DOCSLIB.ORG

E. Mark Cummings, Ph.D William J

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
E. Mark Cummings, Ph.D William J December 15, 2020 E. Mark Cummings, Ph.D William J. Shaw Family Professor of Psychology [email protected] WORK ADDRESS HOME ADDRESS PHONE 204 Brownson Hall 51121 Quail Hollow Court Work: (574) 631-4947 Department of Psychology Granger, IN 46530 Home: (574) 273-8612 University of Notre Dame FAX: (574) 631-1825 Notre Dame, In 46556 Cell: (574) 850-2643 EDUCATION Ph.D. University of California, Los Angeles (1977) Major: Developmental Psychology Minors: Experimental Psychopathology, Measurement. M. A. University of California, Los Angeles (1973) Major: Psychology B. A. Johns Hopkins University (1972) Major: Social and Behavioral Sciences PROFESSIONAL POSITIONS 2017-present William J. Shaw Family Professor of Psychology, Department of Psychology, University of Notre Dame 2001-2017 Professor and Notre Dame Endowed Chair in Psychology, Department of Psychology, University of Notre Dame 2007 Visiting Scholar, Department of Psychology, University of Virginia 1996-2001 Professor, Department of Psychology, University of Notre Dame 1990-1996 Professor, Department of Psychology, West Virginia University 1986-1990 Associate Professor, Department of Psychology, West Virginia University 1985-1986 Assistant Professor, Department of Psychology, West Virginia University 1979-1985 Staff Fellow and Senior Staff Fellow, Laboratory of Developmental Psychology, National Institute of Mental Health, Bethesda, MD 1977-1979 Lecturer, Department of Psychology, University of California, Los Angeles AWARDS AND HONORS Urie Bronfenbrenner Award for Lifetime Contribution to Developmental Psychology in the Service of Science and Society, American Psychological Association. Mentoring Award in Developmental Psychology, American Psychological Association 1- EMC December 15, 2020 Reuben Hill Research and Theory Award, National Council on Family Relations James A. Burns, C.S.C., Graduate School Award for Excellence in Graduate Education, University of Notre Dame Research Achievement Award, University of Notre Dame William J. Shaw Family Professor of Psychology, Department of Psychology, University of Notre Dame (Endowed Chair) Notre Dame Endowed Chair in Psychology Fellow, Division 7, American Psychological Association Fellow, American Psychological Society Fellow, Nanovic Institute for European Studies Fellow, Institute for Educational Initiatives Fellow, Joan B. Kroc Institute for International Peace Studies Fellow, International Society for Research on Aggression Fellow, Keough-Naughton Institute Arts and Sciences Distinguished Lecturer, Indiana University Purdue University, Fort Wayne Outstanding Research, Teaching, and Service Award, Department of Psychology, West Virginia University Benedum Distinguished Scholar Award, West Virginia University distinction to honor faculty for outstanding research, scholarship or creative activity Arts and Sciences Outstanding Researcher, West Virginia University Research Award, University of California Regents, the highest governing body of the University of California National Institute of Mental Health Predoctoral Traineeship Outstanding Graduate Student Award, University of California, Los Angeles West Virginia University Outstanding Teacher Award Eberly College of Arts and Sciences Outstanding Teacher Award, West Virginia University Who’s Who in America Johns Hopkins University Scholarship Indiana Psychological Association Presentation Awards (multiple first-third place awards, 2000-2003). Finalist, Eleanor Maccoby Award for Best New Book in Developmental Psychology, for Developmental Psychopathology and Family Process, American Psychological Association MAJOR EXTERNAL RESEARCH GRANTS 2019-2024 $3,152,032. Co-I with Dr. Laura Miller-Graff (PI). Intervening during the Prenatal Period with Women Exposed to Intimate Partner Violence to Improve Maternal Functioning and Infant Adjustment. R01 HD098092, National Institute of Child Health and Human Development. 