MedWorm.com provides a medical RSS filtering service. Over 6000 RSS medical sources are combined and output via different filters. This feed contains the latest items from the 'New Directions for Child and Adolescent Development' source. Sat, 28 Jan 2012 04:34:00 +0100 http://www.medworm.com/index.php?rid=5484353&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.313 AbstractThe authors use examples of youth civic engagement from Chile, South Africa, Central/Eastern Europe, and the United States—and also emphasize diversities among youth from different subgroups within countries—to illustrate common elements of the civic domain of youth development. These include the primacy of collective activity for forming political identities and ideas and the greater heterogeneity of civic compared to other discretionary activities, the groupways or accumulated opportunities for acting due to the groups (social class, gender, ethnic, caste, etc.) to which a young person belongs, and the role of mediating institutions (schools, community‐based organizations, etc.) as spaces where youths' actions contribute to political stability and change. © 2011 Wiley Peri... New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=5484353 Thu, 01 Dec 2011 05:00:00 +0100 5484353 http://www.medworm.com/index.php?rid=5484352&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.312 AbstractAn innovative curriculum designed to foster the development of social responsibility among pre‐adolescent children was introduced at a rural Zambian primary school. The curriculum invoked Child‐to‐Child principles focusing on health education, advancing a synthesis of Western psychological theories and African cultural traditions. The teacher sought to democratize the educational process through cooperative learning in mixed‐gender, mixed‐social‐class, and mixed‐ability study groups. Learners engaged in community service activities and contributed to the nurturant care of younger children. Young adults interviewed seventeen years after completing the program recalled their experience and reflected on how it had promoted their personal agency, cooperative disposition, ... New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=5484352 Thu, 01 Dec 2011 05:00:00 +0100 5484352 http://www.medworm.com/index.php?rid=5484351&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.311 AbstractYoung immigrants are challenging the boundaries of citizenship and insisting on their human rights. This chapter examines the civic lives of immigrant youth through the case of Latina/os, exploring the paradox of their apparent low civic education and engagement levels and remarkable participation in recent protests. After an overview of demographics and what we know about immigrant youth civic life, the focus shifts to the undocumented. Many retain a sense of community obligation, yet because of their developmental stage and U.S. education, their engagement differs from that of their parents' generation. Young immigrants are reconfiguring organizing and reenergizing U.S. democracy through their use of new information technologies. © 2011 Wiley Periodicals, Inc. (Source: New Direc... New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=5484351 Thu, 01 Dec 2011 05:00:00 +0100 5484351 http://www.medworm.com/index.php?rid=5484350&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.310 AbstractIn this chapter, the authors consider Paulo Freire's construct of critical consciousness (CC) and why it deserves more attention in research and discourse on youth political and civic development. His approach to education and similar ideas by other scholars of liberation aims to foster a critical analysis of society—and one's status within it—using egalitarian, empowering, and interactive methods. The aim is social change as well as learning, which makes these ideas especially relevant to the structural injustice faced by marginalized youth. From their review of these ideas, the authors derive three core CC components: critical reflection, political efficacy, and critical action. They highlight promising research related to these constructs and innovative applied work includin... New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=5484350 Thu, 01 Dec 2011 05:00:00 +0100 5484350 http://www.medworm.com/index.php?rid=5484349&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.309 AbstractYouth organizing combines elements of community organizing, with its emphasis on ordinary people working collectively to advance shared interests, and positive youth development, with its emphasis on asset‐based approaches to working with young people. It is expanding from an innovative, but marginal approach to youth and community development into a more widely recognized model for practice among nonprofit organizations and foundations. Along the way, it has garnered attention from researchers interested in civic engagement, social movements, and resiliency. A growing body of published work evidences the increasing interest of researchers, who have applied an assortment of theoretical perspectives to their observations of youth organizing processes. Through an appraisal of the c... New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=5484349 Thu, 01 Dec 2011 05:00:00 +0100 5484349 http://www.medworm.com/index.php?rid=5484348&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.308 AbstractSocial responsibility is a value orientation, rooted in democratic relationships with others and moral principles of care and justice, that motivates certain civic actions. Given its relevance for building stronger relationships and communities, the development of social responsibility within individuals should be a more concerted focus for developmental scholars and youth practitioners. During childhood and adolescence, the developmental roots of individuals' social responsibility lie in the growth of executive function, empathy and emotion regulation, and identity. Efforts to cultivate children and adolescents' social responsibility in the proximal settings of their everyday lives should emphasize modeling prosocial behaviors, communicating concerns for others, and creating oppor... New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=5484348 Thu, 01 Dec 2011 05:00:00 +0100 5484348 http://www.medworm.com/index.php?rid=5484347&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.307 AbstractThe civic domain has taken its place in the scholarship and practice of youth development. From the beginning, the field has focused on youth as assets who contribute to the common good of their communities. Work at the cutting edge of this field integrates research and practice and focuses on the civic incorporation of groups who often have been marginalized from mainstream society. The body of work also extends topics of relevance to human development by considering themes of justice, social responsibility, critical consciousness, and collective action. © 2011 Wiley Periodicals, Inc. