of problem-orientedinstitutions in t$e priate and public sectors Beg, sc$ools, $ealt$ care facilities,priate law firms, police departments 'n $onors program is open to upper

diision students w$o $ae completed at least fie upper-diision Social Ecologycourses wit$ a minimum =.' of G5

=rowt$ in t$e undergraduate ma6or $as been accompanied by growt$ in t$eundergraduate workload In 01@F-@5, t$e .rogram was responsible for a t$ree-term aerage workload of approximately @,F33 student credit-$ours, w$ereas01@@-@1 t$e figure was 05,333 student credit $ours

Ne7 -n!ega!uate Poga"s

%$e .rogram $as proposed t$at it be administratiely reorgani#ed as a Sc$oolUnder suc$ a restructuring, t$e core Social Ecology curriculum would beretained, and students would be able to elect a general Social Ecology degree ort$e 'pplied Ecology ma6or %$ree areas of undergraduate emp$asis, closelyrelated to t$e existing ones, would be aailable %$e area of enironmentalanalysis and design would proide undergraduates an opportunity to speciali#e inapplied ecology, enironmental $ealt$, arc$itecture, facilities management, andurban design and planning %$e area of psyc$ology and social be$aior would

proide curricula leading to speciali#ations in deelopmental and $ealt$psyc$ology, demograp$y, urban sociology, and social epidemiology %$e t$irdarea--criminology, law, and society--would offer specialty tracks in criminology,enironmental law, legal institutions and legal procedure, and t$e relations$ips oflaw and t$e social sciences %$e establis$ment of t$ese areas eac$ offering aariety of specialty tracks, would allow significantly greater co$erence of SocialEcology&s undergraduate curriculum

/a!uate E!ucation

%$e Social Ecology graduate program grew from 2 students in 01@F-@5 to @ in01@@-@1 %$at almost F3 percent increase was accompanied by a decrease inadmissions selectiityA GG percent of its applicants were admitted in 01@F-@5,w$ereas F@ percent were admitted in 01@@-@1 +oweer, only G2 percent of t$egraduate applicants were admitted during 01@1-13 'lt$oug$ some decline was


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noted in t$e uality of students entering t$e graduate program during 01@@-@1Bas assessed by mat$ and erbal =*E scores, t$e uality of entering graduatestudents was uite strong in 01@1-13

's of 01@@, four formal .$) concentrations became aailable, in addition to t$e

general Social Ecology graduate program %$ese concentrations are! +ealt$.syc$ologyA +uman )eelopmentA Enironmental 'nalysis and )esignA andCriminology,


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establis$ a .$) in +ealt$ .syc$ology to t$e =raduate Council during /all 01@1 ' proposal to establis$ t$e +uman )eelopment .$) was submitted to t$e=raduate Council during 9inter 0113 (ot$ proposals are currently under reiew%$e Criminology,


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01G 8' in Social Ecology establis$ed

015 .$) in Social Ecology establis$ed

01@F *elocation from Engineering and Computer Science (uildings to t$e

new Social Ecology (uilding Bnow called Social Ecology I

01@1 Establis$ment of t$ree 'reas B.syc$ology and Social (e$aiorACriminology,


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Stokols B0112 conceptuali#ed $ealt$ promotion broadly as "a dynamictransaction between indiiduals and groups and t$eir psyc$osocial milieu Bp @"

Suc$ a conceptuali#ation reuires an analysis of bot$ t$e enironmentalresources w$ic$ are aailable and t$e life-styles and $ealt$ $abits of t$eindiiduals under study

%$e first step was to measure t$e features of t$e enironment w$ic$ promotepersonal and collectie well-being by different criteria at different leels ofanalysis In taking t$is first step Stokols employed one of t$e basic assumptionsof t$e ecological perspectie t$at "$ealt$fulness is a multifaceted p$enomenonencompassing p$ysical $ealt$, emotional well-being, and social co$esionBStokols, 0112, p @"

Conceptuali2ing $ealt&


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Facets of $ealt&fulnessResouces in t&e En)ion"ent

