This chapter explores the ecology of human development, those forces in the person's environment that affect and influence development. Urie Bronfenbrenner's model of the human ecosystem guides the discussion, making connections between children in families and in communities and the larger society that surrounds them. The human ecosystem model is much like the study of the natural ecology, focusing on the interactions between subjects at various levels of the environment as they affect each other. The interaction between individual and environment forms the basis of an ecological approach to human development. This view sees the process of development as the expansion of the child's conception of the world and the child's ability to act on that world. Risks to development can come from both direct threats and the absence of opportunities for development. Sociocultural risk refers to the impoverishment in the child's world of essential experiences and relationships.

The Ecology of Human Development

Embedded Case Study Methods: Integrating Quantitative and Qualitative Knowledge

This book, for those who may be unfamiliar with this annual publication, is a review of the psychoanalytic literature and includes selections by a number of well-known and consistent contributors to the psychoanalytic concepts in development of children, the psychopathology of children, and the clinical problems involved in the treatment of children. It is of interest, of course, to members of related professional disciplines and will be of greatest value to those pediatricians who are somewhat familiar with the analytic approach and comfortable with the analytic terminology used. Certainly this and the other volumes do constitute an excellent sampling of the significant contributions to psychoanalytic knowledge of the child during the past 15 years. For general interest to the pediatrician in his everyday practice, one might select the first paper in this volume written by John Bowlby on Grief and Mourning in Infancy and Early Childhood . It is discussed and

The Psychoanalytic Study of the Child.

School climate is a leading factor in explaining student learning and achievement. Less work has explored the impact of both staff and student perceptions of school climate raising interesting questions about whether staff school climate experiences can add "value" to students' achievement. In the current research, multiple sources were integrated into a multilevel model, including staff self-reports, student self-reports, objective school records of academic achievement, and socio-economic demographics. Achievement was assessed using a national literacy and numeracy tests (N = 760 staff and 2,257 students from 17 secondary schools). In addition, guided by the "social identity approach," school identification is investigated as a possible psychological mechanism to explain the relationship between school climate and achievement. In line with predictions, results show that students' perceptions of school climate significantly explain writing and numeracy achievement and this effect is mediated by students' psychological identification with the school. Furthermore, staff perceptions of school climate explain students' achievement on numeracy, writing and reading tests (while accounting for students' responses). However, staff's school identification did not play a significant role. Implications of these findings for organizational, social, and educational research are discussed.

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The Impact of School Climate and School Identification on Academic Achievement: Multilevel Modeling with Student and Teacher Data.

Student misbehavior and teacher well-being: Testing the mediating role of the teacher-student relationship

Parent and peer attachment as predictors of facebook addiction symptoms in different developmental stages (early adolescents and adolescents).

In the perspective of multiple attachment bonds, the teacher-child relationship is considered as one of the fun- damental ways to express a crucially relevant bond for the child's emotive and cognitive development. The contextualist approach underlines how the dynamics of interaction between the individual and micro-sociocultural contexts play a me- diating role on developmental processes. Studies by Pianta, in particular, ascribed to the teacher-pupil interaction a crucial developmental function in the adaptation of the child, both in preschool age children and in the subsequent years of pri- mary school. The purpose of this study is to examine the characteristics of the teacher-pupil relationship when the teacher is male in the primary school setting. There were 310 children involved, equally distributed by gender, with their 52 teachers, of whom 42 were female and 10 were male. The analyses carried out reveal statistically relevant differences between the two groups of teachers on the issue of the way male teachers assess their relationship with female pupils. More than their male colleagues, female teachers tend to evaluate girls in a significantly different way as far as closeness and dependency are concerned. The data that emerges calls for careful consideration of the effect that the gender imbalance marking the teaching population in the early stages of schooling can have on aspects of child development.

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The Pupil-Teacher Relationship and Gender Differences in Primary School

Most research finds socio-psychological aspects and the organism-environment relationship crucial in the onset of stress-related phenomena; equally important is the subject’s evaluation of stimuli. The Burnout syndrome is defined as a psychological state perceived as emotive breakdown and sense of depersonalization, featuring decreased effectiveness at work and a lower evaluation of one’s performance. At school, the most significant widespread stressors are issues in managing student behavior. However, in the literature few works treat stress and burnout as a specific function of the teacher-pupil relationship. This research will highlight the significant correlations existing between burnout, self-efficacy, students’ academic performance and the quality of pupil-teacher relationships. 37 primary-school teachers in north-west Italy were involved (age range: 27-57 yrs; M=44.76 yrs; SD=8.38 yrs). Tools used were a specially designed socio-personal questionnaire, the Maslach Burnout Inventory (M.B.I.) and the Classroom and School Context Teacher Self-Efficacy Scale (CSC-TSES), while teachers’ perception of the relationship with their pupils was investigated with STRS (Italian adaptation). Preliminary analysis reveals mutual influence between teachers' self-efficacy levels and degree of burnout; Conflict is the only dimension correlating significantly with burnout levels and self-efficacy in class management ability.

Measuring the influence of stress and burnout in teacher-child relationship

The Effect of Autism Spectrum Disorders, Down Syndrome, Specific Learning Disorders and Hyperactivity and Attention Deficits on the Student-Teacher Relationship (Incidencia de Trastornos del Espectro Autista, Síndrome Down, Dificultades Específicas de Aprendizaje, y el TDAH en la Relación Alumno-Profesor).

Introduction . Despite t he clear relevance of the Student - teacher relationship, studi es have ra rely encompassed subjects wit h special ed...

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The effect of autism spectrum disorders, down syndrome, specific learning disorders and hyperactivity and attention deficits on the student-teacher relationship

Francesca Giovanna Maria Gastaldi

Papers

Parent and peer attachment as predictors of facebook addiction symptoms in different developmental stages (early adolescents and adolescents).

The Pupil-Teacher Relationship and Gender Differences in Primary School

Measuring the influence of stress and burnout in teacher-child relationship

The effect of autism spectrum disorders, down syndrome, specific learning disorders and hyperactivity and attention deficits on the student-teacher relationship