What is an ecological system?

Ecological practice is based on an 'ecological systems theory', a framework developed by Bronfenbrenner (1977) and building on Vygotsky's socio-cultural theory (Vygotsky, 1978). The Ecological Systems Theory proposes that there are many factors and contexts (ecologies) that are crucial to child development, specifically, everything in their immediate environment including social interactions. He devised a model which represents these environments in order of degree of affect on a child. Each of the five levels (systems) are interrelated and thus blah? This model has been used in many different fields including social work, psychology, immigration/refugees (Paat, 2013, Buell et. al., 2020) as well as education.

The main criticisms of Bronfenbrenner's theory are the lack of research, particularly on the effect of factors in the outer levels, on child development and the inability to evidence a causal relationship between ecology and outcome. Further, the model does not explain those individuals that despite  particularly socio-economic disparity and/or "disadvantaged environments" that do not go on to develop negative outcomes. Caution is required in making assumptions about individuals' potential to overcome negative ecologies. It is also important to include the influences of "social media, video gaming and other digital platforms and interactions within the ecological system ( Guy-Evans, 2020).

Bronfenbrenner's ecological systems theory is a useful framework when considering the interrelationship of all the factors in an individual child's ecology. When applying this paradigm to education, it validates a child centred approach and the importance of not only knowing the child but also their microsystems. Developing positive student-teacher relationships is critical in ensuring positive outcomes for students in terms of wellbeing, learning and behaviour (Lippard et. al., 2017; Taylor et. al., 2016) and providing relevant and meaningful learning and social experiences (Evans, 2012). Parents can consciously make decisions about schooling, neighbourhoods, peer groups etc. (Hoover et. al., 1997). In reference to the mesosystem, developing positive reciprocal relationships between home and school is essential, as is an inclusive, welcoming and blah schoolwide culture (Wilson et. al., 2002).

Bolstad et al. (2012) take a more global view by.....blah

What is ecological practice?

My understanding of ecological practice, is the use of an 'ecological systems theory' approach in a particular context. This means not only looking at the microsystems, but also broadening focus to include other dynamics. As discussed previously, there are many ways that an ecological framework can be applied in but are by no means limited to educational settings. 

Dupper (2013) provides a discourse on ecological practice, giving a useful example of ecological model at work with respect to bullying. Dupper states that we need to address this universal problem from a wider perspective than the victim and perpetrator and consider the role of systemic factors such as "families, peer groups, teacher—student relationships, parent—child relationships, parent—school relationships, and cultural expectations". Dupper begins with the widest circle, society, where examples of bullying at an international, political, corporate, workplace, social and family levels are commonplace.  Examples of these negative role models are instantly available through media and serve to reinforce and normalise bullying behaviour. A blurring of the boundaries defining bullying occurs in considering the use of 'power' in different contexts, for example, competition. Buller then narrows in to the schoolwide level and the culture and systems in place that impact bullying. Schools with positive schoolwide culture, a shared power structure, where respectful relationships are fostered, and rules believed to be fair and reasonable tend to have lower incidents of bullying.  Looking at bullying from a biological perspective, Dupper suggests that aggression is evolutionary and magnified at puberty, when peer relationships take on a new level of importance. Thus examining bullying from a peer relational perspective is also required.

Mohammadabadi et al. (2019) used an ecological systems framework  to investigate the factors influencing language teachers (read & explain & link to teaching generally)

Bolstad et al. (2012) (theme 1)

An ecological framework is a useful tool for 'zooming out' and 'zooming in' to consider the dynamic inter-relating factors affecting an individual student. In terms of using it in practice, while time consuming, it is a really beneficial process. In my practice to date, I've been using standard templates to collect SENCO, student, whānau, and teacher voices. I should note that I'm not sure these are cluster-wide, or even team-wide standard forms. I have been given to understand that there are a range of different templates in use. The forms shared with me when I first started I've adapted over time to better reflect my own stance. For example, the first whānau questions ask about the pregnancy, birth and early years. I feel that it starts the conversation from a medical perspective, with possible implications that something might have gone wrong during pregnancy or birth, possibly evidenced by some failure to meet milestones in early childhood. I wasn't comfortable with this type of questioning and adapted the forms accordingly, using the GROW  model which has been a focus of Cluster-wide PLD. This model of questioning, while similar to Mark Groves, is not always appropriate to the situation. I will revisit these templates and try some of Groves questions. Although taking interview notes gives a good, intuitive general picture, I found using the ecological model forces you to attend to the detail and really analyse the context. I sometime struggled to decide which information goes in which level and the example included (Appendix 6) illustrates this, literally a first go. I will become more practiced at this in time as I  continue to use this model.

A strengths-based approach

Strengths based practice is a response to the harmful 'deficit thinking' model that has been common practice in the past and perpetuated by medical models  common in research literature. The deficit thinking model frames an approach to learning support that assumes there is a problem and implicit to this, that the child has a shortfall. As previously discussed (PLP, Domain 4), this impacts the child's (and whānau's) feelings of self worth and is detrimental to wellbeing. Further, it implies that this shortfall requires 'fixing' and with appropriate intervention, this can be remediated. Deficit thinking disempowers individual's and whānau. A strengths based approach, as the name implies, makes use of an individual's/community's strengths to support ongoing learning, to  opportune "community members and care providers to view children and their families as 'having potential' as opposed to just being 'at risk'” (Hammond et. al, 2010). It is important to note that strengths based practice acknowledges that challenges exist but changes the focus from problem to building authentic relationships that facilitate collaborative discussions and actions to achieve agreed goals. 

Strengths based practice - a case study

Think about your current mahi, and then one mokopuna, whānau and/or context in particular.  How does each of these six critical aspects of strengths-based practice apply, or how could it apply, if the team adopted a strengths-based lens?

Saint-Jacques, Turcotte and Pouliot (2009) summarise six critical aspects of strengths-based practice:

• Within every individual, group or context, there are strengths and the focus will be on these strengths.

• There are always more resources in the community than are currently being used.

• Self-determination is at the core of all support.

• Relationships are at the heart of everything we do, and collaboration is central to our work.

• Outreach is a critical form of support.

• Our work is underpinned by an unwavering belief in people's capacity to change and grow.

Strengths based practice is inherent in ecological practice. It can help identify the key strengths that can form the basis for working collaboratively to develop and grow these strengths.

References