2018–2023 $3,750,134. Co-I with Dr. Kristin Valentino (PI). Pathways Linking Early 2- EMC December 15, 2020 Adversity and Support to Behavioral and Physical Health. R01HD091235, National Institute of Child Health and Human Development. 2019-2022 $5,735 Principal Investigator. The role of custody arrangements for child well-being: A longitudinal study of child and family relationship mechanisms. ID# 2000, Norwegian Institute of Public Health. 2017-2022 $3,557,267 Principal Investigator, Families of Youth with Developmental Disabilities: A Theory-Based Intervention, R01 HD088482, National Institute of Child Health and Human Development. 2017-2022 $3,821,059 MPI with Dr. Julie Braungart-Rieker (PI). Efficacy of Family Programs for Improving Child and Family Heath and Development. R01 HD087319, National Institute of Child Health and Human Development. 2013-2018 $3,754,128. Co-PI with Dr. Kristin Valentino (PI). Fostering Healthy Development Among Maltreated Preschool Children. R01 HD071933, National Institute of Child Health and Human Development. 2012- 2015 $411,201. Principal Investigator, Growing up on an Interface: Findings and Implications for the Social Needs, Mental Health and Lifetime Opportunities for Belfast Youth, ID#2110018224, Office of First Minister & Deputy First Minister, Government of Northern Ireland. 2010- 2015 $550,000. Co-PI, Changing Familial Processes to Promote Youths Well- Being: An Embedded Daily Diary Study of Family Life, MDRC agreement 52410, William T. Grant Foundation. 2008- 2015 $3,038,809. Principal Investigator, Children and Political Violence in Northern Ireland, R01 HD046933, National Institute of Child Health and Human Development 2008- 2014 $655,000. Principal Investigator, Marital Conflict Focused Parent Education for Families with Adolescents, ID#8827, William T. Grant Foundation. 2006- 2013 $3,301,246. Co-PI with Dr. Patrick Davies, Family Process, Emotional Security, and Child Adjustment, R01 MH057318-06, National Institute of Mental Health 2005- 2009 $1,892,245. Principal Investigator, Children and Political Violence in Northern Ireland, R01 HD046933, National Institute of Child Health and Human Development 3- EMC December 15, 2020 2004- 2010 $2,659,789. Co-PI with Dr. Mona El-Sheikh, Child Regulation and Exposure to Marital Violence, R01 HD046795, National Institute of Child Health and Human Development 2004- 2006 $695,870. Co-PI with Dr. John Borkowski, Promoting Healthy Families: Resolving Marital Conflict and Improving Marital Practice, 90XP0056, Administration for Children and Families, HHS, United States Government 1999- 2005 $2,086,561. Co-PI with Dr. Patrick Davies, Family Process, Emotional Security, and Child Adjustment, R01 MH057318, National Institute of Mental Health 1999- 2005 $1,247,385. Principal Investigator, Marital Conflict Resolution and Child Development, R01 HD036261, National Institute of Child Health and Human Development TRAINING GRANT (AWARDED TO DEVELOPMENTAL PSYCHOLOGY AREA) 2006- 2011 $771,395. Ruth L. Kirschstein Institutional Research Award, NIH Training Grant, Research Training in Mental Retardation, HD07184-26, Principal Investigators: John G. Borkowski, Ph.D. and Thomas L. Whitman, Ph.D. EXTERNAL PROJECT DEVELOPMENT GRANTS 2016-2019 $72,399. Advisory Board Member, Laura Miller-Graff, (PI), Help For Children, Evaluating the effect of prenatal intervention for intimate partner violence (IPV) on infant health and development. Help for Children 2013-2015 $18,800. Principal Investigator, Children and Political Violence, SRCD Strategic Plan award. 