Social ecological modelSocioecological models were developed to further the understanding of the dynamic

interrelations among various personal and environmental factors.

Introduced as a conceptual model in the 1970s, formalized as a theory in the 1980s, and continually revised by Bronfenbrenner until his death in 2005, Urie Bronfenbrenner’s Ecological Framework for Human Development applies socioecological models to human development. In his initial theory, Bronfenbrenner postulated that in order to understand human development, the entire ecological system in which growth occurs needs to be taken into account. In subsequent revisions, Bronfenbrenner acknowledged the relevance of biological and genetic aspects of the person in human development.

Bronfenbrenner’s ecological framework for human development

Bronfenbrenner’s ecological framework for human development was first introduced in the 1970s as a conceptual model and became a theoretical model in the 1980s. Two distinct phases of the theory can be identified. Bronfenbrenner stated that “it is useful to distinguish two periods: the first ending with the publication of the Ecology of Human Development (1979), and the second

characterized by a series of papers that called the original model into question.”

Ecological systems theory

In his original theory, Bronfenbrenner postulated that in order to understand human development, the entire ecological system in which growth occurs needs to be taken into account. This system is composed of five socially organized subsystems that support and guide human development. Each system depends on the contextual nature of the person’s life and offers an ever-growing diversity of options and sources of growth. Furthermore, within and between each system are bi-directional influences. These bi-directional influences imply that relationships have impact in two directions, both away from the individual and towards the individual.

Microsystem

The microsystem is the layer closest to the child and contains the structures with which the child has direct contact. The microsystem encompasses the relationships and interactions a child has with his or her immediate surroundings such as family, school, neighborhood, or childcare environments. At the microsystem level, bi-directional influences are strongest and

have the greatest impact on the child. However, interactions at outer levels can still impact the inner structures. This core environment stands as the child’s venue for initially learning about the world. As the child’s most intimate learning setting, it offers him or her reference point for the world. The microsystem may provide the nurturing centerpiece for the child or become a haunting set of memories.

Mesosystem

The mesosystem moves us beyond the dyad or two-party relation. Mesosystems connect two or more systems in which child, parent and family live. Mesosystems provide the connection between the structures of the child’s microsystem. For example, the connection between the child’s teacher and his parents, between his church and his neighborhood, each represent mesosystems.

Exosystem

The exosystem defines the larger social system in which the child does not directly function. The structures in this layer impact the child’s development by interacting with some structure in his/her microsystem. Parent workplace schedules or community-based family resources are examples. The child may not be directly involved at this level, but he does feel the positive or negative force involved with the interaction with his own system. The main exosystems that indirectly influence youth through their family include: school and peers, parents' workplace, family social networks and neighborhood community contexts, local politics and industry.

Macrosystem

The macrosystem is composed of cultural values, customs, and laws. It refers to the overall patterns of ideology and organization that characterize a given society or social group. Macrosystems can be used to describe the cultural or social context of various societal groups such as social classes, ethnic groups, or religious affiliates. This layer is the outermost layer in the child’s environment. The effects of larger principles defined by the macrosystem have a cascading influence throughout the interactions of all other layers. The macrosystem influences what, how, when and where we carry out our relations.

Chronosystem

The chronosystem encompasses the dimension of time as it relates to a child’s environment. Elements within this system can be either external, such as the timing of a parent’s death, or internal, such as the physiological changes that occur with the aging of a child. Family dynamics need to be framed in the historical context as they occur within each system.

Reference: http://en.wikipedia.org/wiki/Social_ecological_model

The Social-Ecological Model: A Framework for Prevention

The ultimate goal is to stop violence before it begins. Prevention requires understanding the factors that influence violence. CDC uses a four-level social-ecological model to better understand violence and the effect of potential prevention strategies (Dahlberg & Krug 2002). This model considers the complex interplay between individual, relationship, community, and societal factors. It allows us to address the factors that put people at risk for experiencing or perpetrating violence.

Individual

The first level identifies biological and personal history factors that increase the likelihood of becoming a victim or perpetrator of violence. Some of these factors are age, education, income, substance use, or history of abuse.

Relationship

The second level examines close relationships that may increase the risk of experiencing violence as a victim or perpetrator. A person's closest social circle-peers, partners and family members-influences their behavior and contributes to their range of experience.

Community

The third level explores the settings, such as schools, workplaces, and neighborhoods, in which social relationships occur and seeks to identify the characteristics of these settings that are associated with becoming victims or perpetrators of violence.

Societal

The fourth level looks at the broad societal factors that help create a climate in which violence is encouraged or inhibited. These factors include social and cultural norms. Other large societal factors include the health, economic, educational and social policies that help to maintain economic or social inequalities between groups in society.

Reference: Dahlberg LL, Krug EG. Violence-a global public health problem. In: Krug E, Dahlberg LL, Mercy JA, Zwi AB, Lozano R, eds. World Report on Violence and Health. Geneva, Switzerland: World Health Organization; 2002:1–56.