The Vision of Urie Bronfenbrenner: Adults Who Are Crazy About Kids PDF

The Vision of Urie Bronfenbrenner: Adults Who Are Crazy About Kids Brendtro, Larry K Reclaiming Children and Youth; Fall 2006; 15, 3; ProQuest pg. 162 voices Of pioneers The Vision Of Urie Bronfenbrenner: Adults Who Are Crazy About Kids...

The Vision of Urie Bronfenbrenner: Adults Who Are Crazy About Kids Brendtro, Larry K Reclaiming Children and Youth; Fall 2006; 15, 3; ProQuest pg. 162 voices Of pioneers The Vision Of Urie Bronfenbrenner: Adults Who Are Crazy About Kids Larry κ⅜Brendtro Urie Bronfenbrenner (1917'2005) was a pioneer in studying the bekvior ofchildren in their natural life space offamily, school, peer group, and community. His concept ofthe ecology of human development is transforming practice for effective work with children and youth. Bronfenbrennerfs research highlights thepowerofhu∣ relationships to propel children 0" pathways to problematic or positive life outcomes. Profile of a After eaming a doctorate from the University of Pioneer Michigan in 1942 at the age of 25, Urie entered the army. He was assigned to a secret hideout near World-renowned child psy­ Washington, DC. With some of the great psychobg. chologist Urie Bronfenbrenner ical minds in the world, including Kurt Lewin, Urie was Professor Emeritus of evaluated candidates for secret dutyj In 1948, he Human Development and joined the faailty of Comell where he would serve Psychology at Cornell for nearly six decades. In 1993, he was honored by University at the time of his the American Psychological Association as one of the death September 26, 2005 at Urie world's most distinguished scienHsts, without peer Bronfenbrenner age 88. He was the authoζ co- in the ability to put theory into practice. His life authou or editor of more than work embodied the wisdom of his early mentou 300 articles and chapters and 14 books exploring the Lewin, who believed that "Nothing is as practical as Held he created, the ecology of human development. a good theory." Outside of his profession, he is best known as co­ founder of the Head Start program which has A former student? gave this account of touched millions of children of poverty. Bronfenbre≡r,s profound 8mmitment to teaching Urie Bronfenbrenner was bom in Moscow, Russia, on which he called "doing God's work." The student April 29,1917, and came to the United States with his was in the professor,s office when they were inter­ family at age six. His father was a physician in a rupted by a phone call. After greeting the caller with New York institution for the devebpmentally dis­ typical enthusiasm. Urie promptly said, "I'm sorry abled. Young Urie was deeply influenced by seeing but I'll have to call you back. I'm meeting with a stu­ his father's bstration when the juvenile courts con· dent" He hung the phone up and remarked, "Walter signed healthy children to the institution. This early Mondale.… What a wonderful man." Urie had just interest would lead him to become a scholar on the told the vice president of the United States that an child and family in various cultures (Bronfenbrenner, appointment with a pupil takes precedence over a 1970). Urie and Klis wife of 63 years had ample oppor- phone call from the power£ul (Steinberg, 2005). hrnity to put these principles into practice as parents of six children. It is said that before Bmnfenbrenneu psychologists, sociologists, educators, anthropologists, and other 162 reclaiming children and youth 15:3 fa∣ι 2∞6 e pp. 162-166 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.  specialists all studied narrow aspects of the child's Involve youth in finding solutions to problems, world. Bronfenbrenner (1979) tied all of these rather than having them grow up disengaged together to create a new field of study the ecology of from the community without ever making contri­ human development. His most basic belief states in butions to others. scientific terms how trusting bonds with children are the most powerful force in positive youth devel∙ These principles became the basis of ecological mod­ els of education and treatment for troubled and ⅛ou- opment: bling children (Hobbs, 1982; Brend⅛o & Ness, 1983). Proposition 1: In order to develop—intellec∙ tuall¾ emotionally socially; and morally—a child requires participation in progressively Circles Of Influence more complex reciprocal activity; on a regu‫־‬ Positive youth development requires caring parents, lar basis over an extended period in the supportive teachers, and positive peers. In simpler child's life, with one or more persons