2011 - 2012 $16,574. Principal Investigator, Children and Inter-ethnic Tension in Post-war Croatia, American Psychological Foundation Visionary Grant 2007 – 2008 $25,000. Co-Principal Investigator with Dr. John Borkowski, Project Development Grant: Enhancing Parenting Practices and School Readiness in Latino Families, P0124503, W.K. Kellogg Foundation PREDOCTORAL FELLOWSHIPS (MENTOR) 4- EMC December 15, 2020 2007-2008 $ 46,290. Faculty Sponsor, Chrystyna Kouros, Ruth L. Kirschstein National Research Service Award, National Institute of Mental Health, F31 MH080529, Developmental Course of Depression in Adults 2007-2008 $4000. Faculty Sponsor, Chrystyna Kouros, American Psychological Foundation (APF) Elizabeth Munsterberg Koppitz Award 2003-2004 $30,093. Faculty Sponsor, Lauren Papp, Ruth L. Kirschstein National Research Service Award, National Institute of Mental Health, F31 MH069014, Psychopathology and Family Functioning K01 AWARD (MENTOR/CONSULTANT) 2020-2023 Mentor/Consultant. Karey O’Hara, PI, “Promoting effective coping by children exposed to post-divorce interparental conflict to reduce risk for mental health problems”, NIMH K01 award. CONSULTANT 2015-2016 $100,000. Consultant, Secondary Data Analyses of Strengthening Family Data Sets Grant, Chrystyna Kouros, PI, Administration for Children and Families, HHS, United States Government. 2017-2019 $370,710. Consultant with Chrystyna Kouros and Naomi Ekas (MPI’s). Identifying Longitudinal Mechanism Linking the Quality of Family Relationships and Comorbid Internalizing Symptoms among Children with Autism. R15 HD094279, National Institute of Child Health and Human Development. PROFESSIONAL OFFICES AND ACTIVITIES 2020 Early Career Research Grant Committee, American Psychological Association, Division 7 2020 Dissertation Research Grant Committee, American Psychological Association, Division 7 2019-2023 Member-at Large, Executive Committee, American Psychology Association, Division 7 2007-present Member, Technical Work Group on Building Strong Families, Administration for Children and Families 2005 Member,
Load more

Recommended publications
  • Reframing Parkway Heights United Methodist Church for Strategic Adoption
    Please HONOR the copyright of these documents by not retransmitting or making any additional copies in any form (Except for private personal use). We appreciate your respectful cooperation. ___________________________ Theological Research Exchange Network (TREN) P.O. Box 30183 Portland, Oregon 97294 USA Website: www.tren.com E-mail: [email protected] Phone# 1-800-334-8736 ___________________________ ATTENTION CATALOGING LIBRARIANS TREN ID# Online Computer Library Center (OCLC) MARC Record # Digital Object Identification DOI # Ministry Focus Paper Approval Sheet This ministry focus paper entitled REFRAMING PARKWAY HEIGHTS UNITED METHODIST CHURCH FOR STRATEGIC ADOPTION Written by WES INGRAM and submitted in partial fulfillment of the requirements for the degree of Doctor of Ministry has been accepted by the Faculty of Fuller Theological Seminary upon the recommendation of the undersigned readers: _____________________________________ Chap Clark _____________________________________ Kurt Fredrickson Date Received: September 13, 2014 REFRAMING PARKWAY HEIGHTS UNITED METHODIST CHURCH FOR STRATEGIC ADOPTION A DOCTORAL PROJECT SUBMITTED TO THE FACULTY OF THE SCHOOL OF THEOLOGY FULLER THEOLOGICAL SEMINARY IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE DOCTOR OF MINISTRY BY WES INGRAM JULY 2014 ABSTRACT Reframing Parkway Heights United Methodist Church for Strategic Adoption Thomas Wesley Ingram Doctor of Ministry School of Theology, Fuller Theological Seminary 2014 In order to move Parkway Heights United Methodist Church (hereafter, PHUMC) towards embracing a communal paradigm of youth ministry, the church’s mental model of youth ministry must be reframed. Therefore, the goal of this project is to launch Team 51 Ministry, including a training system for equipping adults that incorporates the most pertinent aspects of practical theology, psychosocial development of adolescents, and the ecology of adolescent development, as a framework for communal youth ministry.
