The effective management of people has an important bearing on organizational success. The course provides conceptual and practical skills in areas such as the strategic aspects of human resource management, manpower planning, Dynamic Role of Human Resource Management, Implementation of Human Resource Strategies and Importance of Leadership Skills.

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
 Reflect in ePortfolio Download Print
 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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