The child with Down syndrome: risk and protective factors from the perspective of the Bioecological Theory of Human Development
01 Dec 2013-Vol. 33, Iss: 85, pp 446-464
TL;DR: The present article aims at presenting a review of research findings and discussing them in order to promote a reflection on the characteristics of Down syndrome and its impact on child development and family, focusing on the risk and protection factors that affect this population with disabilities' health.
Abstract: The birth of a child requires a rearrangement of roles in the family. However, if this birth is marked by the arrival of a child with a disability, it may cause instability in the family, due to the break of parental expectations about an ideal baby. The present article aims at presenting a review of research findings and discussing them in order to promote a reflection on the characteristics of Down syndrome (DS) and its impact on child development and family, focusing on the risk and protection factors that affect this population ́s health. The Bioecological theory of Human Development, which establishes inter relationship of individual and environmental factors, has been used as theoretical framework for the discussions of the results.From this theory, the Birth of a child with Down syndrome requires an adaptation of the family context, since children with DS are exposed to environmental factors that may influence their development. Nevertheless, scientific literature points out to the advances of knowledge in the area, and it identifies risk and protective factors that can work for the development of children with DS. In conclusion, the risk and protection factors potentially of children with DS are very similar to the children without disabilities. An important emphasis should be placed on factors of the macrosystem for the population with disabilities, more specifically for people with DS, as the advancement of knowledge about this syndrome and the development of specific public policies can increase life quality and
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TL;DR: The evolution, over three phases, of Bronfenbrenner's theory is described, from an ecological to a bioecological theory, and the Process-Person-Context-Time (PPCT) model was described as the theory's appropriate research design.
Abstract: We describe the evolution, over three phases, of Bronfenbrenner's theory from an ecological to a bioecological theory. Phase 1 (1973–1979) culminated in the publication of The Ecology of Human Development (1979). Phase 2 (1980–1993) saw almost immediate modifications to the theory, with more attention paid to the role of the individual and greater concern with developmental processes. In Phase 3 (1993–2006), proximal processes were defined and placed at the heart of bioecological theory, and from 1998, the Process-Person-Context-Time (PPCT) model was described as the theory's appropriate research design. Given the extent of these changes, and to avoid theoretical incoherence, scholars should be cautious about stating that their research is based on Bronfenbrenner's theory without specifying which version they are using.
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TL;DR: In this paper, the authors explored the internal and external validity of an hypothesised adaptability scale and found that higher and first order adaptability was differentially associated with cognate/aligned factors (personality, implicit theories of ability, buoyancy) and also with psycho-educational wellbeing 'outcome' factors (achievement, enjoyment of school, meaning and purpose, life satisfaction).
Abstract: Adaptability is proposed as individuals' capacity to constructively regulate psycho-behavioral functions in response to new, changing, and/or uncertain circumstances, conditions and situations. The present investigation explored the internal and external validity of an hypothesised adaptability scale. The sample comprised 2,731 high school students. In terms of internal validity, exploratory and confirmatory factor analysis (EFA and CFA) suggested a reliable higher order adaptability factor subsumed by a reliable first order cognitive-behavioural factor and a reliable first order affective factor. Multi-group CFA indicated invariance in factor structure as a function of gender, age, and language background. Further, age (younger adolescents), language background (non- English speaking), and parents' education (higher levels) predicted higher order adaptability, while gender (males) predicted first order affective adaptability. In terms of external validity, consistent with hypotheses, higher and first order adaptability was differentially associated with cognate/aligned factors (personality, implicit theories of ability, buoyancy) and also with psycho-educational wellbeing 'outcome' factors (achievement, enjoyment of school, meaning and purpose, life satisfaction). Findings hold theoretical and empirical implications for researchers and practitioners seeking to better understand the constructive regulation of individuals confronted with situations involving novelty, change, and uncertainty.
138 citations
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...Change, uncertainty and variability are evident on geo-political, socio-cultural, economic, medical, technological, and other fronts (Bronfenbrenner, 1992, 2001; Hofacker, Buchholz, & Blossfeld, 2010; Tomasik, Silbereisen, & Heckhausen, 2010)....