    [Show full text]
  • The Development and Meaning of Psychological Distance
    THE DEVELOPMENT AND MEANING OF PSYCHOLOGICAL DISTANCE Edited by Rodney R. Cocking National Institute of Mental Health K. Ann Renninger Swarthmore College LAWRENCE ERLBAUM ASSOCIATES, PUBLISHERS 1993 Hillsdale, New Jersey Hove and London Contents Preface ix Acknowledgments xii Foreword xiii William Damon List of Contributors xvii PART I. Psychological Distance and Developmental Theory 1. Psychological Distance as a Unifying Theory of Development 3 Rodney R. Cocking and K. Ann Renninger 2. Psychological Distance and Behavioral Paradigms 19 K. Ann Renninger and Rodney R. Cocking 3. The Encoding of Distance: The Concept of the Zone of Proximal Development and Its Interpretations 35 Joan Voisiner and René van der Veer 4. Distancing Theory From a Distance 63 Lfrie Bronfenbrenner PART II. Psychological Distance as a Cognitive Demand 5. Temperamental Contributions to Styles of Reactivity to Discrepancy 81 Jerome Kagan and Nancy Snidman Viii CONTENTS 6 Distancing and Dual Representation 91 Judy S. DeLoache 7. Psychological Distance in Self-imposed Delay of Gratification 109 Walter Mische! and Monica L. Rodriguez 8. Structural Changes in Children's Understanding of Family Roles and Divorce 123 Malcolm W. Watson and Kurt W. Fischer 9. The Centrality of a Distancing Model for the Development of Representational Competence 141 Irving E. Sigel PART III. Psychological Distance as an Ecological Demand 10. Representational Competence in Shared Symbol Systems: Electronic Media From Radio to Video Games 161 Patricia Marks Greenfield 11. Children's Conflicts: Representations and Lessons Learned 185 Carolyn U. Shantz 12. The Social Origins of Individual Mental Functioning: Alternatives and Perspectives 203 James V. Wertsch and Jennifer A.
    [Show full text]
  • Using an Ecological Perspective
    Using an ecological perspective Also inside: n Transitioning successfully into retirement n Reflecting “as if” with diverse populations n Drawing clients out of avoidant behaviors n Counseling students after sexual assault CT0213_CT0213 11/29/12 4:30 PM Page 1 Counseling Today Alleged unprofessional conduct and inappropriate treatment – lead to a malpractice suit. The client, a 51-year-old woman uses her email correspondence with the counselor to mount a formidable legal case, suing for $500,000 in damages. Read the details of this case study and how coverage through HPSO responded to protect our insured counselor at www.hpso.com/ct2 This program is underwritten by American Casualty Company of Reading, Pennsylvania, a CNA company, and is offered through the Healthcare Providers Service Organization Purchasing Group. Coverages, rates and limits may differ or may not be available in all states. All products and services are subject to change without notice. This material is for illustrative purposes only and is not a contract. It is intended to provide a general overview of the products and services offered. Only the policy can provide the actual terms, coverages, amounts, conditions and exclusions. CNA is a registered trademark of CNA Financial Corporation. Copyright © 2013 CNA. All rights reserved. Healthcare Providers Service Organization is a registered trade name of Affinity Insurance Services, Inc.; (AR 244489); in CA, MN & OK, AIS Affinity Insurance Agency, Inc. (CA 0795465); in CA, Aon Affinity Insurance Services, Inc., (0G94493), Aon Direct Insurance Administrator and Berkely Insurance Agency and in NY and NH, AIS Affinity Insurance Agency. © 2013 Affinity Insurance Services, Inc.
