The document provides a multi-dimensional model for assessing individuals put forth by Harms. It outlines five dimensions - inner world, social system (microsystem), relational (mesosystem), structural (exosystem), and cultural (macrosystem) - and lists relevant theories and potential assessments for each dimension. Key questions are also provided to guide assessments within each dimension.

1. Inner World Dimensions: Biological, Psychological, Spiritual
Spirituality Defined as: Sense of connection to this world and purpose in life
MULTI-DIMENSIONAL MODEL – Harms

2. Harms provides a framework in which assessments can be occurred and theories applied.
Dimension Theories Assessments
Inner World Biological Understandings HEeADESS
Neurological Development Theories Resilience
Bowlby Attachment Theory Psychoanalysis
Behaviourist Approaches
Freud Psychosexual Theory
Erikson Psychosocial Theory
Piaget’s Constructivist Cognitive Development
Theory
Kohlberg’s Constructivist Moral Development
Theory
Whare Tapa Wha
Te Wheke
Lerner’s six Cs (competence, confidence,
connection, character, caring and contribution)
Social System - Bowlby Attachment Theory HEeADSS
Microsystem Bandura’s Social Cognitive Development Theory Resilience
Behaviourist Approaches Family Systems
Vygotsky’s Social Constructivist Cognitive
Development Theory
Tangaere’s adaption of Vygotsky for the Marae
Whare Tapa Wha
Te Wheke
Bronfenbrenner’sSocioecological Theory
Lerner’s six Cs (competence, confidence,
connection, character, caring and contribution)
Relational - Tupuola’sEdgewalking Ecomapping
Mesosystem Systems Theories
Bronfenbrenner’sSocioecological Theory
Structural - exosystem Whare Tapa Wha Community Needs
Te Wheke Mapping/Asset Mapping
Bronfenbrenner’sSocioecological Theory
Bandura’s Social Cognitive Theory
Sociological Theories of
Inequalities/Resistance/Deviance
Lerner’s six Cs (competence, confidence,
connection, character, caring and contribution)
Cultural - marcosystem Whare Tapa Wha Asset Mapping
Te Wheke
Bronfenbrenner’sSocioecological Theory
Vygotsky
Van Gennep’s and Turner’s understanding of
liminality and rites of passage
Lerner’s six Cs (competence, confidence,
connection, character, caring and contribution)
Time – chronosystem Historical Theories and Understandings of Autobiographical
Generational Development Assessments

3. The types of questions to ask when taking a multidimenstional approach
Dimension Key Questions
Inner World
What is going on inside this young person??
What are the positive influences on this young
person’s biological development?
What are the negative influences on this young
person’s biological development?
What are the positive influences on this young
person’s psychological development?
What are the negative influences on this young
person’s psychological development?
What are the positive influences on this young
person’s spiritual development?
What are the negative influences on this young
person’s spiritual development?
How is this young person coping and adapting?
Does this person have any risk factors?
How are they vulnerable?
Does this young person have any protective
factors?
How are they resilient?
What strategies do they have for coping and
adapting?
Do these strategies work?
Social System -
Microsystem What is going on around this young person?
What are the positive influences on this young
person’s development from their family?
What are the negative influences on this young
person’s development from their family?
What are the positive influences on this young
person’s development from their friends/peer
group?
What are the negative influences on this young
person’s development from their friends/peer
group?
Who are the significant others in this young
person’s life and village – what is their influence?

4. Relational -
Mesosystem What is going on around this young person?
How are all the significant people and groups
surrounding this young person connecting?
Where are the missing links – sites of opportunity?
What strengthening is required?
Structural - exosystem
What is going on around this young person?
Think about the broader community, institutions,
media and policies.
What positive influences can be identified?
What negative influences are evident?
Cultural - marcosystem
What is going on around this young person?
Think about the norms and values of society in
terms of gender, ethnicity, cultural values and
beliefs
What positive influences can be identified?
What negative influences are evident?
Time – chronosystem
How does the young person talk about who they
are in their world?
What influence does current trends and
generational roles have on their development?
What is this young person’s story – how have they
experienced each of these dimensions?
Where is resilience evident and how can this
resilience be used to strengthen this young
person’s development?