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Benefits and Barriers of working with families and Bronfenbrenner

by: Haylie Wilson

Benefits and Barriers of working with families and Bronfenbrenner PSY

Marketplace > Appalachian State University > PSY > Benefits and Barriers of working with families and Bronfenbrenner
Haylie Wilson
GPA 3.63

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About this Document

For Midterm
Family, Child, and Professional Interaction
Dr. Brewer
Class Notes
families, bronfenbrenner
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This 3 page Class Notes was uploaded by Haylie Wilson on Tuesday February 23, 2016. The Class Notes belongs to PSY at Appalachian State University taught by Dr. Brewer in Spring 2016. Since its upload, it has received 16 views.


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Date Created: 02/23/16
Benefits and Barriers of Connecting Families and the Curriculum- Families Feb. 23 Families involved in school- not really. HOW WERE THEY INVOLVED WHEN WE WERE YOUNG? -parties -visits -pto -field trips Harder to go on field trips now Benefits for families: Parents in the curriculum Parents/families should be involved Parents go for some programs/other stuff to help out their child, and it might actually be detrimental- but we can’t really see anything. This can be avoided Benefits for Teachers: We know more about the child -Parents have vertical knowledge. They know their whole child’s development. -Professionals have horizontal knowledge- they know that child at their age. Barriers- Reasons: Human reactions, communication, external factors- jobs, laws, etc Turf barrier- people thinking no one knows better than themselves Trust- do NOT make assumptions when questions are asked Differences in expertise Emotional responses -Think before you speak Defensiveness Jealousy/guilt/resentment Fear of criticism (both parents and teachers) External Factors: Time. Busy Working around people’s schedules Administrative policies Personal Problems or styles BENEFITS OF FAMILIES BEING INVOLVED OUTWEIGH THE BARRIERS Brofenbrenner Pick an event in a chrono system and tell how it goes through all of the systems and talk about how the child might be affected by that event. It Takes a Village Hillary Clinton “Children will thrive only if their families thrive and if the whole society cares enough to provide for them” Microsystem- Where they live/who they interact with Grows/changes as they get older PERSONAL INTERACTIONS Provide intrinsic and extrinsic Implications for educators Give children choices Make them feel competent and capable Stress learning and stress effort rather than performance Use rewards and praise thoughtfully Inform parents about what you’re doing Mesosystem- The microsystems interacting with each other. In other words: relationship of settings Implications for educators: Let families participate (reduce barriers) Home-school communication INCLUDE FAMILIES Exosystem- Experiences where the individual does not play an active role- not a DIRECT relationship, but can be affected indirectly. SOCIAL- WORKPLACE Ex: parent’s job, ss agencies, planning commissions, etc. We need to respect culture of families Macrosystem- Culture (ethnicity, religion, democracy, etc) Broad Cultural differences/conflicts- huge barriers for children Lack of understanding from teacher’s leads to huge barriers Involve families Routines Be empathetic Chronosystem- Sociohistorical conditions Patterns of environmental events. Divorce, Death of parent, 9/11, War The element of time We need to: Contact with families- reach out for long periods of time Conferences Help with educational transitions Sensitive to cultural differences Activity: Pick a chrono event and follow it through each system. Chrono: Death of a Grandparent Macro: This family/culture relies on the grandparents for financial stability - child doesn’t get to go out to eat, or get to do more activities Exo: Parents have to pick up a job because they have financial needs - Parent spends less time with the child Meso: This will effect the parents’ ability to communicate with the school and be involved in the child’s schooling (ex: hw, parent/teacher conferences, etc.) - effects child’s schooling Micro: Relationships with peers, parents, teachers, etc. is affected due to sadness, anger/frustration, etc. Withdrawn. - poor relationships with parents and teachers


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