CONCEPTUAL MODEL

SERIES OF SYSTEM

– each is contained within the other so that literally children are affected by all systems but some are more immediate to the children and are able to be influenced by them.

Individual – the elements of temperament, the child’s personality, and attitude.

• Social – a lot of time spent with friends as well as staying connected via internet and mobile

• Confident – with the ability to converse with students and adults alike with ease.

• Mature – well- mannered and appropriately behaved when required

• Responsible – is well presented and understands his responsibilities in the family

Microsystem – the environment closest to the child where he is educated about the world physically, socially, and psychologically.

• Family – values and beliefs are derived from here that he chooses to follow and live by and where support and nurture is found.

• Friends – a diverse range of nationalities where he has learnt to acknowledge and appreciate different cultures.

• University – place where he is educated and embraces opportunity of education

• Work – learning the difficulties that are part of life and the hard work that comes with everyday necessities

Mesosystem – the connection of the systems, mainly the connection of elements within the microsystem.

• University and Family both share the same belief (Catholic) that has helped him develop into a strong believer.

• University and Work have taught him appreciation for what he has as well as preparation for the real world.

• Family and Friends combined have created a grounded, mature, and responsible young man.

• Friends and Work combined have created balance and taught him about time management in life.

Ecosystem – where the child is affected directly but is experienced vicariously.

• Older cousins went to University – pressured to follow in their footsteps.

• Grandfather is ill – with the natural concern he has (especially with such a close family) affecting him at times especially during class.

• Parents late at work – he is left at home alone for majority of the afternoon into the evening creating independence.

• Concern for age – mother was at a low- point in her life turning 40 and was very emotional affecting him as he is now also concerned with ageing.

Macrosystem – the most distant layer in the child’s environment.

• Community – involvement such as door knock appeals has created for him a better understanding of society around him and appreciation for what he has.

• Church – where he is taught how to live a fulfilling life

• Family Origin – recognizing his heritage and what it took to get where they are today with his grandparents originally from Italy

• Media – the influence on his opinions and views about the world and his understanding of global issues.

Chronosystem - the timing of different elements within the system of the child’s life.

 The chronosystem covers the element of time as it relates to child’s environments. The involves “pattern of stability and change” in the child’s life. This involves whether the child’s day is subjected to sudden changes in routine. We can also investigate the pace of the child’s everyday life. This system can affect or influence the child externally, like the timing of other siblings coming or the timing of parental separation or even death.