Psycho-Ecological+Systems+Model+of+engaged+scholarship+and+service-learning+research+-+Multidisciplinary+research+applications

Roger Reeb, Professor, University of Dayton [roger.reeb@notes.udatyon.edu] William Davidson, Professor , Michigan State University [daviso7@msu.edu] Theo Majka, Professor, University of Dayton [theo.majka@notes.udayton.edu] Linda Majka, Professor , University of Dayton [linda.majka@notes.udayton.edu] Howard Rosing, Executive Director, Steans Center, DePaul University [hrosing@depaul.edu] Andrew Furco, Associate Vice President for Public Engagement, University of Minnesota [afurco@umn.edu] Anne Steel, Graduate Student, University of Dayton [steelal@muohio.edu] Sara Mason, Graduate Student, University of Dayton [sara.mason@notes.udayton.edu] Laura Stayton, Graduate Student, University of Dayton [laura/stayton@notes.udayton.edu] Kelsey Ufholz, Graduate Student, University of Dayton [Kelsey.ufholz@notes.udayton.edu] Jasmine Smith, Student, University of Dayton [jsmn.smith@gmail.com] ** Keywords ** : Multi-sector partnerships, evaluation, philanthropy, nursing
 * Psycho-Ecological Systems Model of engaged scholarship** **and service-learning research:** **Multidisciplinary research applications**

** Track ** : Theoretical or conceptual frameworks

** Format ** : Panel presentation


 * Date & time: **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Thursday 9:30-10:40
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Location: **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Salon 7

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">** Summary ** : <span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">The Psycho-Ecological Systems Model (PESM), which guides and informs engaged scholarship and service-learning research, is described. Within the context of PESM, several engaged scholarship/service-learning research projects are evaluated, including an adolescent diversion project, a homelessness solutions project, a project identifying common problems in service-learning initiatives, and a project facilitating adjustment of refugees in an urban community. Presentations represent diverse disciplines (e.g., psychology, sociology) from different universities (University of Dayton, Michigan State University, DePaul University, and University of Minnesota).

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">PESM (Reeb & Folger, in press, 2010, 2011) informs and guides service-learning research and engaged scholarship. PESM integrates three theoretical developments: principle of reciprocal determinism (Bandura, 1978,); biopsychosocial model (Kiesler, 2000); and ecological systems model (Bronfenbrenner, 1996). The biopsychosocial model emphasizes: internal factors (vulnerability and resiliency) and developmental factors (critical/sensitive periods and tasks/demands), illustrated as person-related factors; and external factors (risks and protective resources), which exist in each ecological system. Principles of equifinality and multifinality explain how internal and external factors interact in developmental pathways.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Following other ecological models (Breonfenbrenner, 1996), PESM views community members as nested within, and influenced by, hierarchically-arranged (and interdependent) systems: microsystem, or immediate settings (e.g., family); mesosystem, or interrelationships among microsystems (e.g., reciprocal relationships between family and work); exosystem, or settings (e.g., local government) that influence the person’s immediate settings; and macrosystem, or overarching beliefs, practices, and movements at broader levels (e.g, community, culture). To Bronfenbrenner’s conceptualization, we add supra-macrosystem, which refers to international/global influences, such as internationally-endorsed values (e.g., Millennium Development Goals).

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">PESM implications include need for multidisciplinary projects; each ecological system is a potential intervention target; interventions to ameliorate vulnerability/risk factors and enhance resiliency/protective factors; interventions to be “psychopolitically validity” (Prilleltensky’s (2008, p. 116); that is, “psychological and political power be incorporated into community… interventions” and “interventions move beyond ameliorative efforts and towards structural change.”

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">** References ** : <span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Bandura, A. (1978). The self system in reciprocal determinism. //American Psychologist, 33,// 344-358.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Bronfenbrenner, U. (1996). //The ecology of human development.// Cambridge, MA: Harvard University Press.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Davidson, W.S., Jimenez, T.R., Eyitato, O., & Hankins, S.S. (2010). Student experiences of the Adolescent Diversion Project. //American Journal of Community Psychology, 46,// 442-458.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Kiesler, D. J. (2000). //Beyond the disease model of mental disorders.// Westport, CT: Praeger Publishers.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Prilleltensky, I. (2008). The role of power in wellness, oppression, and liberation: The promise of psychopolitical validity. //Journal of Community Psychology, 36,// 116-136.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Reeb, R. N., & Folger, S. F. (in press). Research on community development and outcomes in service learning. In Clayton, P.H., Bringle, R. G., & Hatcher, J. A. Hatcher (Eds.). //Service-////Learning Research: Conceptual models and assessment.// Sterling, VA: Stylus Publishing.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Reeb, R.N., & Folger, S.F. (2010). //Psycho-ecological systems model for engaged scholarship.// Presented at the Tenth Annual International Research Conference on Service Learning and Community Engagement. Indianapolis, Indiana.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Reeb, R.N., Folger, S.F., Steel, A.L., Mason, S.E., Stayton, L.E., and Ufholz, K.E. (2011). //Psycho-Ecological Systems Model: Evidence of Validity.// Presented at the annual convention of the American Psychological Association

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Reeb, R.N., Gahimer, J.L., Folger, S.F., Steel, A.L., Mason, S.E., Stayton, L.E., Ufholz, K.E. (2011). //Psycho-Ecological Systems Model: Research Applications.// Presented at 4th International Symposium on Service Learning; Ningbo Institute of Technology, Ningbo, Zhejiang, China.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Rosing, H.; Reed, S., Ferrari, J., & Bothne, N. (2010). Understanding Complaints in Service Learning. //American Journal of Community Psychology, 46,// 472-481.

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