with cultures, the entire community shared in sodaliza∙ whom the child develops a strong, mutual, tion of the young. But today many youth are dis・ irrational, emotional attachment and who connected from their elders and leam values and is committed to the child's well-being behaviors from marginal peer groups (Neufeld & and development, preferably for life. Mat6,2005). (Bronfenbrenneu 1991, p. 2) Children reared in disrupted ecologies experience a Urie translated this principle into simple, powerful host of emotional and behavioral problems. But tems: "Every child needs at least one adult who is Bronfenbrenner opposed diagnosing such problems irraHonally crazy about him or her." To help meet a as pathology or disease in the youth. Instead, child's needs, the primary caregiver should also he diagnosed DIS・EASE in the ecology. The accom・ have the support of another adult, such as a spouse panying figure on page 164 contrasts a healthy and or grandparent. But in modem society this three♦ a high・risk ecology* way alliance has been disrupted by solo parenting Bronfenbreimer mapped the key circles of influence and the loss of extended famiHes. that surround each child (Phelan, 2004). The most Bronfenbrenner's life work is summarized in Making powerful circles make up the immediate life space of Human Beings Hum (2005) which he hoped would family school, and peer group. Further, some chil∙ shape research, policy and practice. He descHbes dren are involved in significant neighborhood how the necessary supports to rearing healthy chil・ connections such as work, church, youth clubs, and dren break down amidst the chaos and hectic pace of fomal or infomal mentoring. Surounding these modem society. Youth show the signs of this break­ circles of influence are broader cultural, economic, down in alienaron, apathy rebellion, delinquency and poHtical forces.3 and violence. Without a sense of belonging rooted in A child's behavior reflects transactions within these a secure caring bond, children camot thrive and immediate circles of influence. One can only gain an reach their full potenHal. accurate understanding of a child by attending to Bronfenbrenner had a particular concern with transactions within the fa^ly, school, peer group, studying factors that contributed to problem behav∙ and neighborhood. This view chaUenges narrow ior in youth. He was fascinated with how easily approa&es to assessment instruments which target the child as the problem. From the ecological per­ experimenters in a summer camp were able to create spective, it is pseudoscience to assume that an either cooperaHve groups or war-like gangs of obseeer can tick off ched^sts of isolated behaviors eleven∙year91d boys (Sherif et al., 1961). or traits of the child and feed such data into a com・ Bronfenbreιmer (2005) proposed a two-part solution puter to profile a child's personaHty. to problems of aHenation and anti・sodal behavior: Involve adults directly in the life space of chil∙ The different spheres of influence in the child's world dren, rather than warehousing students in sto&・ also impact one another. Ideally the family school, ade schools or letting peer groups dominate youth and peer group aU work in harmony to provide pos・ development. itive support and insHHsoHd values. But when they volume 15, number 3 fall 2006 e 163 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.  operate in conflict, this "dis-ease" translates into dis­ complete theory of behavior must be bio-ecological tress for the child. This is seen when teachers under♦ in scope (Bronfenbrenneu 2005). For example, we mine parental values, parents undercut teachers, and now know much more about how a ch□d's nomai peer values sabotage those of elders. or delayed brain development determines how a child copes with challenge and stress. We агҽ also Behavior is not an isolated act but a reciprocal trans­ aware of how relationship trauma from earlier action with others in a child's life space. In the fami- disruptions in attachment or maltreatment can 1» a parent influences a child, but the child also influence ongoing emotional and behavioral influences the parent. Once a child enters school, the development. teacher impacts the student, but the student also has an e&ect on teacher behavior. By adolescence, the peer group can rival and sometimes surpass the Practical Studies of Children family and school as an agent of influence. Bronfenbrenner (1976) strongly criticized much tra∙ ditional psychological research as the study of iso­ The ecology of childhood is not static but rather lated