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TL;DR: Despite the comparative resilience of most war-affected youth in the face of extreme adversity, there remains a compelling need for interventions that address family- and community-level stressors.
Abstract: Three waves of data from a prospective longitudinal study in Sierra Leone were used to examine internalizing trajectories in 529 war-affected youth (ages 10-17 at baseline; 25% female). Latent class growth analyses identified 4 trajectories: A large majority of youth maintained lower levels of internalizing problems (41.4%) or significantly improved over time (47.6%) despite very limited access to care, but smaller proportions continued to report severe difficulties 6 years postwar (4.5%) or their symptoms worsened (6.4%). Continued internalizing problems were associated with loss of a caregiver, family abuse and neglect, and community stigma. Despite the comparative resilience of most war-affected youth in the face of extreme adversity, there remains a compelling need for interventions that address family- and community-level stressors.
132 citations
Cites background from "The child with Down syndrome: risk ..."
...Of parallel importance is a developmental and ecological framework for understanding the effects of concentrated adversity on youth (Bronfenbrenner, 1979, 2005)....
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TL;DR: In this article, a longitudinal study drew on positive youth development frameworks and ecological models to examine the role of school-, home, and community-based arts participation in students' academic and non-academic outcomes.
Abstract: This longitudinal study draws on positive youth development frameworks and ecological models to examine the role of school-, home- and community-based arts participation in students’ academic (e.g., motivation, engagement) and nonacademic (e.g., self-esteem, life satisfaction) outcomes. The study is based on 643 elementary and high school students from 15 schools conducted over the course of 2 academic years. Structural equation modeling showed that beyond sociodemographics, prior achievement, and prior variance in outcome measures, school predictors of academic and nonacademic outcomes were arts engagement and in-school arts participation; home predictors were parent–child arts interaction and home-based arts resources; and community arts predictors were participation in and attendance at arts events and external arts tuition (the latter, a negative effect). Implications for theory, policy, funding, and practice are discussed.
129 citations
Additional excerpts
...Later refinements of the ecological model included the impact of the passage of time in young people’s development (referred to as the chronosystem; Bronfenbrenner, 2001)....
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TL;DR: In this article, a large-scale study into boarding school and students' motivation, engagement, and psychological well-being was conducted, with the main sample comprised 5,276 high school students (28% boarding students; 72% day students).
Abstract: Boarding school has been a feature of education systems for centuries. Minimal large-scale quantitative data have been collected to examine its association with important educational and other outcomes. The present study represents one of the largest studies into boarding school conducted to date. It investigates boarding school and students’ motivation, engagement, and psychological well-being (e.g., life satisfaction, interpersonal relationships)—controlling for sociodemographic, achievement, personality, and school covariates. The main sample comprised 5,276 high school students (28% boarding students; 72% day students) from 12 high schools in Australia. A subsample of 2,002 students (30% boarding students; 70% day students) had pretest data, enabling analyses of gains or declines in outcomes across the school year. Results indicated predominant parity between boarding and day students on most outcome factors, some modest positive results favoring boarding students, and no notable differences in gains ...
96 citations
Cites result from "The child with Down syndrome: risk ..."
...Findings provide some support for ecological theorizing in that the proximal context of boarding did yield some significant positive results and the roles of ethnicity and parental education also yielded significant findings (Bronfenbrenner, 2001)....
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References
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01 Jan 1990
TL;DR: The concept of mechanisms that protect people against the psychological risks associated with adversity is discussed in relation to four main processes: reduction of risk impact, reduction of negative chain reactions, establishment and maintenance of self-esteem and self-efficacy, and opening up of opportunities.
Abstract: The concept of mechanisms that protect people against the psychological risks associated with adversity is discussed in relation to four main processes: reduction of risk impact, reduction of negative chain reactions, establishment and maintenance of self-esteem and self-efficacy, and opening up of opportunities. The mechanisms operating at key turning points in people's lives must be given special attention.
