Systems Theories and Sources of Influence in Psychology
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Systems Theories and Sources of Influence in Psychology
Systems, Theories, Sources, Influence, Psychology
One of the most well-known systems theories in psychology is Bronfenbrenner’s ecological model. The model consists of several interrelated systems, beginning with the individual at the center then expanding to include the individual’s immediate family and friends (microsystem); extended family, school, and work (ecosystem); and culture and society as a whole (macrosystem).
This model can be used as a framework to understand human development and behavior and to design effective interventions to address many different psychological and societal issues.
Consider how this model might be applied to better understand the development and behaviors of a transgender teenager. Suppose the teenager, who now calls herself Shelly, has recently informed her parents and close friends that she would like to officially transition to being a girl.
Initially she is overjoyed that her parents and close friends are supportive (microsystem). Then, after attending school for a week and going to a family reunion dressed as a girl, Shelly is met with harsh criticisms from some of her peers and teachers at school as well as her grandparents (ecosystem). In fact, she overhears her parents and grandparents arguing about her transition and is immediately overcome by guilt and despair.
Finally, while she is encouraged by positive media regarding a celebrity who recently transitioned, she is saddened to learn that the larger public opinion and recent government policies are discriminatory to transgendered persons (macrosystem). Therefore, due to her desire to become accepted at school, by her grandparents, and by society at large, she decides to stop her transition even though it causes her great distress to do so.
This example illustrates the complex and competing pressures among the systems of Bronfenbrenner’s model, which can affect the thoughts, feelings, and behaviors of the individual at the center of the model. In this discussion, you will consider how the model applies to the competing pressures in your own life.
To Prepare
Read the article, General systems theory: Its past and potential. Pay particular attention to how von Bertalanffy’s general system theory originated and evolved and how the author of the article characterizes the terms, “systems,” “structures,” and “relations.”
Review Bronfenbrenner’s Ecological Model, located in this week’s learning resources. Focus on the meaning and interrelationships among the microsystem, ecosystem, and macrosystem from a child’s perspective. Consider how these systems would be generalized to apply to an adult.
Using Bronfenbrenner’s model, identify two out of three systems (microsystem, ecosystem, macrosystem) and their settings (school, work, family gatherings, neighborhood, country, etc.). Think about how demands and expectations in one setting might impact your ability to meet demands and expectations in another setting.
Post a response to the following:
Identify the two systems you chose and describe settings within each system that influence your life and behavior/activity. Then explain how demands and expectations in one setting could impact the ability to meet demands and expectations in another setting. Be specific.
Note: Support your postings and responses with specific references to the Learning Resources and any additional sources you identify using both in-text citations and references. It is strongly recommended that you include proper APA format and citations.
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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