PSY FPX 6020 Assessment 2 The Microsystem, Mesosystem and Development

Student Name

Capella University

PSY FPX 6020 Advocacy in Child and Adolescent Development

Prof. Name:

Date

Introduction

Urie Bronfenbrenner, a distinguished developmental psychologist, proposed the ecological systems theory to clarify the processes of child development (Darling, 2007). This theory outlines how both a child’s inherent qualities and their environment influence their growth and development. The ecological systems theory consists of five interconnected elements that provide insights into the various environments children encounter, each impacting development in different ways (Ashiabi & O’Neal, 2015).

Microsystem & Mesosystem Case Analysis: Katie

Katie’s Microsystem:

Katie, a fourteen-year-old living in suburban Miami with her parents and younger sister with special needs, represents the microsystem – her immediate family environment (Ashiabi & O’Neal, 2015). Although she excels academically, Katie experiences feelings of neglect at home, leading to resentment towards her parents. This emotional strain affects her family interactions, resulting in strained relationships (Dolgin, 2018).

Katie’s Mesosystem:

Katie’s mesosystem involves the interactions between her family, peers, and educators. Concerns from Katie’s teachers regarding her declining academic performance due to new friendships highlight the mesosystem’s influence on her development (Arnett, 2013). However, her parents’ disapproval of these friendships creates conflict, exacerbating Katie’s emotional distress.

Microsystem & Mesosystem Case Analysis: Daniel

Daniel’s Microsystem:

Daniel, a twelve-year-old from a rural Louisiana community, resides with his mother and grandmother, forming his microsystem. Despite the absence of a father figure, Daniel has stable relationships with his caregivers, who actively engage him in extracurricular activities (Arnett, 2013).

Daniel’s Mesosystem:

In Daniel’s mesosystem, interactions between his immediate environment and external influences, such as teachers and his soccer coach, play a crucial role. Despite his shyness, Daniel benefits from supportive adults who encourage both his academic and social development (Ashiabi & O’Neal, 2015).

Comparative Analysis: Katie & Daniel’s Microsystemic/Mesosystemic Factors

While Daniel flourishes in a nurturing microsystem and mesosystem, Katie struggles with family neglect and conflicting relationships, impeding her emotional and academic progress. Daniel’s caregivers work in tandem with external influences to support his potential, in contrast to Katie’s fragmented support network (Waters, Cross, & Runions, 2009).

Conclusion

Positive development relies on the effective interaction between a child’s microsystem and mesosystem. By fostering supportive relationships across various environments, caregivers can alleviate negative impacts and promote comprehensive growth in children (Ashiabi & O’Neal, 2015).

References

Ashiabi, G. S., & O’Neal, K. K. (2015). Child social development in context. SAGE Open, 5(2), 215824401559084. doi:10.1177/2158244015590840

Arnett, J. (2013). Adolescence and emerging adulthood: A cultural approach. Upper Saddle River, NJ: Prentice Hall.

Darling, N. (2007). Ecological systems theory: The person in the center of the circles. Research in Human Development, 4(3-4), 203-217. doi:10.1080/15427600701663023

Dolgin, K. G. (2018). The adolescent: Development, relationships, and culture (14th ed.). New York, NY: Pearson.