Bronfenbrenner's Theoretical Framework Challenged Deficit Perspective

Bronfenbrenner’s theoretical framework challenged deficit perspectives. The author demonstrated that a range of inter-related factors may impact on an individual across different systems at any given time (e.g., microsystem, mesosystem, exosystem and macrosystem). Ecological systems theory emphasises the interaction between more proximal individual factors (e.g., biology, personality), immediate environment (e.g., family, school, peer group), wider environment (e.g., children’s services, socio-political factors, industry) and more distal socio-cultural factors (e.g., cultural ideologies).
The theory asserts that an individual’s development must be understood through careful consideration of the many factors across systems that contribute to,
or impact on development. Furthermore, this perspective asserts that an individual’s development occurs as a result of the dynamic, progressive, mutual accommodation of the individual, as well as the environment in which they exist and function (Bronfenbrenner, 1977, 1979, 1986).
As a result of this paradigm shift in the child development literature, more family focused services were developed to address the needs of individual children, as well as their families.
Moore (2008) suggested services became more parent-focused as a result of ecological systems theory. Subsequently the needs of other members of the family system (e.g., siblings), began to be recognised. Also, the impact of more distal factors (e.g.., school, socio-economic status, religion) began to be considered. This enabled practitioners to gain an informed appreciation of a child’s ‘ecocultural niche’ (Bernheimer & Weisner,
2007).
Over the past three decades, researchers have increasingly acknowledged the role of distal factors and have examined how they impact on child development, adjustment and global family functioning (Moore, 2008). Guralnick (2005) suggested that as a result of the increased emphasis on more distal factors, there was recognition amongst policy makers of the need to provide specialist services in health, education and the community. The provision of specialist services for children and families at different systemic levels appeared to have a positive impact on individuals, families and communities and was acknowledged in contributing to more positive outcomes (Cooper, Arber, Fee & Ginn, 1999). Ecological systems theory enabled practitioners to conceptualise more complex transactional perspectives and modify aspects of service provision and practice.
Autism could also be seen as the metaphorical rock; it does not only affect the individual but the various interacting systems as well.
At the same time a sibling's experience of having a brother or sister with Autism will also be influenced by the various interacting systems, for instance, the support available to the sibling and the reactions from others in the micro-, exo- and macrosystems. The bio-ecological framework correlates well with the interpretive/constructivist paradigm, as it aims to understand how different interacting systems influence the individual's development and experiences and therefore also recognises that each individual's reality is unique and is influenced by their specific context. The importance of taking the individual's context into consideration was shown in a study by Macks and Reeve (2007) in which they compared the psychosocial and emotional adjustment of siblings of children with Autism to that of siblings of non-disabled children. They found that the presence of Autism in the family appears to enhance the psychosocial and emotional development of non-disabled siblings when demographic risk factors such as financial strain are limited. On the contrary, if demographic risk factors increase, the presence of Autism seems to have an increasingly unfavourable impact on
siblings.
In this study, the focus is on the sibling of the child with ASD; the one usually overlooked is given a voice. This study was aimed at understanding the experiences of siblings. An ecosystemic perspective was used as a framework to gain a better understanding of siblings' experiences through enquiring specifically about the different systems that interact, for instance: the relationships within the family; relationships with peers; and what support the siblings have available in their communities. It was important to know what the siblings' perceptions of ASD were, as "[c]hildren's perceptions of their context are central to understanding how they interact with their environments" (Swart & Pettipher, 2011, p. 15). Thus, the siblings' perceptions may be expected to influence how they experience living with a brother or sister with ASD.