The development of an individual is a life-long process that can be influenced by the various factors. Urie Bronfenbrenner identifies these elements as the types of ecological, or environmental, systems. The ecological structures affect the individual or can be manipulated by the person. These processes contribute to the personal and social development of the individual. The growing human being is “consistently viewed as influencing, and being influenced by, the environment” (Rosa & Tudge, 2013, p. 243). However, Bronfenbrenner’s research on individual’s development has been overcome several transformations by the psychologist during the time of his professional activity, the primary features of the Human Ecology Theory have not changed significantly.
The key concepts of Bronfenbrenner’s theory imply the existence of five different environments. The psychologist adapted Brim’s terminology in naming the structures which affecting the development of individual (Rosa & Tudge, 2013, p. 246). Thus, the following concepts symbolize the ecological structures: the microsystem, the mesosystem, the exosystem, the macrosystem, and the chronosystem, which considers the process of individual development as the transformation over the time (p. 249).
The microsystem refers to the agents who have the direct effect on the person and includes family, friends, neighbors, teachers, and many other people who directly interact with the individual. Although it is not unilateral process: the person is not only influenced by the microsystem agents but also contributes to changes in the system. The mesosystems is determined as the communication among microsystems (p. 246). For example, a neglected child in a family can be less academically successful and perceived by the teachers as a troublemaker in a school. At the same time, the kid can have authority among his peers or, on the other hand, be led by others. In the exosystem the person “does not participate actively within it but nonetheless experiences its influence and at times can also influence it” (Rosa & Tudge, 2013, p. 247). If the close friend of the individual moves to another city or abroad, the person may not be interested in developing new relationships and thus, may experience loneliness, or, contrarily, find a new confidant immediately. The macrosystem represents the institutional level, for example, the socio-economic background can affect the employment inclinations and lifestyle. The individual who derived from the wealthy family, probably, prefer the particular living standards which are not available for someone from a poor or even less prosperous household.
As an illustration of Bronfenbrenner’s Human Ecology Theory, the relationships within my family, which cultivates interaction among all the members and hospitality through family dinners and gatherings, influence my communication patterns with friends. Through my lifespan I have been enjoying introducing different friends of mine to each other. Regarding microsystem environment, my mother has shaped my positive attitude towards other people. The last example demonstrates the relations within the macrosystem: my social background is determined by the family members who have professional degrees or the higher education. Thus, the choice of the career path has been influenced by this factor.
To summarize, Bronfenbrenner’s Ecological Systems Theory has contributed to the development of psychological thoughts. Moreover, with the assistance of the theory the relationships and their value among various social agents can be determined and described.
The Adolescent Stage: The Importance of Relationships
The importance of relationships during the adolescent stage can be justified by the desire of developing individual to find himself in the society, in other words, to establish the personal identity within different environmental systems. This transitional phase signifies the process of learning the roles of adults. Thus, the individual is assessing his previous experience and knowledge and considering the future opportunities in career, relationships, family, and the other aspects of life. Erikson defines the adolescent stage as a period when the occupational and sexual identities are manifested (Koepke & Denissen, 2011, p. 68).
The establishment of identity is the primary purpose of the adolescent stage, “which consists of the solution of the conflict between identity synthesis and identity confusion” (p. 71). The result of the exploration has to be an integral identity. Thus, through the relationships the individual tries to recognize himself to build up “self-coherence and self-continuity” (p, 71).
Bronfenbrenner describes the adolescent stage as a period to develop leadership and accountability, which correlates with the Erikson’s approach, that depends on “the parent-adolescent relationship, child gender, and family’s social-class background” (Rosa & Tudge, 2013, p.245). The recognition of responsibility and willingness to embrace and practice it is a “prerequisite for a real sense of individuality and more mature relationships with parents and other people to emerge” (Koepke & Denissen, 2011, p. 76). Therefore, the growth of successful relationships with family, friend, and romantic partners is linked to the previous development phases. For example, if the socialization process during the preceding development stage was not that rewarding as it might be, the individual could have problems in building the deep mature friendship with his peers.
Moreover, the lack of the confidence and competence, which the person should establish during the previous phase, may result in troubles with setting up the strong professional and romantic relationships because the person finds himself neither proficient enough in the chosen field of study or employment nor courageous to initiate or continue the courtship. The influence of the early childhood and preschool stage on the ability to build healthy relationships in the adolescent period is important as well. During these phases, the child comprehends the ideas of good and bad and through the games tests the social roles of adults (Koepke & Denissen, 2011). Without the recognition of the difference between beneficial and harmful outcomes of the actions and behavior, along with the lack of understanding the distribution of social roles, the child may face difficulties in establishing robust relationships within the family, friendship, or romance.
Since the infancy period signifies the building of attachment, trust, and security, improper or unsuccessful development during the infancy can affect the adolescent relationships and lead to “mistrust toward parents, perceived alienation from parents and also the presence of strong negative feelings characterize problematic, detached parent-child relationships in which individuality and attachment cannot co-exist” (Koepke & Denissen, 2011, p. 77). It is very likely that the child who does not feel the connection with parents and other family members can have problems with the developing the strong relationships with other people.
To summarize, the adolescent stage as a period of the identity establishment and the development of the relationships is significant for several reasons. The stage is influenced by the previous phases of the cognitive and personal growth and outlines the future life of the individual concerning his professional and interpersonal relationships.
References
Koepke, S., & Denissen, J. J. (2012). Dynamics of identity development and separation–individuation in parent–child relationships during adolescence and emerging adulthood–A conceptual integration. Developmental Review, 32(1), 67-88.
Rosa, E. M., & Tudge, J. (2013). Urie Bronfenbrenner’s theory of human development: Its evolution from ecology to bioecology. Journal of Family Theory & Review, 5(4), 243-258.