Philosophy of School Psychology
Throughout my experience in this program, my theoretical orientation and philosophy of school psychology has changed or adapted with each new experience and research. I have always been drawn to Bronfenbrenner’s ecological systems theory, which holds that a child’s development is influenced within bidirectional and reciprocal relationship with five environmental systems (Bronfenbrenner, 1989). However, I continually find myself wanting to examine the biological, psychological, and social factors which may be influencing a child’s development. The biopsychosocial model examines the interactions of biological, psychological and social factors on human functioning (Engel, 1980). By applying the biopsychosocial model to school psychology a more complete understanding of a child can be ascertained. Biological factors, such as genetics, illnesses, and family history, can have an influence on a child’s development. Secondly, social experiences, such as family dynamics, peer relationships, and community influence can also contribute to a child’s development. Finally, the bidirectional influences in which a child interacts with their social environment can influence the development of their psychological processes, as depicted by social cognitive theory (Bandura, 2001). By examining each of these factors and how they interact with each other, a holistic perspective of how the child is developing in their academic, cognitive, and social/emotional and behavioural abilities and skills.
However, once a child's academic, cognitive, and social/emotional and behaviour abilities and skills have been determined, I believe the child’s strengths and capacities need to be taken into account when determining appropriate interventions. Each individual child has innate potential. By using a child’s strengths to build skills and knowledge, they will hopefully build resiliency to accommodate for or improve in their areas of deficits.
Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of
Psychology, 52,1-26.
Bronfenbrenner, U. (1989). Ecological systems theory. In R. Vasta (Ed.), Annals of child
development (Vol. 6). Greenwich, CT: JAI Press.
Engel, G. L. (1980). The clinical application of the biopsychosocial model. American
Journal of Psychiatry, 137(5), 535-544.
Throughout my experience in this program, my theoretical orientation and philosophy of school psychology has changed or adapted with each new experience and research. I have always been drawn to Bronfenbrenner’s ecological systems theory, which holds that a child’s development is influenced within bidirectional and reciprocal relationship with five environmental systems (Bronfenbrenner, 1989). However, I continually find myself wanting to examine the biological, psychological, and social factors which may be influencing a child’s development. The biopsychosocial model examines the interactions of biological, psychological and social factors on human functioning (Engel, 1980). By applying the biopsychosocial model to school psychology a more complete understanding of a child can be ascertained. Biological factors, such as genetics, illnesses, and family history, can have an influence on a child’s development. Secondly, social experiences, such as family dynamics, peer relationships, and community influence can also contribute to a child’s development. Finally, the bidirectional influences in which a child interacts with their social environment can influence the development of their psychological processes, as depicted by social cognitive theory (Bandura, 2001). By examining each of these factors and how they interact with each other, a holistic perspective of how the child is developing in their academic, cognitive, and social/emotional and behavioural abilities and skills.
However, once a child's academic, cognitive, and social/emotional and behaviour abilities and skills have been determined, I believe the child’s strengths and capacities need to be taken into account when determining appropriate interventions. Each individual child has innate potential. By using a child’s strengths to build skills and knowledge, they will hopefully build resiliency to accommodate for or improve in their areas of deficits.
Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of
Psychology, 52,1-26.
Bronfenbrenner, U. (1989). Ecological systems theory. In R. Vasta (Ed.), Annals of child
development (Vol. 6). Greenwich, CT: JAI Press.
Engel, G. L. (1980). The clinical application of the biopsychosocial model. American
Journal of Psychiatry, 137(5), 535-544.