What is the social ecological model? How can this perspective be used in practice to deepen understanding of the lives of children, young people and families in poverty and promote wellbeing?
What is the social ecological model? How can this perspective be used in practice to deepen understanding of the lives of children, young people and families in poverty and promote wellbeing?
In social care services, models and theories are constructed in order to promote knowledge and understanding of particular areas. With a clear understanding established it enables practitioners to analyse, debate and practice in the most effective way. The particular model focus for this essay is the social ecological model established by Brofenbrenner (cited by O’Dell and Leverett, 2011). Children, young people and families all across the United Kingdom (UK) experience and are affected by poverty, Bradbury and Janetti (cited by Rixon, 2011, p.15) clarify this, “By the end of the twentieth century, the UK had the highest rate of children living in poverty in Europe”. The wellbeing of children and young people is at the focus of all surrounding social care services. With this importance in mind, this essay will ascertain that using the social ecological model in practice can deepen the understanding of the lives of children, young people and families experiencing poverty and how it can aid in promoting their wellbeing.
The social ecological model is a framework used to highlight how the lives of children and young people are directly affected by the environment that they live in, there immediate surroundings and the society as a whole. Brofenbrenner originally used a diagram displaying concentric circles to aid in the understanding of the social ecological model (Open University, Learning Guide 3, Section 3.1). Since Brofenbrenner established this framework in 1979, the model has continued to be used and adapted enabling more depth and understanding. Every child is recognised by the ecological perspective to be an individual. The model does therefore not automatically make any assumptions that every child experiences the same surrounding networks. However, Brofenbrenner’s
In social care services, models and theories are constructed in order to promote knowledge and understanding of particular areas. With a clear understanding established it enables practitioners to analyse, debate and practice in the most effective way. The particular model focus for this essay is the social ecological model established by Brofenbrenner (cited by O’Dell and Leverett, 2011). Children, young people and families all across the United Kingdom (UK) experience and are affected by poverty, Bradbury and Janetti (cited by Rixon, 2011, p.15) clarify this, “By the end of the twentieth century, the UK had the highest rate of children living in poverty in Europe”. The wellbeing of children and young people is at the focus of all surrounding social care services. With this importance in mind, this essay will ascertain that using the social ecological model in practice can deepen the understanding of the lives of children, young people and families experiencing poverty and how it can aid in promoting their wellbeing.
The social ecological model is a framework used to highlight how the lives of children and young people are directly affected by the environment that they live in, there immediate surroundings and the society as a whole. Brofenbrenner originally used a diagram displaying concentric circles to aid in the understanding of the social ecological model (Open University, Learning Guide 3, Section 3.1). Since Brofenbrenner established this framework in 1979, the model has continued to be used and adapted enabling more depth and understanding. Every child is recognised by the ecological perspective to be an individual. The model does therefore not automatically make any assumptions that every child experiences the same surrounding networks. However, Brofenbrenner’s
References: Department of Health, (2000) Framework for the assessment of children in need and their families [online] Available at http://www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPolicyAndGuidance/DH_4003256 (Accessed 2nd November 2012) O’Dell, L and Leverett, S. (2011) Working with children and young people: co-constructing practice, Introduction. Rixon, A. (2011) Working with children and young people: co-constructing practice, Wellbeing and the ecology of children’s lives. Scottish Executive (2008) Getting it right for every child: A guide to getting it right for every child [online] Available at http://www.scotland.gov.uk/Resource/Doc/1141/0065063.pdf (Accessed 2nd November 2012) The Open University (2012) ‘A social ecological perspective’, A case study of educational inequality [online] Available at http://learn2.open.ac.uk/mod/oucontent/view.php?id=177729§ion=2 (Accessed 30th October 2012) The Open University (2012) ‘A social ecological perspective’, A web of relationships [online] Available at http://learn2.open.ac.uk/mod/oucontent/view.php?id=177729§ion=1 (Accessed 30th October 2012)