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

Girls at Puberty

Few data are available on bone density in late adolescence. We studied factors affecting peak bone density in females. Forty-three white girls, aged 13-20 yr, were studied. Integrated estrogen exposure over the pubertal years was obtained by a score based on physiological events known to reflect circulation estrogen levels. The subjects were selected to provide great variation in estrogen exposure. Bone mineral density (BMD) was measured by single photon absorptiometry (midradius) and dual photon absorptiometry (spine and first metatarsal of the foot). Weight, estrogen score, and testosterone levels were highly correlated with BMD of the spine, wrist, and foot (P less than 0.05). Age correlated positively only with the BMD of the wrist. Twenty-four girls reaching ages 18-20 yr in the 2 yr of observation were divided into groups reflecting low (less than 24), medium (25-48), and high (greater than or equal to 49) estrogen exposure. The lowest scoring groups had the lowest spine and wrist BMD (P less than 0.05). This group weighed less and had lower weight to height ratio (P less than 0.05), the lowest weight (P less than 0.05) during adolescence, the highest age of menarche, and the highest amount of fiber in the diet (P less than 0.05). These subjects were separated into low and high BMD groups. Those subjects with the lowest values for spine, wrist, and foot were found to have significantly lower estrogen exposure scores and lower weight/height ratios; in addition, low BMD of the foot was associated with higher activity levels. Thus, wrist and spine BMD are affected by estrogen exposure during adolescence and weight; foot BMD, in addition, was negatively affected by activity, suggesting that bone mass in the active adolescent is affected by the absence of estrogen exposure.

Effects of hormonal status on bone density in adolescent girls.

Objective: To examine the incidence, predictors, and consequences of harsh discipline in a sample of low-birth-weight children at 1 and 3 years of age. Design: Analysis of data from the Infant Health and Development Program, an 8-site randomized clinical trial of low-birth-weight infants. The sample for analysis consisted of 715 children who were 3 years of age. The independent measurements of primary interest were the mother's hitting and scolding of her child as disciplinary practice. Analyses were run separately for boys and girls. Bivariate and logistic analyses were used to examine the predictors of the mother's hitting and scolding behavior. Multivariate analysis of variance was used to examine the consequences of the mother's harsh discipline on a child's IQ measured at age 3 years. Main Outcome Measures: The mother's self-report of whether she used more than 1 physical punishment in the past week, as well as an observer's report from 2 home visits of whether the mother hit or scolded the child during the 2-hour home visit. In addition, the Stanford-Binet Intelligence Scale was used to examine the consequences of persistent harsh discipline on child well-being. Results: Findings demonstrate child, maternal, and environmental factors that might aggravate a parent's use of corporal punishment. Boys received higher amounts of harsh discipline on all outcome measures. For boys, growing up in an impoverished home was predictive of the greater likelihood of receiving harsh punishment. Using IQ at age 3 years as the outcome measure, girls were found to be vulnerable to persistent harsh discipline and lack of maternal warmth. Maternal harsh discipline in a context of low maternal warmth was associated with IQ scores for girls that are 12 points lower than the IQ scores of girls who received low punishment and high warmth. Arch Pediatr Adolesc Med. 1997;151:777-786

Correlates and consequences of harsh discipline for young children

A psychological perspective on the development of caring in children and youth: the role of the family

The extent to which low birth weight confers a risk for poor school function remains an important question. Children (N = 1868) in four birth weight categories [extremely low birth weight (ELBW; children weighed 2500 g, n = 533)] were compared on indicators of school achievement which included grade failure, placement in special classes, classification as handicapped, and math and reading achievement scores (Woodcock-Johnson Battery). Our results indicate that as birth weight decreases, the prevalence of grade failure, placement in special classes, and classification as handicapped increases, even when controlling for maternal education and neonatal stay. Moreover, ELBW children score lower than all other birth weight groups on math and reading achievement tests. Even among children with IQ scores above 85, ELBW children still obtain lower math scores than NBW children, suggesting the potential for future educational needs.

Jeanne Brooks-Gunn

Papers

Girls at Puberty

Effects of hormonal status on bone density in adolescent girls.

Correlates and consequences of harsh discipline for young children

A psychological perspective on the development of caring in children and youth: the role of the family

School achievement and failure in very low birth weight children