    [Show full text]
  • December 15, 2008 Perspectives in Theory
    December 15, 2008 Perspectives in Theory: Anthology of Theorists affecting the Educational World Editors: Misty M. Bicking, Brian Collins, Laura Fernett, Barbara Taylor, Kathleen Sutton Shepherd University Table Of Contents Abstract_______________________________________________________________________4 Alfred Adler ___________________________________________________________________5 Melissa Bartlett Mary Ainsworth _______________________________________________________________17 Misty Bicking Alois Alzheimer _______________________________________________________________30 Maura Bird Albert Bandura ________________________________________________________________45 Lauren Boyer James A. Banks________________________________________________________________59 Adel D. Broadwater Vladimir Bekhterev_____________________________________________________________72 Thomas Cochrane Benjamin Bloom_______________________________________________________________86 Brian Collins John Bowlby and Attachment Theory ______________________________________________98 Colin Curry Louis Braille: Research_________________________________________________________111 Justin Everhart Urie Bronfenbrenner’s Ecological Model___________________________________________124 Kristin Ezzell Jerome Bruner________________________________________________________________138 Laura Beth Fernett Noam Chomsky Stubborn Without________________________________________________149 Jamin Gibson Auguste Comte _______________________________________________________________162 Heather Manning
    [Show full text]
  • Session: 7 Introduction to Life Span Psychology
    Session: 7 Introduction to Life Span Psychology Programme : B. A Subject : Psychology Semester : 3 University : University of Mysore Ecological Systems Theory Urie Bronfenbrenner Ecological system theory Urie bronfenbrenner was a Russian born American developmental psychologist who most is known for his ecological systems theory of child development. Ecological theory is socio-Cultural view of Development. It consists of five environmental systems ranging from the fine grained inputs of direct interactions with social agents to the broad- based inputs of culture. The theory was published in 1979, this theory states that there are many different levels of environmental influences that can affect a child’s development, starting from people and institutions immediately surrounding the individual to nation-wide cultural forces. Urie bronfenbrenner eventually renamed his theory the bio ecological model in order to recognize the importance of biological processes in development, The theory helps us to understand why we act the way we do in different circumstances or environments. Ecological systems theory views the person as developing within a complex system of relationships affected by multiple levels of the surrounding environment. Since the child's biological dispositions join with environmental forces to mold development, Bronfenbrenner recently characterized his perspective as, bioecological model. Bronfenbrenner envisions the environment as a series of nested structures that includes but extends beyond the home, school, neighborhood, and workplace settings in Session: 7 Introduction to Life Span Psychology which people spend their everyday lives. Each layer of the environment is viewed as having a powerful impact on development. A) The Microsystem. The innermost level of the environment is the microsystem, which consists of activities and interaction patterns in the person's immediate surroundings.
    [Show full text]
  • Theoretical Models of Learning and Human Development Assignment 50 Points New Due Date: February 27 Directions: Using the List
    Theoretical Models of Learning and Human Development Assignment 50 Points New due date: February 27 Directions: Using the list below, each member of your group will select one learning theorist and one human development theorist. This means that each member will have a different theorist from the other members in the group. You will research the ways the theorists’ ideas impacted education, and contributed to learning theory and/or human development in connection to pedagogical practices and developmentally appropriate instructional strategies. From your research, create a graphic organizer using a tool from uateach.com that you will use to teach your group members about your findings. The graphic organizer should be completely filled with useful information. Please do not have sentence frames or places to write down information as you would if you used the graphic organizer as an instructional tool – you are summarizing the key information for your group members to assist them during a jigsaw activity. On the due date, you will meet with your PLC members to discuss the different theorist, their contributions to the field of education, and the influence that the theorist have had on pedagogical practices for your content area. Please use at least one resource for each of your assigned theorists and cite the source(s) at the bottom of each graphic organizer. Learning Theorist Human Development Theorist Lev Vygotsky Jean Piaget Jerome Bruner Erik Erikson Jean Lave Lawrence Kohlberg B.F. Skinner Sigmund Freud Albert Bandura Urie Bronfenbrenner .
    [Show full text]
  • Early Childhood Transitions Research: a Review of Concepts, Theory, and Practice
    48 WORKING PAPERS IN Early Childhood Development Early childhood transitions research: A review of concepts, theory, and practice By Pia Vogler, Gina Crivello and Martin Woodhead Cover: Little girl from the El Coro district in San Salvador, El Salvador. Photo: Jon Spaull Design: Valetti, vormgeving en communicatie, The Hague, The Netherlands Editing and proofreading: Green Ink (www.greenink.co.uk) 48 WORKING PAPERS IN Early Childhood Development Early childhood transitions research: A review of concepts, theory, and practice By Pia Vogler, Gina Crivello and Martin Woodhead May 2008 Copyright © 2008 by the Bernard van Leer Foundation, The Netherlands. The Bernard van Leer Foundation encourages fair use of this material. Proper citation is requested. This publication may not be resold for profit. About the authors Pia Vogler is a research assistant for ‘Young Lives’ and a DPhil candidate in the Department of International Development (QEH), University of Oxford. She has been a consultant for UNHCR and is currently carrying out doctoral research on the daily, seasonal and life course transitions of Karen children in Thailand. Gina Crivello is an anthropologist and Child Research Coordinator for ‘Young Lives’, based at the Department of International Development (QEH), University of Oxford. Her research interests include the gender and inter-generational dynamics of child migration and youth transitions in developing-country contexts. Martin Woodhead is Professor of Childhood Studies at The Open University and Child Research Director for ‘Young Lives’. His research and publications include early childhood development, education and care, children’s rights and child labour. He is co-editor of the journal Children & Society, a member of the editorial board for Childhood and advisory board for Journal of Early Childhood Research.