behavior in artificial situations for a very short changes over time. This calls for a longitudinal per. time period. He scored at the notion that "solid spective on growth and development. As they research" was limited to laboratory studies, statisti­ mature, children face new challenges. Predictable cal analyses, and random assignments to contelled developmental milestones include normal life tran­ conditions. Just because data is staHstically signifi­ sitions such as starting school or getting a job, but cant does not mean it is useful or relevant to prac­ many developmental challenges result from ran­ tice. A narrow focus on microbehaviors obscures the dom, unplanned events. These can be stressful, like real meaning of behavior. PracHcal studies of chil­ divorce of parents, or supportive, like finding a men­ dren are heuristic: they explore how a child experi­ tor. Past behavior problems need not predict future ences and interprets his or her world. adjustment. As the child's ecology changes, so does the child's fate (Lewis, 1997). Popular diagnostic schemes slap deviance labels like "dismpHve behavior disorder" on children eχperi- Biological factors are also at play in development encing problems. Bronfenbrenner argued that such as irritable temperament or medical problems. conflict is a performance which requires mulHple Since stress is both psychological and biological, any actors. He described a mirror-image process which A HEALTHY ECOLOGY A HIGH RISK ECOLOGY FAMILY FAMILY Bonded to cιreglverι Insecure bond P8itlve discipline Inconsistent discipline SCHOOL PEERS SCHOOL PEERS Supportive TMCher∙ Peer ιcceptιnce Conflict with teachers Риг conflict Academic ∙UCC∙∙∙ Pro∙8l∙lv∙lu∙s Academic failure Antisocial values 164 e reclaiming children and youth Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.  operates at interpersonal to international levels direct impact is on the children in his or her iιe- (Bronfenbrenneu 1961). Once one becomes locked in diate sphere of influence. Discouragement from conflict with a perceived enemy^ it is excessively dif­ destructive forces in the broader society cannot take ficult to empathize with the view of the other. The such priority that it hides the powerful Efluence one logical brain is overwhelmed by primitive survival can wield in the life of a child. impulses. The adversary is seen as an evil aggressou while the self, of course, is the noble victim. This Bronfenbrenner invested great personal energy and image is so intense that it overrides reason and con∙ political skill in seeking to change cultural values, science; one justifies attempts to punish and attack, economic systems, and public policies that are even when this makes the situation worse. Hostility antagonistic to positive youth development. His eco∙ fuels hostility something Nick Long (1995) calls the logical research sparked the Head Start movement "conflict cycle." Brain research now shows that this for disadvantaged children. His advocacy before the tendency to imitate others is programmed in the United Nations forged Etemational children's poli♦ brain's "mirror neurons" (Dobbs, 2006). су. His ecological model transformed the helping professions. Bronfenbrenner sought to elevate practical studies of children in their life space to the highest levels of sci∙ Urie Bronfenbrenner was a deeply compassionate ence. He relabeled traditional experimental studies man committed to the belief that there are no dis∙ as contrived research. He also considered narrow posable children (Brendtro, Ness, & Mitchell, 2005). animal-based learning models as overly simplistic His vision was rooted in boyhood memoHes of his when applied to humans. While welcoming diverse father smuggling to reclaim cast∙08 troubled chil∙ methods of inquiry Bronfenbrenner tipped the bal­ dren in an institution. For all of his fame, the spirit of ance of the research agenda toward naturalistic this pioneer is his enduring epitaph: Every child needs studies. The goal was to study a child's natural rela∙ at least one adult who is irrational||، 5azy about him tionships under natural conditions. or her By its very nature, ecological theory is wide-ranging and multi-faceted. This could lead one to be over­ Larry κ Br^dtro, PhD, is founder of Reclaiming Youth whelmed by complexity and confusion. Although it International and dean of research at Starr Commonwealth, is impossible to attend to every variable in the Albion, Michigan. This series St Voices of Pioneers is part of an environment, attempts are made to scan the ecology ongoing project at