2019 ◽  
pp. 91-106
Author(s):  
Ellen A. Skinner ◽  
Thomas A. Kindermann ◽  
Andrew J. Mashburn
Keyword(s):  

2007 ◽  
Vol 19 (4) ◽  
pp. 1047-1072 ◽  
Author(s):  
Lauren M. McGrath ◽  
Bruce F. Pennington ◽  
Erik G. Willcutt ◽  
Richard Boada ◽  
Lawrence D. Shriberg ◽  
...  

AbstractFew studies have investigated the role of gene × environment interactions (G × E) in speech, language, and literacy disorders. Currently, there are two theoretical models, the diathesis–stress model and the bioecological model, that make opposite predictions about the expected direction of G × E, because environmental risk factors may either strengthen or weaken the effect of genes on phenotypes. The purpose of the current study was to test for G × E at two speech sound disorder and reading disability linkage peaks using a sib-pair linkage design and continuous measures of socioeconomic status, home language/literacy environment, and number of ear infections. The interactions were tested using composite speech, language, and preliteracy phenotypes and previously identified linkage peaks on 6p22 and 15q21. Results showed five G × E at both the 6p22 and 15q21 locations across several phenotypes and environmental measures. Four of the five interactions were consistent with the bioecological model of G × E. Each of these four interactions involved environmental measures of the home language/literacy environment. The only interaction that was consistent with the diathesis–stress model was one involving the number of ear infections as the environmental risk variable. The direction of these interactions and possible interpretations are explored in the discussion.


2020 ◽  
Vol 2 (1) ◽  
pp. 201-223
Author(s):  
Meredith L. Rowe ◽  
Adriana Weisleder

Young children learn to communicate in the language(s) of their communities, yet the individual trajectories of language development and the particular language varieties and modes of communication children acquire vary depending on the contexts in which they live. This review describes how context shapes language development. Building on the bioecological model of development, we conceptualize context as a set of nested systems surrounding the child, from the national policies and cultural norms that shape the broader environment to the particular communicative interactions in which children experience language being used. In addition, we describe how children's developing sensory-motor, perceptual, and social-cognitive capacities respond to and are tuned by the surrounding environment. Closer integration of research on the mechanisms of language learning with investigation of the contexts in which this learning takes place will provide critical insights into the process of language development.


2011 ◽  
Vol 39 (8) ◽  
pp. 1087-1127 ◽  
Author(s):  
Mary Ann Hoffman ◽  
Theresa Kruczek

Biopsychosocial consequences of catastrophic events create an ongoing need for research that examines the effects of mass traumas, developing psychosocial interventions, and advocacy to address the needs of affected individuals, systems, and communities. Because it is neither possible nor necessarily desirable to intervene with all touched by disasters at an individual level, a systems approach that allows conceptualization and response at the individual, family, community, and societal levels seems optimal. Many of the models commonly used in counseling psychology to explain coping with difficult events focus on individual effects and do not adequately capture the complex, multisystemic effects of large-scale catastrophic events and disasters. A bioecological model of mass trauma, which provides a conceptual framework for understanding the effects, intervening in the aftermath, addressing prevention, and researching aspects of large-scale disasters, catastrophes, and mass traumas, is presented. Relevant literature and illustrative examples from three categories of mass traumas or catastrophic events (disasters, war, and terrorism or violence) that currently contribute to a persistent atmosphere of stress for many are reviewed using the bioecological model. Recommendations for future research are provided.


2019 ◽  
Vol 11 (1) ◽  
pp. 40-46
Author(s):  
Andréa Noeremberg Guimarães ◽  
Maria Luiza Bevilaqua Brum ◽  
Elisangela Argenta Zanatta ◽  
Lucineia Ferraz ◽  
Maria da Graça Corso da Motta ◽  
...  

Objetivo: Conhecer as vivências de um grupo de adolescentes no convívio com usuários de drogas à Luz do Modelo Bioecológico de Bronfenbrenner. Métodos: Pesquisa qualitativa, descritivo-exploratória, desenvolvida de março de 2014 a agosto de 2015, com 30 adolescentes que participam de um Programa de Oficinas Educativas de uma Organização Não-Governamental, em Santa Catarina. Foram realizadas entrevistas semiestruturadas e a interpretação ocorreu conforme a análise de conteúdo. Resultados: Identificaram-se duas categorias: Adolescentes convivendo com usuários de drogas no sistema familiar e Adolescentes convivendo com usuários de drogas no contexto social. Observou-se que microssistema, exossistema, mesossistema, macrossistema e cronossistema influenciam e são influenciados pelo mundo das drogas. Conclusão: É necessário pensar em estratégias de intervenção em saúde, que considerem os sistemas bioecológicos em que os adolescentes estão inseridos. Este estudo pode contribuir para a reflexão e implantação de práticas de cuidado à saúde com adolescentes sobre o uso de drogas pela Enfermagem.


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