'e&a)ioal

Psyc&ological P&ysiological Outco"es

344 5ulti4perspective 446

BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBB

*hysical healthInDury resistant,not toxic

2bsence of illness symptoms

G

multi-level

G

/motional

ellbeing

/nvironmental

predictability

2ttachment to

social milieu

'ocial cohesion'ocial support

netor!s

'ocial contact

and cooperation

BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBB

%$e table presented enironmental resources w$ic$ $ae a positie influence onindiidual and group well-being .erson-enironment transactions wit$ $ealt$

outcomes may be assessed at different leels of analysis

Stokols notes t$at "=ien t$e diersity of enironmental conditions present inmost settings, it is likely t$at t$e relations$ips between t$ose conditions andmultiple $ealt$ indices will be uite aried and sometimes contradictory BStokols,0112, p 1" In a social ecological analysis of $ealt$ promotion, t$e principalpoint is t$e importance of examining bot$ p$ysical and social dimensions ofenironments and t$eir 6oint influence of well-being

Mo!eling Relations&ips A"ong En)ion"entalan!

'e&a)ioal Factos in $ealt&


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'not$er aspect of applying a social ecological perspectie to $ealt$ promotion ist$e task of deeloping interdisciplinary models of t$e relations$ips amongenironmental and be$aioral factors in $ealt$

/ollowing


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hysical debilitation resulting from chronic exposure touncontrollable environmental demands, 7illustrations of

uncontrollable environmental demands are noise, abrupt economicchange, or interpersonal conflict >

'to!ols also notes that exposure to a positive environment can alleviate stress and promote physical and emotional ellbeing.

=. The e"i#o$et %&ctios as a soce o% sa%ety o# !a(e# )ith #espect to

health cose*&eces'

/xamples"

atural and technological disasters

ir and ater pollution

ccupational hazards

nterpersonal violence

rime

F. The e"i#o$et ca %&ctio as a ea+le# o% health +eha"io#'

/xamples"

nstallation of safety devices in buildings and vehicles

eographic proximity to health care

xposure to cultural practices hich foster healthpromotive behavior

@. The e"i#o$et se#"es as a p#o"i!e# o% health #esoces'

/xamples"

ommunity sanitation services

rganizational and community health services

egislation protecting the quality of physical environments

egislation ensuring citizens& access to health insurance


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egislation ensuring citizens& access to communitybased healthcare

'to!ols 7899;> observed that in specific environmental contexts the healthrelevantfunctions of the sociophysical environment can operate concurrently and are closely

intertined.

The multiperspective approach and the multilevel analytical frameor! of social

ecology may be illustrated in its application to health promotion. The five healthrelatedfunctions of the sociophysical environment are one element of a social ecology

perspective.

2nother component of a social ecology perspective on health promotion is to lin! an

environmental analysis to biological, psychological, and behavioral factors in health, thento develop the frameor! hich emerges at different levels of analysis. 1in!ing an

environmental analysis to biological, psychological, and behavior factors as

accomplished by 'to!ols 7899;> ith to specific categories under the general headingof 6*ersonal and /nvironmental -actors in 3ealth and Illness.6

The first specific category he labeled 6Ciopsychobehavioral -actors.6 (ithin this

category ere three perspectives" Ciogenic, *sychological, and Cehavior. /ach

perspective as then approached from a multilevel analytic frameor!"

Ciogenic/xamples"

amily history

xposure to infectious pathogens

isabling inDury

ge

ender

*sychological

/xamples" ptimism

nterpersonal s!ills

oronaryprone orientation

ancerprone orientation

epression


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Cehavioral

/xamplesietary regimens

lcohol consumption

mo!ing

xercise patterns

leep patterns

The second specific category he labeled 6'ociophysical /nvironmental -actors.6 (ithin

this category ere three perspectives" 4eographic, 2rchitectural and Technological, and'ociocultural. /ach perspective as then approached from a multilevel analytic

frameor!"

