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

Early Impacts of Room to Grow: A Multifaceted Intervention Supporting Parents and Children Age Zero to Three.

Promoting quality in programs for infants and toddlers: Comparing the family child care and center-based teaching workforce

Final report: The "Interactions and Development Processes" study of the Teenage Parent Demonstration Project

Early information processing and later cognitive functioning in delayed and normal infants

Two studies suggested that measures of parenting behavior should be differentiated according to source of information (maternal report, interviewer rating) and the context (naturally occurring situation, structured situation). Study 1 used data from an interview portion of the JOBS Child Outcomes Study, whereby mothers and interviewers documented their perceptions of maternal behavior in interaction with their preschool children. This subset of data documented the family circumstances of 790 low-income single African American mothers of preschool children. In the current analysis, the interviewer ratings and maternal reports were used to construct parenting indices in order to compare the two measures and their relative importance in stimulation, maternal warmth, and discipline. Measures were also taken of child development in receptive language abilities and personal maturity. Results indicated that interviewer report of maternal warmth seemed to be particularly important in predicting child development. Study 2 used data from the Infant Health and Development Program, and compared measures of spontaneous parent behavior to measures of parent behavior elicited in a structured setting. Interviews using a modified HOME inventory test with 486 white and African American families comprised the structured component. The videotaped spontaneous setting was a problem-solving task for the child which required the mother's assistance. This comparison found that predictions about child development varied with the context of the measures used, and the variance was different for each racial group. (Nine tables detail survey questions and statistical analyses of data. Contains 29 references.) (DW) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ********************************************************************************

/pdf/differentiating-among-measures-of-parenting-behavior-in-two-4a0wztre6w.pdf

Jeanne Brooks-Gunn

Papers

Early Impacts of Room to Grow: A Multifaceted Intervention Supporting Parents and Children Age Zero to Three.

Promoting quality in programs for infants and toddlers: Comparing the family child care and center-based teaching workforce

Final report: The "Interactions and Development Processes" study of the Teenage Parent Demonstration Project

Early information processing and later cognitive functioning in delayed and normal infants

Differentiating among Measures of Parenting Behavior in Two Studies of Mothers and Their Preschoolers: The Role of Informant and Context.