    [Show full text]
  • Developmental Psychology
    Developmental psychology Psychology History · Subfields Basic science Abnormal · Biological Cognitive · Comparative Cultural · Developmental Evolutionary · Experimental Mathematical · Personality Positive · Social Applied science Clinical · Consumer Educational · Health Industrial and organizational Law · Military Occupational health · Political Religion · School · Sport Lists Disciplines · Organizations Outline · Psychologists Psychotherapies · Publications Research methods · Theories Timeline · Topics Portal v · d · e Developmental psychology, also known as human development, is the scientific study of systematic psychological changes that occur in human beings over the course of their life span. Originally concerned with infants and children, the field has expanded to include adolescence, adult development, aging, and the entire life span. This field examines change across a broad range of topics including motor skills and other psycho-physiological processes; cognitive development involving areas such as problem solving, moral understanding, and conceptual understanding; language acquisition; social, personality, and emotional development; and self-concept and identity formation. Developmental psychology includes issues such as the extent to which development occurs through the gradual accumulation of knowledge versus stage-like development, or the extent to which children are born with innate mental structures versus learning through experience. Many researchers are interested in the interaction between personal characteristics, the
    [Show full text]
  • SRCD Oral History Interview
    Urie Bronfenbrennner Born 4/29/1917 in Moscow, Russia; Died 9/25/2005 in Ithaca, NY Spouse – Liese Bronfenbrenner Ph.D. from University of Michigan (1942); Ed.M. from Harvard University (1940); A.B. from Cornell University (1938) Major Employment: U.S. Army/Air Force - 1942-1946, Psychologist University of Michigan –1946-1948, Psychology Cornell University –1948-2005, Psychology Major Areas of Work: Human Ecology, Ecological Systems Theory, Head Start Program Co-Founder SRCD Affiliation: Governing Council Member (1959-1965) SRCD Oral History Interview Urie Bronfenbrenner Interviewed by Glen Elder October 25, 1998 Elder: Urie, you were born in Moscow, and I wonder if you would tell briefly about your parents, your mother and your father and the people around you at that time. And then talk about the transition to the United States. Bronfenbrenner: I take it you mean not just the time that I was born, but the period before we left for the United States. Elder: Before you left, that’s right. Bronfenbrenner: Well, let me begin with a lovely comment my father made. He said (this was later, of course, when I was a Cornell student already)--he said, “You know the most important decision you ever make in your life is choosing the right parents, and you did reasonably well.” I think that nothing is more important than that fact. I was very, very lucky in that choice. One of its most important consequences, which I never realized really until I ended up back in the Soviet Union to be an exchange scientist there, is that the effect of that was to give me two cultures.
