Family Projection Theory

The Family Projection Theory. Previous studies have shown contradicting results on whether family structure itself is the prime determinant of negative developmental outcomes. One study suggests that the problems and difficulties flow from other sources that tend to co-occur with nontraditional family structures. Erik Erikson views personality development as a psychosocial process where one factor is the person’s unique life circumstances and developmental history, including early family experiences and degree of success in resolving earlier developmental crisis (Estrada, 2011). It may not necessarily be the family structure that causes the problems. Instead, one factor could be the stress of the single parent – economic, emotional, and societal.

One basic principle of growth and development is that developmental patterns show wide individual differences. Erikson refers to this factor the individual’s biological and physical strength and limitations (Estrada, 2011). In observing children, the patterns of growth can be predictable to some extent, but great individual differences will be apparent. This literature explains how differences among children can render varying developmental outcomes. These variables are crucial when processing stimuli (stressors) and making decisions. Such variables are quite constant for a specific individual and can hardly be changed. This factor includes culture, and cultural difference is highlighted in this as most previous researches are done in western countries, mostly rendering outcomes for American and European children

Direct interactions occur most in the microsystem with the child as one of the instigators in its settings. The (2) mesosystem describes the relations between the microsystems and connections between other elements. An example of this would be how the quality of relationship of the child to his or her parents affects child’s view of his or her teachers. The (3) exosystem refers to the link between social settings wherein the child doesn’t have any active role to his or her immediate context. A mother’s work schedule, for example, is beyond the control of the child, but it affects his experiences at home and his relationship with his mother. The (4) macro-system describes the overall societal culture in which individuals live. Cultural contexts include developing and industrialized countries, socioeconomic status, poverty and ethnicity. The boundary is defined by national and cultural borders, law, and rules (Christensen, 2010). A final systems parameter extends the environment into a third dimension, which is the (5) chronosystem. It is described as