The document discusses the bioecological theory of human development, focusing on the process-person-context-time (PPCT) model and its four components: process, person, context, and time. It emphasizes the importance of resilience for children and youth aged 0-24, suggesting various strategies supported by research to promote resilience in different contexts. Additionally, it outlines the interactions among the ecological systems—microsystem, mesosystem, exosystem, and macrosystem—that influence development and well-being outcomes.

2. Requirement
 Directions
 The Bioecological Theory of Human Development is described as a process, person,
 context, time (P-P-C-T) model.
 Explain each of the four components (P-P-C-T) and how they interact to
 strengthen resilience across the age span of 0 – 24 years.
 Identify and include in your discussion one journal article for each component of
 the bioecological model (P-P-C-T) that demonstrates evidence of how it
 influences child and youth outcomes.
 Illustrate your discussion with examples of strengths during childhood that
 influenced health and well-being outcomes.
 Assessment 2 Overview - CNA145 Child and Adolescent Health 8/01/2015 1:01 pm
 https://mylo.utas.edu.au/d2l/le/content/79995/viewContent/1272602/View Page 2 of 2
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 Activity Details
 Propose strategies supported by research and the literature that that could be
 implemented in practice that demonstrate how the P-P-C-T model can promote
 resilience in Australian children and youth (aged 0-24). These strategies can be
 in any context influencing child and youth outcomes i.e. processes in the micro,
 meso, exo or macro systems and address any aspect of the P-P-C-T model.
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3. BIOECOLOGICAL MODEL
 It is a theoretical model of gene interaction in
development of human
 Stephen J.Ceci and Urie Bronfenbrenner proposed this
model.
 This model can be applied to mature adult and
children .
 Later on, he named this model as ecological system
theory model.
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4. BIOECOLOGICAL MODEL
 He identified four ecological systems as
 Microsystems,
 mesosystem,
 macrosystem
 ecosystem
 He added chronosystem, which tells how a person and
the environment changes with the time.
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5. PPCT
 PPCT concepts- Process–Person–Context–Time Model
 The theory explains the interaction held up between all these
four things
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6. Process
 It is the primary mechanism in the development and is laid with two propositions
 Involves complex progressive and reciprocal interaction between an human
individual and the surrounding.
 Proximal process is interaction of biological human with the environment.
 Proximal processes nature generally varies according to the aspects of the individual
and of the context and are both spatial and temporal.
 The form, power, content and the direction of all the proximal processes that effects
the development varies systematically.
 Both are theoretically independent and they subject to empirical testing
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7. PERSON
 Bronfenbrenner laid more interest in the personal features
and behaviors of an individual in context to social
situations.
 He categorized these characteristics in to three parts:
Demand -the personal stimulus features that are in relation
to the immediate stimulus to others like colour, age,
Force- these are the one with difference in temperament,
motivation, persistence and likeness.
 Resource- in certain cases they are induced having
different level of accuracy as compared to demands. they
are associated to the mental and emotional features.
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8. CONTEXT
 It is the most important and best component of bio
ecological model.
 The multiple venues modify the proximal process
 The environment in which the young one is
continuously present, whether it may be social
interaction, physical interaction or economic
interaction
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9. EXPLANATION OF FOUR SYSTEMS
MICROSYSTEM
 It is innermost stage and is the one to which the child has a
direct contact. It involves friends, family, school, playschool
etc.
 It generally comprises the proximal process.
 It is the most immediate level and lay down a early influence
on the mid of young ones
 Relation is bidirectional level.
MESOSYSTEM-
 it is second level and has Microsystems in it
 Its focus is on the connection among two or more than two
systems like home, playmates school.
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10. EXPLANATION OF FOUR SYSTEMS
EXOSYSTEM-
 It is the third level
 This does not involve a direct contact with the system but affects the
development.
 It also affects the wellbeing of the ones who are in contact with the
child.
 The decisions and policy that are made at a wide level indirectly
influence the child.
MACROSYSTEM-
 outer level is the macrosystem
 It influences all the inner layers of the ecosystem.
 The features of the macrosystem that influence all the other layers
are cultural characters, political issues, economic issues.
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11. TIME
 It is about the aspects like chronological age, time
duration and the nature of the periodicity.
 The succession of an event has different degree of
influence in the individual.
 Influence decreases as the time increases.
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12. RESILIENCE STRATEGY
 It is a positive adaptation in the situations when the personal,
family or environment difficulties are extremely high that
leads to the impairment of the individual’s cognitive and
functional abilities.
 Three kinds of resilience-
 First is when the individual is not succumb to the adversities
in spite of high risk
 Second is developing of up coping strategy in high stress
circumstances.
Third are the individuals who have suffered high trauma.
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13. Strategies for 0-5 YEAR
Proper maternal nutrition
Avoidance of maternal smoking
Support to mothers from family and husband
Adequate family income
High quality education
Proper child nutrition
Healthy relations between all the members of
the family.
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14. Strategies for 13 to 19 years
 High social support and social network
 Presence of one parent who supports unconditionally.
 A guide or person who is not a family member.
 Positive and good experiences from school
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15. STRATEGIES ROR 0-5 YEARS
 Classes to provide cultural and community behavior
 A link between school and home to develop confidence and
engagement.
 Healthy school experiences
 Healthy relationship between child, teacher, parent, and
teachers.
 Developing skills for performing all the tasks
 Structured and time bound routines daily.
 Attachment to the relatives or significant others.
 Provision of breakfast and after school clubs.
 Participation in decision making and problem solving
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16. CONCLUSION
 Resilience strategy are related to the PPCT model.
 If these strategies are followed appropriately at each stage or
level of PPCT, then the child development would be enhanced
 These strategies are to be linked up in the proximal and distal
processes to provide full development.
 The bioecological theory highlights the stages of the child
development and provides with a way to enhance the
development of the child at each stage.
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