How can this perspective be used in pattern to intensify apprehension of the lives of kids. immature people and households in poorness and advance well-being?

In societal attention services. theoretical accounts and theories are constructed in order to advance cognition and apprehension of peculiar countries. With a clear apprehension established it enables practicians to analyze. argument and pattern in the most effectual manner. The peculiar theoretical account focal point for this essay is the societal ecological theoretical account established by Brofenbrenner ( cited by O’Dell and Leverett. 2011 ) . Children. immature people and households all across the United Kingdom ( UK ) experience and are affected by poorness. Bradbury and Janetti ( cited by Rixon. 2011. p. 15 ) clarify this. “By the terminal of the 20th century. the UK had the highest rate of kids populating in poorness in Europe” . The well-being of kids and immature people is at the focal point of all environing societal attention services.

With this importance in head. this essay will determine that utilizing the societal ecological theoretical account in pattern can intensify the apprehension of the lives of kids. immature people and households sing poorness and how it can help in advancing their well-being. The societal ecological theoretical account is a model used to foreground how the lives of kids and immature people are straight affected by the environment that they live in. there immediate milieus and the society as a whole. Brofenbrenner originally used a diagram displaying homocentric circles to help in the apprehension of the societal ecological theoretical account ( Open University. Learning Guide 3. Section 3. 1 ) . Since Brofenbrenner established this model in 1979. the theoretical account has continued to be used and adapted enabling more deepness and apprehension. Every kid is recognised by the ecological position to be an person. The theoretical account does hence non automatically do any premises that every kid experiences the same environing webs. However. Brofenbrenner’s theoretical account does non admit that in between each clearly defined degree. of the kid. household. community and society it can be far more complex.

With every kid being alone. so is there environing environment. For one kid the outer influences may be far more direct or have a greater impact. To be able to to the full understand kids and immature people. It is indispensable that their household environment. there location of community and the manner society is structured. is to the full understood. Working to this apprehension would enable the model Brofenbrenner established. Importantly. this perspective brings to illume the importance of how a parent’s attack of attention and support has a direct impact onto the kid. This leads onto to following homocentric ring of ‘family’ . As researched by Duncan and Brooks Gunn ( cited by O’Dell and Leverett. 2001. p. 3 ) they acknowledged that kids and immature people can be negatively affected by household factors. including poorness. The negative influence may impact the child’s life opportunities and different countries of development. The direct impact of factors such as poorness. leads onto the following homocentric circle of community and society.

Following the thoughts presented from Brofenbrenner’s societal ecological position. a kid who experiences a positive environment within household and societal webs will be less likely to be affected negatively from the outer homocentric rings of community and society. Factors such as the vicinity the kid or immature individual is populating in. need non straight impact them if they have a positive household environment. Working in a manner which supports the societal ecological theoretical account can hold a positive impact onto kids. immature people and their households. Families who experience poorness can experience that they are to fault and it is due to their ain weaknesss. If practicians can turn to the household utilizing Brofenbrenner’s model. the impact of society can be acknowledged hence understanding that factors out of a households control can still straight impact them. It would look that the benefits of the societal ecological position is widely acknowledged across the United Kingdom and is underpinned by legal model.

O’Dell and Leverett ( 2012. p. 2 ) writes about this and acknowledges that Geting it right for every kid ( Scots Executive. 2008 ) and the Framework for the Assessment of kids in demand and their households ( DH. 2000 ) take into consideration this position. With these constabularies in head. it appears that the importance of the societal ecological model have been addressed yet non all practicians and professionals actively embrace this position. In pattern. the model can be used as a changeless reminder of a fact that in the societal work system is non ever practiced ; the kid is at the Centre. The importance of the kid or immature individual is paramount. A kid or immature person’s well-being is non demeaned to accommodate the system. but the system is at that place to accommodate the person. unconditioned of their state of affairs. Children can turn up imprinted with positions that have been pushed onto them. knowing or non. If positions have been negative. it is likely to impact the overall well-being of the kid.

A practician can guarantee that households are cognizant of how much a kid is impacted by actively prosecuting in treatments about wider issues such as the community they live in and how society reflects onto them. On contemplation parents may admit the direct impact of their personal positions and accommodate the manner they inflict them onto their kids. The well-being of each kid should be viewed separately. A strong affecting factor for one kid may be a non bing factor for another. One kid may populate with utmost lucks but face the affects of societal exclusion. on the other manus. a kid and their household may be in the deepnesss of poorness. but have a solid web built around them. For both kids. their well-being is being affected. With the apprehension that societal exclusion can impact a kid or immature individual every bit much as poorness. practicians must encompass outreach onto the wider society.

As identified by Gill and Jack ( 2007 ) . cited by Rixon ( 2011. p. 24 ) . “Practitioners should besides be prepared to prosecute with politicians. funders. bureaus and the media about the issues such as kid poverty” . Prosecuting in this manner can help in turn toing facets which affect society as a whole. and so onto local communities. Research carried out and examined by Feinstein ( cited by The Open University. 2012 ) highlighted the inequalities that kids face in an educational scene. The inequalities demonstrated in the research were divided between kids from low and high societal economic position. From the research carried out. it so led onto early intercessions which were entirely targeted at the poorer communities. However it could be more good to non merely aim the communities as a whole but people as persons. With the societal ecology position in head. pattern should be developed about peoples as persons and non as a whole unit in their community.

From the result of Feinstein’s research it is questionable whether educational scenes are promoting the divide amongst kids and immature people by supplying schools in which fees are used. to derive acknowledgment. In decision. the societal ecological theoretical account has and will go on to be a good model to be embraced by practicians. It may be perceived that the position is excessively simplistic when sing the outrageousness of the extent of what can impact the well-being of a kid or immature individual. However. whether the sentiment is a simplistic one or non. the model can help in practicians work. advancing their ain apprehension and that of the kids. immature people and households that they work in partnership with.


Department of Health. ( 2000 ) Model for the appraisal of kids in demand and their households [ on-line ] Available at hypertext transfer protocol: //www. dh. gov. uk/en/Publicationsandstatistics/Publications/PublicationsPolicyAndGuidance/DH_4003256 ( Accessed 2nd November 2012 )

O’Dell. L and Leverett. S. ( 2011 ) Working with kids and immature people: co-constructing pattern. Introduction.

Rixon. A. ( 2011 ) Working with kids and immature people: co-constructing pattern. Wellbeing and the ecology of children’s lives.

Scots Executive ( 2008 ) Geting it right for every kid: A usher to acquiring it right for every kid [ on-line ] Available at hypertext transfer protocol: //www. Scotland. gov. uk/Resource/Doc/1141/0065063. pdf ( Accessed 2nd November 2012 )

The Open University ( 2012 ) ‘A societal ecological perspective’ . A instance survey of educational inequality [ online ] Available at hypertext transfer protocol: //learn2. unfastened. Ac. uk/mod/oucontent/view. php? id=177729§ion=2 ( Accessed 30th October 2012 )

The Open University ( 2012 ) ‘A societal ecological perspective’ . A web of relationships [ online ] Available at hypertext transfer protocol: //learn2. unfastened. Ac. uk/mod/oucontent/view. php? id=177729§ion=1 ( Accessed 30th October 2012 )

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