Psycho-Ecological Systems Model: A Systems Approach to Planning and Gauging the Community Impact of Community-Engaged Scholarship

Autor/inn/en	Reeb, Roger N.; Snow-Hill, Nyssa L.; Folger, Susan F.; Steel, Anne L.; Stayton, Laura; Hunt, Charles A.; O'Koon, Bernadette; Glendening, Zachary
Titel	Psycho-Ecological Systems Model: A Systems Approach to Planning and Gauging the Community Impact of Community-Engaged Scholarship
Quelle	In: Michigan Journal of Community Service Learning, 24 (2017) 1, S.6-22 (17 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1076-0180
DOI	10.3998/mjcsloa.3239521.0024.102
Schlagwörter	Community Involvement; Scholarship; Systems Approach; Action Research; Participatory Research; Service Learning; Models; Intervention; Undergraduate Students; Qualitative Research; Statistical Analysis + Suchen Sie Ihr Suchwort? Scholarships; Stipendium; Systemischer Ansatz; Projektforschung; Forschungstätigkeit; Service-Learning; Analogiemodell; Qualitative Forschung; Statistische Analyse
Abstract	This article presents the Psycho-Ecological Systems Model (PESM)--an integrative conceptual model rooted in General Systems Theory (GST). PESM was developed to inform and guide the development, implementation, and evaluation of transdisciplinary (and multilevel) community-engaged scholarship (e.g., a participatory community action research project undertaken by faculty that involves graduate and/or undergraduate students as service-learning research assistants). To set the stage, the first section critiques past conceptual models. Following a description of GST, the second section provides a comprehensive description of PESM, which represents an integration of three conceptual developments: the ecological systems model (Bronfenbrenner, 1979), the biopsychosocial model (Kiesler, 2000), and the principle of reciprocal determinism (Bandura, 1978). In the third section, we discuss implications of PESM for community-based research. A greater emphasis on the development of integrative conceptual frameworks may increase the likelihood that community-based research projects will: (a) address complex questions; (b) develop and implement efficacious (and sustainable) transdisciplinary (and multilevel) projects; (c) assess constructs at multiple levels using a blend of quantitative and qualitative approaches; and (d) utilize multiple research designs and methods to systematically examine hypotheses regarding a project's influence on outcome variables and process variables. (As Provided).
Anmerkungen	Edward Ginsberg Center for Community Service and Learning, University of Michigan. 1024 Hill Street, Ann Arbor, MI 48109-3310. Tel: 734-647-7402; Fax: 734-647-7464; Web site: http://quod.lib.umich.edu/m/mjcsl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01