Starr Commonwealth to research and reclaim for factors of most importance (Morse, 1985). the wisdom ofpioneers in work with children and youth. The Bronfenbremer targeted a laser on areas that most author can be contacted by e-iil: [email protected] profoundly affect healthy development. These are the immediate drcles of influence of family peers, and school. Thus, in assessing a child's ecology and REFERENCES designing positive interventions, these questions are Brend⅛o, L., Ness, A., & Mitchell, M. (2005). No disposable kids. Bloomington, IN: National Educational Service. foremost: Brendtro, L., & Ness, A. (1983). Re-educating troubled youth: 1) What are the transactions of the child with family Environments for teaching and treatment. New York: Walter du Gruyter. peers, and school? Bronfenbren> U. (1961). The mirror image in Soviet-American rela­ 2) Does this circle of influence create stress or offer tions: A social psychologist's report. The Journal of Social Issues, 77(3), 45-56. support for the child? Bronfenbrenner, U. (1970). Two ælds of childhwd: US & USSR. New York: Russell Sage Foundation. When the ecology is in balance, children live in har­ Bronfenbιer, U. (1976). The experimental ecology of education. mony with self and others. But if the ecology is dis∙ Teachers College Record, 78(2), 157∙204. Bunsenbrenner, U. (1979). The ecology of human development. rupted or in tension, the child experiences conflict Cambridge, MA: Harvard University Press. and maladjustment. Bronfenbrennei> U. (1986). Alienation and the four worlds of child­ hood. Phi Delta Kappan 67(6), 430436. The most powerful interventions with children and Bronfenbrennet U. (1991). What do families do? Institutefor American youth are those that seek to build a supportive ecol­ Values, Iter/Spring, p. 2. B2nfenbιenner, U., (Ed.). (2005). Making human beings human: ogy around a child. Certainly it is valid to concern Bioecological perspectives on hum development. Thousand Oaks, oneself with broader social polides, but the most СА: Sage Publications. volume 15٠numbers fai၊2006 e 165 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.  Bronfenbrenneu U., McClelland, R, Wethington, E., Moen, R, & Сесі, NOTES S. J. (1996). The state of Americans: This generation and the next. New York： The Free Pravu Under the leadership of Henry A. Murray of Harvard, his colleagues included Edward C. Tblman, David Levy Theodore Newcomb, and Dobbs, D. (2006). A revealing reflection. Scientific American Mind, Kurt I—ewin (Bronfenbrenner, 2005). i7(2), 22-27. Hobbs, N. (1982). The troubled and troubling child, %printed 1994. ⅛ student was Laurence Steinberg of Temple University. Columbus, OH: American Re-Education Association. Lewis, M. (1997). Altering fate: Why the past does not predict the future. New York: The Guilford Press. 3Bronfenbrenner referred to the immediate environments of family school, peers, and neighborhood as a child's microsystem. The inter, Long, N. (1995). Why adults strike back: Leamed behavior or genetic connection of these environments is the mesosystem. Surro|mding code? Rechiming Children and Youth, 4(1), 11-15. these spheres were increasingly broader circles of community influ­ Morse, W. (1985). The education and treatment of sødø-emø"0M"y impaired children and youth. Syracuse, NY: University Press. ence called the exosytem, and, finally the cultural and societal forces of the macrosystem. In designing restorative interventions for indi­ Neufeld, G., & Maté, G. (2005). Hold on to your kids: Why parents need to liter more than peers. New York: Ballantine Books. vidual children, the focus is usually on relationships in the microsytem and mesosystem. Research suggests that the more iιe- Phelan, J. (2004). Some thoughts on using an ecosystem perspecHve. CYC-Online, Issue 28. www.cyc-net.org diate the system, the greater its impact on development. Thus, while poverty can be a negative force in development, the immediate forces Sherif, M., Harvey O., Hoyt, B., Hood, W., & Sherif, C. (1961). in a particular child's family school, peer group, and neighborhood ỉntergroup conflict and c∞peratio^ The robbers cave experiment. exert greatest influence. Noman: University of Oklahoma Book Exchange. Steinberg, L٠ (2005). The most unpretentious scholar. APS Observer, 18(11). Associaron for Psychological Science, |vww.psychologi- calsdence.org V ՜ โ،٢ ‫هك‬ ۶١ d‫ك ر‬ ٢ ٦ ‫ك‬ > ٦ ‫״‬Blg-T Terrorism‫״‬ By Caleb W. Augsburg A8demy, St. Paul,। used with permiswon. 166 e reclaiming children and youth Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.