Basics of qualitative research: Grounded theory procedures and techniques

Emerging adulthood is proposed as a new conception of development for the period from the late teens through the twenties, with a focus on ages 18-25. A theoretical background is presented. Then evidence is provided to support the idea that emerging adulthood is a distinct period demographically, subjectively, and in terms of identity explorations. How emerging adulthood differs from adolescence and young adulthood is explained. Finally, a cultural context for the idea of emerging adulthood is outlined, and it is specified that emerging adulthood exists only in cultures that allow young people a prolonged period of independent role exploration during the late teens and twenties.

/pdf/emerging-adulthood-a-theory-of-development-from-the-late-48n8l4n0g7.pdf

Emerging adulthood. A theory of development from the late teens through the twenties.

It is hypothesized that collective efficacy, defined as social cohesion among neighbors combined with their willingness to intervene on behalf of the common good, is linked to reduced violence. This hypothesis was tested on a 1995 survey of 8782 residents of 343 neighborhoods in Chicago, Illinois. Multilevel analyses showed that a measure of collective efficacy yields a high between-neighborhood reliability and is negatively associated with variations in violence, when individual-level characteristics, measurement error, and prior violence are controlled. Associations of concentrated disadvantage and residential instability with violence are largely mediated by collective efficacy.

Neighborhoods and Violent Crime: A Multilevel Study of Collective Efficacy

Emerging adulthood is proposed as a new conception of development for the period from the late teens through the twenties, with a focus on ages 18-25. A theoretical background is presented, Then evidence is provided to support the idea that emerging adulthood is a distinct period demographically, subjectively, and in terms of identity explorations. How emerging adulthood differs from adolescence and young adulthood is explained. Finally, a cultural context for the idea of emerging adulthood is outlined, and it is specified that emerging adulthood exists only in cultures that allow young people a prolonged period of independent role. exploration during the late teens and twenties.

http://personal.tcu.edu/pwitt/emerging%20adults.pdf

A Theory of Development From the Late Teens Through the Twenties

So far in this course we have dealt entirely with the evolution of characters that are controlled by simple Mendelian inheritance at a single locus. There are notes on the course website about gametic disequilibrium and how allele frequencies change at two loci simultaneously, but we didn’t discuss them. In every example we’ve considered we’ve imagined that we could understand something about evolution by examining the evolution of a single gene. That’s the domain of classical population genetics. For the next few weeks we’re going to be exploring a field that’s actually older than classical population genetics, although the approach we’ll be taking to it involves the use of population genetic machinery. If you know a little about the history of evolutionary biology, you may know that after the rediscovery of Mendel’s work in 1900 there was a heated debate between the “biometricians” (e.g., Galton and Pearson) and the “Mendelians” (e.g., de Vries, Correns, Bateson, and Morgan). Biometricians asserted that the really important variation in evolution didn’t follow Mendelian rules. Height, weight, skin color, and similar traits seemed to

Human biochemical genetics

In this paper we examine the effectiveness of early intervention, especially vis-a-vis (a) child and family risk factors and (b) the pathways to enhanced child and family development. To address these issues we draw on findings from the Infant Health and Development Program (IHDP) for low-birth-weight premature infants. The data we present reveal the considerable effectiveness of the IHDP intervention in enhancing several aspects of early and later child and family development. The findings also illustrate the importance of looking beyond intervention group differences to examine the extent to which early intervention effects are more pronounced for some children and families than others and to examine the processes underlying intervention effects (e.g., exactly how do early interventions change children and families?). For example, both initial and longer-term IHDP intervention effects varied by both characteristics of the children and characteristics of their families. Our data also provide some insight into the processes by which intervention effects may have occurred. We conclude our consideration of these many complexities with suggestions for practice, social policy, and future research.

The Effectiveness of Early Intervention: Examining Risk Factors and Pathways to Enhanced Development

Home Visiting and Early Childhood Education for Reducing Justice System Involvement

Parenting and the Home Environment

The phenomenon which we have chosen to study is easily observed in the everyday situations of children and infants. The theories we construct must allow us to observe the necessary events. Make no mistake—we cannot watch everything that the child does. Our observations themselves are determined by the assumptions we bring to the observation. There is no end to the things the infant does, nor is there any easy way to reconstruct the myriad of events we do watch or to place them into a coherent and meaningful whole. That is the function of theory. Our task, then, is not unlike that of the infant who, awake and alert, attempts to make sense out of the enormously large and complex set of events that surround him. Indeed, the infant’s task may be a bit easier than our own since a caregiver helps structure the infant’s world; we have only our intuitions and theories. The infant must observe, form hypotheses, and test them against the action of the world, just as we must observe, hypothesize, and test.

The Origins of Self

The final report to Congress presents complete findings from our seven-year national evaluation of Early Head Start The findings show that the program promotes learning and the parenting that supports it within the first three years of life Participating children perform significantly better in cognitive, language, and social-emotional development than their peers who do not participate The program also has important impacts on many aspects of parenting and the home environment, and it supports parentsâ€™ progress toward economic self-sufficiency

Making a Difference in the Lives of Infants and Toddlers and Their Families: The Impacts of Early Head Start. Volume II: Final Technical Report Appendixes

Jeanne Brooks-Gunn

Papers

The Effectiveness of Early Intervention: Examining Risk Factors and Pathways to Enhanced Development

Home Visiting and Early Childhood Education for Reducing Justice System Involvement

Parenting and the Home Environment

The Origins of Self

Making a Difference in the Lives of Infants and Toddlers and Their Families: The Impacts of Early Head Start. Volume II: Final Technical Report Appendixes