Eco-systemic theory

The eco-systemic approach differs from the three previous theories already discussed. Interventions implemented using this approach do not teach new skills to a learner by an educator. The eco-systemic theory agrees with the ideas of the behaviorists, but is also concerned with the effect the environment has on the learner. Eco-systemic theorists, such as Olsen and Cooper (2001) support the view that if a learner displays social, emotional and behavioral difficulties, he or she does so as a direct response to the environment. They think that ‘behaviors do not occur in isolation, but as a result of the relationship the learner has with self, with others and with the curriculum’ (Crisp and Soan, 2003: 161). Therefore, it is through the examination of the school’s policies, procedures and methods of communication that an eco-systemic theorist would seek to make suitable changes to the environment to enable more positive relationships and successful learning to be developed. An example of such an intervention would be perhaps the setting up of a nurture group or of weekly circle time. A similar assessment of a situation may result in outside agency involvement being requested. It may also mean looking at the level of work a learner is given in a classroom, to ensure that the educational challenges are set at the appropriate level to support a learner to reach their potential without undue anxiety.

Discussion

■ Using your understanding of the behavioral theories discussed above, discuss how you might use this knowledge to enhance your classroom practice.

■ Do the policies in your workplace setting promote behavior for learning and do they reflect actual practice?