4eographic/xamples"

roundater contamination

ltraviolet radiation

tmospheric ozone depletion

lobal arming

ealth consequences of reduced biodiversity

2rchitectural and Technological

/xamples"

ontoxic construction

oise pollution

ehicular and passenger safety

ater quality treatment

ndoor air pollution, "sick building syndrome"

'ociocultural

/xamples"ocioeconomic status

rganizational or political instability


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vailability of health insurance

nvironmental protection regulations

ocial support versus social isolation

Combining t$ese two general categories proides six different perspecties onpersonal and enironmental factors in $ealt$ and illness!

iogenic

syc$ological

e$aioral

eograp$ic

rc$itectural and %ec$nological

ociocultural

Eac$ of t$ese different perspecties are t$en approac$ed from a socialecological perspectie from different leels of analysis

'not$er framework for analysis wit$in a social ecological perspectie would be tolink t$e fie $ealt$-related functions of t$e sociop$ysical enironment to t$eidentification of t$e specific mec$anisms by w$ic$ geograp$ic, arc$itectural-tec$nological, and sociocultural factors influence $ealt$ and illness Since

researc$ $as not yet confirmed many of t$e specific linkages, suc$ a frameworkfor analysis also defines a number of aenues for future inuiry Stokols B0112represented t$is analytical framework isually )imensions of t$e enironmentBmultiple perspecties were presented in terms of leels of function of t$eenironment, and w$et$er t$e dimension identified and selected was p$ysical orsocial

%$is was represented isually as follows!

Di"ensions of t&e En)ion"ent

En)ion"ental Physical Social


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Function

344multi4perspective 446

B'dapted from )aniel Stokols "Establis$ing and 8aintaining+ealt$y Enironments! %oward a Social Ecology of +ealt$.romotion" 'merican .syc$ologist 7anuary 0112, >ol F, 4o 0,pp -22

In t$is framework, eac$ of t$e dimensions of t$e enironment were t$enapproac$ed in terms of leels of analysis

En)ion"ental Function

BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBB

Physical Social

MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM MMMMMMMMMMMMMMMM

8edium of )isease

(ater andairbourne disease

%ontagious diseasespread through contact

Stressor

/xposure to

uncontrollable noise

%hronic

social conflict

Source of Safety or )anger

/ffects

of toxic hazards

InDury from

violence or crime

Enabler of +ealt$ (e$aior

4eographic accessibility

of health care practices

%ultural and

religious hich are

healthpromotive


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.roider of +ealt$ *esources

%ommunity sanitation

1egislation on

public health H

safety

'to!ols indicates that a social ecological perspective on health promotion has

important implications for theory development and basic research, as ell as forthe development of public policy, community intervention, and program

evaluation.

table of contents

SECTION I: T$E POTENTIA. OF TRANSDISCIP.INARY

RESEARC$

The source of perspective for this section of %onceptual 'ocial ecology are 0osenfield7899;> and 'to!ols 7899?>.

CONCEPT,AL RATIONALE FOR TRANSDISCIPLINAR- RESEARCH

Coth 'to!ols 7899?> and 0osenfield 7899;> consider the essence of transdisciplinary

research to be a common conceptual frameor! hich blends existing concepts and

theories. /xpected outcomes of transdisciplinary research are more comprehensive

analyses, ne concepts, and ne research techniques. 2dditional outcomes include netraining programs and policy changes.

The emphasis is on ta!ing into account the 6broader context6 in hich occurs the societal problem of health or environment hich is under study. Ta!ing in account 6the broader

context6 leads to more lasting improvements in the situation hich is being studied.0osenfield urges that researchers 6fuse the research approaches and or! together in data

collection and analysis and interpretation of findings6 70osenfield, 899;, p. 8=F9>.



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CHARACTERISTICS OF INTERDISCIPLINAR-. M,LTIDISCIPLINAR-. AND

TRANSDISCIPLINAR- RESEARCH

0osenfield 7899;, p 8=@8> provides a taxonomy of cross disciplinary research bydistinguishing the distinctive characteristics of multidisciplinary, interdisciplinary, and

transdisciplinary research.