    [Show full text]
  • The Impact of Environmental Factors in Poverty Settings on Children´S Participation
    The impact of environmental factors in poverty settings on children´s participation A systematic literature review from 2012 to 2017 Anika-Yvonne Schewcik One-year master thesis 15 credits Supervisor Interventions in Childhood Mats Granlund Examiner Spring Semester 2017 Margareta Adolfsson SCHOOL OF EDUCATION Master Thesis 15 credits AND COMMUNICATION (HLK) Interventions in Childhood Jönköping University Spring Semester 2017 ABSTRACT Author: Anika-Yvonne Schewcik The impact of environmental factors in poverty settings on children´s participation A systematic literature review from 2012 to 2017 The number of children living in the context of relative poverty in western industrialized countries is increasing, while at the same time a little amount of research is conducted about the impact of relative poverty on the child’s participation and development; focused on the socio- emotional development. This systematic literature review therefore investigates the impact of environmental factors, focused mainly on structural factors, in poverty settings in western industrialized countries on children´s peer relations. The focus will be laid on children´s participation in peer relations in school activities. Current literature published from 2012 or more recent was searched and results found were linked to theories. The findings of the articles covered several environmental aspects regarding the impact of poverty on the child and its peer relations. The results, in relation to theories, show the interwoven influences of several factors and environments. They indicate the big influence poverty has on several aspects of the child´s life. Both in this systematic literature review researched hypotheses – that the poverty setting influences the child´s development negatively and that the child shows difficulties to develop and participate in positive peer relations - can be confirmed.
    [Show full text]
  • Different Uses of Bronfenbrenner's Ecological Theory in Public Mental
    Soc Theory Health (2018) 16:414–433 https://doi.org/10.1057/s41285-018-0065-6 ORIGINAL ARTICLE Different uses of Bronfenbrenner’s ecological theory in public mental health research: what is their value for guiding public mental health policy and practice? 1 2 Malin Eriksson • Mehdi Ghazinour • Anne Hammarstro¨m3 Published online: 14 March 2018 Ó The Author(s) 2018 Abstract Bronfenbrenner’s ecological theory is appealing as a conceptual tool for guiding public mental health interventions. However, his theory underwent signif- icant changes since its first inception during the late 1970s until his death in 2005, due to which the implications that can be drawn might differ depending on what concepts (i.e. early or later) of the theory is utilized. The aim of this paper was to examine how different concepts of Bronfenbrenner’s theory have been utilized in (public) mental health research, and to analyse the value of these different uses for guiding public mental health policy and practice. A systematic search for articles that have utilized concepts of Bronfenbrenner’s theory within the field of mental health resulted in a review of 16 published papers. We found that one set of papers (N = 10) used the early concepts of ecological systems without investigating interactions between these systems, while another set of papers used the concepts of ecological systems by also investigating interactions within and between these systems (N = 4). Another limited set of papers (N = 2) utilized the later concepts of proximal processes and the PPCT model. Our results show that studies using Bronfenbrenner’s ecological system concepts by clearly considering interactions Electronic supplementary material The online version of this article (https://doi.org/10.1057/s41285- 018-0065-6) contains supplementary material, which is available to authorized users.
    [Show full text]
  • Bronfenbrenner Ecological Systems Theory of Human Development
    1 Ulla Härkönen University of Joensuu, Finland The Bronfenbrenner ecological systems theory of human development Article is published in “Scientific Articles of V International Conference PERSON.COLOR.NATURE.MUSIC.” October 17-21, 2007. Daugavpils University, Saule. Latvia. The article has been presented as a keynote speech in this conference. Abstract This article is focused on Urie Bronfenbrenner´s ecological theory of human development and socialization. In Finland this theory has been applied in psychology and pedagogy in relation to the phenomena of development and education. In the field of early childhood education the Bronfenbrenner ecological theory has been in recurrent use for well over twenty years. In this article the light is cast specifically on the applicability of the Bronfenbrenner theory to different areas of student research activity, its degree of social orientation, its main features and the ways of its modeling. The article is a theoretical one, based on written works and the author´s personal experience gained while tutoring student research. Societies and child development Urie Bronfenbrenner was an American psychologist. He was the son of Doctor Alexander Bronfenbrenner and Eugenia Kamenetskaja, born on April 29, 1917 in Moscow, Russia. He was 6 years old, when coming to the United States. He died on September 25, 2005. This year it is 90 years since his birth and two years since his death. This article is dedicated to his memory. Bronfenbrenner is revered as one of the leading world authorities in the field of development psychology. His most important brainchild was the ecological systems theory, where he defines the four concentric systems that are the micro-, the meso-, the exo- and the macrosystems.
    [Show full text]