5,519 citations
"The child with Down syndrome: risk ..." refers background in this paper
...Segundo Rutter (1987), há quatro funções importantes desses fatores: (1) reduzir o impacto dos riscos; (2) diminuir as reações negativas; dos fatores de risco; (3) estabelecer e manter a autoestima e autoeficácia, por meio de relações seguras; (4) criar soluções para o enfrentamento do estresse…...
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...A principal característica desses fatores refere-se à resposta adaptada da pessoa frente a uma situação adversa (Rutter, 1987)....
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TL;DR: In this paper, the concept of mechanisms that protect people against the psychological risks associated with adversity is discussed in relation to four main processes: reduction of risk impact, reduction of negative chain reactions, establishment and maintenance of self-esteem and selfefficacy, and opening up of opportunities.
Abstract: The concept of mechanisms that protect people against the psychological risks associated with adversity is discussed in relation to four main processes: reduction of risk impact, reduction of negative chain reactions, establishment and maintenance of self-esteem and self-efficacy, and opening up of opportunities. The mechanisms operating at key turning points in people's lives must be given special attention.
5,077 citations
TL;DR: This article found that negative life experiences and stressful happenings may serve to precipitate mental disorders, and that a variety of stressors may play a role in the genesis of psychiatric disorder.
Abstract: Almost since the beginnings of psychiatric practice, there has been a recognition that negative life experiences and stressful happenings may serve to precipitate mental disorders (Garmezy & Rutter, 1985). Nearly 200 years ago, Pinel wrote about the psychiatric risks associated with unexpected reverses or adverse circumstances, and it is reported that his initial question to newly admitted psychiatric patients was: “Have you suffered vexation, grief or reverse of fortune?” Nevertheless, although an appreciation that a variety of stressors may play a role in the genesis of psychiatric disorder has a long history, the systematic study of such effects is much more recent.
3,248 citations
TL;DR: Five main implications stem from the research to date: resistance to hazards may derive from controlled exposure to risk (rather than its avoidance), and resilience may be constrained by biological programming or damaging effects of stress/adversity on neural structures.
Abstract: Resilience is an interactive concept that refers to a relative resistance to environmental risk experiences, or the overcoming of stress or adversity. As such, it differs from both social competence positive mental health. Resilience differs from traditional concepts of risk and protection in its focus on individual variations in response to comparable experiences. Accordingly, the research focus needs to be on those indi- vidual differences and the causal processes that they reflect, rather than on resilience as a general quality. Because resilience in relation to child- hood adversities may stem from positive adult experiences, a life-span trajectory approach is needed. Also, because of the crucial importance of gene-environment interactions in relation to resilience, a wide range of research strategies spanning psychosocial and biological methods is needed. Five main implications stem from the research to date: (1) resis- tance to hazards may derive from controlled exposure to risk (rather than its avoidance); (2) resistance may derive from traits or circumstances that are without major effects in the absence of the relevant environmental hazards; (3) resistance may derive from physiological or psychological coping processes rather than external risk or protective factors; (4) de- layed recovery may derive from "turning point" experiences in adult life; and (5) resilience may be constrained by biological programming or damaging effects of stress/adversity on neural structures.
1,339 citations
"The child with Down syndrome: risk ..." refers background in this paper
...Através da reflexão histórica das políticas públicas voltadas para essa população, é possível induzir que um mesmo fator poderá servir como fator de risco ou proteção, dependendo do seu contexto histórico e social (Rutter, 2006)....
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...Os fatores de risco se caracterizam por afetarem negativamente esse processo, e os de proteção que favorecem o seu desenvolvimento (Rutter, 2006)....
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...Sendo assim, considera-se que a mesma variável pode ter efeitos diferentes em uma mesma pessoa, e, dependendo das condições ambientais, poderá atuar como um mecanismo de risco ou de proteção (Rutter, 2006; Resegue e outros, 2007)....
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...Rutter (2006) associa esses fatores de proteção à resiliência....
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