Multidisciplinary" 60esearchers or! in parallel or sequentially from disciplinary

specific base to address common problem.6 70osenfield, 899;, p.8;@8>.

The strength of such an approach is that it can lead to immediate solutions, though they

may be 6possibly shortlived...6. 2 limitation is that it is not usually 6conceptually

pathbrea!ing.6 2s multidisciplinary research is conducted, each discipline or!s

independently. 0esults hich are a product of the research are 6usually brought togetheronly at the end6 70osenfield, 899;, 8=@8>.

Interdisciplinary" 60esearchers or! Dointly but still from disciplinaryspecific

basis to address common problem6 70osenfield, 899;, p. 8=@8>.

The strength of this approach is that 6serious proDects are contributing ne !noledge6

from a different disciplines using their specific techniques and s!ills 70osenfield, 899;, p.8=@;>. In contrast to multidisciplinary research, representatives of disciplines do not or!

independently. 0esults hich are a product of the research are typically reported 6in a partial, disciplinebydiscipline sequence6 70osenfield, 899;, p. 8=@8>.

Transdisciplinary" 60esearchers or! Dointly using shared conceptual frameor!draing together disciplinaryspecific theories, concepts, and approaches to

address common problem6 70osenfield, 899;, p. 8=@8>

The strength of this approach is that it builds a common conceptual frameor! hich

serves as a comprehensive organizing construct for research that transcends separate

disciplinary theoretical and methodological orientations. The common conceptualframeor! can be used 6to define and analyze the research problem...6 70osenfield, 899;,

p. 8=@8>.

2 result of a common conceptual frameor! is that it can lead to ne practical

approaches to solving societal problems of health and environment. In transdisciplinary


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inquiry, researchers or! together on such basic research tas!s as defining the problem,

identifying concepts and research methods, and presenting results. e approaches to

social and medical science flo from the process of or!ing together.

ILL,STRATIVE CHARACTERISTICS OF A TRANSDISCIPLINAR-

CONCEPT,AL FRAME/OR0

0osenfield 7899;> describes the characteristics of a conceptual frameor! fortransdisciplinary research. 'uch a frameor! 6should explicitly incorporate structures of

society and bring into play all conditioning factors hich influence the extent of health

problems6 70osenfield, 899;, p. 8=@8>.

Cy ay of example, she provided an illustration of incorporating the conceptual

relationship beteen social, economic, political, and intersectoral conditions and impacts

in a study of tropical disease.

8. /xamine social and economic consequences of tropical diseases

;. -olloing adaptation, examine the development and use of medical technologies

=. /xplicitly include the contextual, political, economic factors

F. /xplicitly include health inputs, inputs from other sectors

@. /xplicitly include the combined impact on health, social, and economic outcomes

6hich then feedbac! to change the baseline conditions6 70osenfield, 899;, p.


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8=@;>.

TRANSDISCIPLINAR- RESEARCH GOALS AND O,TCOMES

0osenfield identified the goal of transdisciplinary research in the context of

epidemiological challenges in the rise of chronic disease in developing countries and theresurgence of infectious diseases in developed countries"

6...the conceptual frameor! must transcend disciplinary bounds and, yet, dra

on the previous !noledge and experiences of those disciplines. 2 ne type ofresearch should emerge that enables the analysis of a particular problem to be

located in the transdisciplinary conceptual frameor! and to be analyzedaccordingly6 70osenfield, 899;, p. 8=@;>.

0esults from a transdisciplinary frameor! can lead to 6broadlybased transsectoral

programs and actions ith longer lifene concepts, methods, and policies6 70osenfield,899;, p. 8=@=>.

Transdisciplinary research is not 6research as usual.6 There is a 6full discussion6 of the

problem, and more 6extensive6 and 6indepth6 analyses. In the tropical health example,hat as included as broadly based" the research frameor! as expanded to include

6concepts from sociology, demography, anthropology, epidemiology, immunology, parasitology, and entomology coalesced and lin!ed ith the basic economic concepts

underlying the migration and resettlement strategies of the government6 70osenfield,

899;, p. 8=@=>.

2gain, by ay of illustration from the tropical health example"

6'ociologists pondered ne prevalence detection strategies and entomologists

explored changing human behaviors hile anthropologists and demographers

noted changed vectorial behaviors" 70osenfield, 899;, p. 8=@=>.'uch an approach to the process of the tropical health research led to shifts in paradigms

and in research practices. The potential of transdisciplinary research is moving to a stage

6here disciplines can build on their distinct traditions and coalesce to become a ne


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field of research...6 70osenfield, 899;, p. 8=@F8=@@>.

%itations"

0osenfield, *. 1. 7899;> The potential of transdisciplinary research for sustaining and

extending lin!ages beteen the health and social sciences. 'ocial 'cience Med., =@788>,

8=F=8=@J.

'to!ols, A. 7899?>. The future of interdisciplinarity in the 'chool of 'ocial /cology.

*aper presented at the 'chool of 'ocial /cology 2ssociates 2nnual 2ards 0eception.'chool of 'ocial /cology, +niversity of %alifornia, Irvine. May ;8, 899?.

K#http"BBeee.uci.eduB9?fB@E*S'*; CE


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table of contents

SECTION I: T$E F-T-RE OF INTERDISCIP.INARITY IN T$E

SC$OO. OF SOCIA. ECO.O/Y

)an Stokols! %$e /uture of Interdisciplinarity in t$e Sc$ool of Social Ecology

table of contents

SECTION II: SE.ECTED 'I'.IO/RAP$Y OF SCIENTIFIC

SOCIA. ECO.O/Y

Compiled by )aniel Stokols for an Undergraduate Seminar

PART I: $ISTORICA. FO-NDATIONS OF SOCIA. ECO.O/Y

Pinciples of 'iological an! $u"an Ecology

+awley, '+ B0153 +uman ecology International encyclopedia oft$e social sciences, >ol F 4ew ;ork! 8ac8illan, G2@-GG

8ic$elson, 9 B01 8an and $is urban enironment! 'sociological approac$ *eading, 8'! 'ddison-9esley, G-G2

http://www.seweb.uci.edu/cse/cse.html#toc%23tochttp://eee.uci.edu/98f/50990/Readings/stokols.htmlhttp://www.seweb.uci.edu/cse/cse.html#toc%23tochttp://www.seweb.uci.edu/cse/cse.html#toc%23tochttp://eee.uci.edu/98f/50990/Readings/stokols.htmlhttp://www.seweb.uci.edu/cse/cse.html#toc%23toc


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Societal an! Scientific Oigins of Social Ecology

(inder, ' B012 ' new context for psyc$ology! Social ecology 'merican .syc$ologist, 2, 13G-13@

(inder, ', Stokols, ), J Catalano, * B015 Social ecology! 'nemerging multidiscipline 7ournal of Enironmental Education, ,G2-FG

Catalano, * B011 +ealt$, be$aior and t$e community 4ew;ork! .ergamon .ress, C$apters 0, 2, F

.ros$ansky, +8 B012 /or w$at are we training our graduatestudentsH 'merican .syc$ologist, 2, 235-202

PART II: SYSTEMS T$EORY AS A 'ASIS FOR SOCIA.ECO.O/ICA. RESEARC$

$o"eostasis an! Dise6uilibiu" *it&in 'iological an! Social Syste"s

'rgyle, 8, J )ean, 7 B015 Eye-contact, distance and affiliationSociometry, 2@, 2@1-G3F

(ales, */ B01F1 'daptie and integratie c$anges as sources ofstrain in social systems In */ (ales, Interaction process analysis!

' met$od for t$e study of small groups Cambridge, 8'! 'ddison-


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9esley, 02-0G0

at#, ), J a$n, *


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1ein, L. 789=:>. *rinciples of topological psychology. e 5or!"Mc4ra3ill, 88;9.

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Conceptual Social Ecology

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