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=5484347 Thu, 01 Dec 2011 05:00:00 +0100 5484347 http://www.medworm.com/index.php?rid=5205248&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.306 AbstractTo understand regulation and agency, it important to consider the nature of the regulatory challenges that adolescents must deal with. These include emotional, motivation, interpersonal, and other obstacles and problems. In this chapter, the author discusses the challenges reported by youth working on arts, technology, and social justice projects in organized programs and how they learn to address them. Adolescents' new higher‐order cognitive capacities allow them to better understand the irregularities and complexity of real‐world challenges. They also use these capacities to consciously develop skills to navigate these challenges. © 2011 Wiley Periodicals, Inc. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=5205248 Thu, 01 Sep 2011 04:00:00 +0100 5205248 http://www.medworm.com/index.php?rid=5205247&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.305 AbstractIn this chapter, the authors extend the ideas around the development of self‐regulation and its impact on development by proposing a life‐span, relational, public health model. They propose that the role of self‐regulation should be understood across transitions from childhood to adulthood and through an individual and community perspective, including the relational process between the individual, the community, and contextual factors, such as the social determinants of health. These contextual factors may mediate or moderate the development of self‐regulatory capacity across one's life span, influencing both individual and community health. Therefore, to ensure proper self‐regulatory development, we must address the myriad external factors that undermine the development ... New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=5205247 Thu, 01 Sep 2011 04:00:00 +0100 5205247 http://www.medworm.com/index.php?rid=5205246&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.304 AbstractThe positive youth development (PYD) perspective emphasizes that thriving occurs when individual ↔context relations involve the alignment of adolescent strengths with the resources in their contexts. The authors propose that a key component of this relational process is the strength that youth possess in the form of self‐regulatory processes; these processes optimize opportunities to obtain ecological resources that enhance the probability of PYD.  They use the selection, optimization, and compensation (SOC) model of intentional self‐regulation to discuss the role of self‐regulation in the PYD perspective among diverse youth. © 2011 Wiley Periodicals, Inc. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=5205246 Thu, 01 Sep 2011 04:00:00 +0100 5205246 http://www.medworm.com/index.php?rid=5205245&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.303 AbstractSelf‐regulation represents a core aspect of human functioning that influences positive development across the life span. This chapter focuses on the action‐control model, a key facet of self‐regulation during childhood and early adolescence. The authors discuss the development of action‐control beliefs, paying particular attention to their relationship to indices of positive development. They then discuss how linking the action‐control model with other theories of self‐regulation can inform our understanding of self‐regulation across the life span. © 2011 Wiley Periodicals, Inc. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=5205245 Thu, 01 Sep 2011 04:00:00 +0100 5205245 http://www.medworm.com/index.php?rid=5205244&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.302 AbstractSelf‐regulation is a key construct in children's healthy and adaptive development. In this chapter, the authors situate self‐regulation in a theoretical context that describes its underlying components that are most important for early school success: flexible attention, working memory, and inhibitory control. The authors review evidence that supports substantive links between these aspects of self‐regulation and academic achievement in young children. They also discuss methodological challenges in reliably and validly assessing these skills (involving measures that are biased, are not applicable across broad age ranges, or triangulated) and describe some recent advances in measures of self‐regulation (involving the NIH Toolbox or the Head‐Toes‐Knees‐Shoulders assessm... New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=5205244 Thu, 01 Sep 2011 04:00:00 +0100 5205244 http://www.medworm.com/index.php?rid=5205243&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.301 AbstractThe concept of “extra‐cortical organization of higher mental functions” proposed by Lev Vygotsky and expanded by Alexander Luria extends cultural‐historical psychology regarding the interplay of natural and cultural factors in the development of the human mind. Using the example of self‐regulation, the authors explore the evolution of this idea from its origins to recent findings on the neuropsychological trajectories of the development of executive functions. Empirical data derived from the Tools of the Mind project are used to discuss the idea of using classroom intervention to study the development of self‐regulation in early childhood. © 2011 Wiley Periodicals, Inc. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=5205243 Thu, 01 Sep 2011 04:00:00 +0100 5205243 http://www.medworm.com/index.php?rid=5205242&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.300 AbstractBoth organismic and intentional self‐regulation processes must be integrated across childhood and adolescence for adaptive developmental regulations to exist and for the developing person to thrive, both during the first two decades of life and through the adult years. To date, such an integrated, life‐span approach to self‐regulation during childhood and adolescence has not been fully formulated. The purpose of this monograph is to provide such integration; in this introduction, the editors of the monograph explain the purposes of the volume and provide a brief overview of the work of the contributing scholars. © 2011 Wiley Periodicals, Inc. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=5205242 Thu, 01 Sep 2011 04:00:00 +0100 5205242 http://www.medworm.com/index.php?rid=4920640&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.299 AbstractOwnership and economic behaviors are highly salient elements of the human social landscape. Indeed, the human world is literally constructed of property. Individuals perceive and manipulate a complex web of people and property that is largely invisible and abstract. In this chapter, the authors focus on drawing together information from a variety of disciplines, including legal theory, philosophy, psychology, and economics, to begin creating a coherent picture of the cognitive architecture that underlies ownership concepts. In doing so, the authors review theories of ownership and discuss recent research that highlights the unique contributions garnered by studying ownership in a developmental context. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=4920640 Tue, 31 May 2011 23:00:00 +0100 4920640 http://www.medworm.com/index.php?rid=4920639&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.298 AbstractAppropriate behavior in relation to an object often requires judging whether it is owned and, if so, by whom. The authors propose accounts of how people make these judgments. Our central claim is that both judgments often involve making inferences about object history. In judging whether objects are owned, people may assume that artifacts (e.g., chairs) are owned and that natural objects (e.g., pinecones) are not. However, people may override these assumptions by inferring the history of intentional acts made in relation to objects. In judging who owns an object, people may often consider which person likely possessed the object in the past—such reasoning may be responsible for people's bias to assume that the first person known to possess an object is its owner. (Source: New Dir... New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=4920639 Tue, 31 May 2011 23:00:00 +0100 4920639 http://www.medworm.com/index.php?rid=4920638&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.297 AbstractThe authors suggest that ownership may be one of the critical entry points into thinking about social constructions, a kind of laboratory for understanding status. They discuss the features of ownership that make it an interesting case to study developmentally. In particular, ownership is a consequential social fact that is alterable by an individual, even a child. Children experience changes in ownership in a way they do not experience changes in other social facts (such as word meanings or social norms). Ownership is also an individual rather than a general property; two objects can be identical, but differ in ownership. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=4920638 Tue, 31 May 2011 23:00:00 +0100 4920638 http://www.medworm.com/index.php?rid=4920637&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.296 AbstractIt has long been argued that ownership depends upon social groups' establishing and adhering to rights such as the right to use and to exclude others from using one's own property. The authors consider the application of such rights in the interactions of young peers and siblings, and the extent to which parents support their children in establishing and maintaining the entitlement of owners. They show that children, but not their parents, give priority to ownership in settling property disputes, and argue that diverging models of children's relationships account for these differing perspectives of children and parents. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=4920637 Tue, 31 May 2011 23:00:00 +0100 4920637 http://www.medworm.com/index.php?rid=4920636&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.295 AbstractTo navigate a world filled with private property, children must be able to assign ownership information to objects and update that information when appropriate. In this chapter, the authors propose that children include ownership as an attribute of their object representations. Children can learn about ownership attributes either by witnessing owners acting on their property, a visual source, or by receiving information from the testimony of others, a verbal source. The authors consider the differences between these two forms of information and how they might conflict at the representational level, leading to difficulties in learning about ownership. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=4920636 Tue, 31 May 2011 23:00:00 +0100 4920636 http://www.medworm.com/index.php?rid=4920635&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.294 AbstractFrom the moment children say “mine!” by two years of age, objects of possession change progressively from being experienced as primarily unalienable property (i.e., something that is absolute or nonnegotiable), to being alienable (i.e., something that is negotiable in reciprocal exchanges). As possession begins to be experienced as alienable, the child enters “moral space,” a socially normative and evaluative space made of perceived values that are either good or less good, and where accountability and reputation begin to play a prominent role. The aim of this chapter is to show the close developmental link between possession and morality. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=4920635 Tue, 31 May 2011 23:00:00 +0100 4920635 http://www.medworm.com/index.php?rid=4920634&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.293 AbstractProperty is rare in most nonhuman primates, most likely because their lifestyles are not conducive to it. Nonetheless, just because these species do not frequently maintain property does not mean that they lack the propensity to do so. Primates show respect for possession, as well as behaviors related to property, such as irrational decision making regarding property (e.g., the endowment effect) and barter. The limiting factor in species other than humans is likely the lack of social and institutional controls for maintaining property. By comparing primates and humans, we gain a better understanding of how human property concepts have evolved. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=4920634 Tue, 31 May 2011 23:00:00 +0100 4920634 http://www.medworm.com/index.php?rid=4920633&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.292 AbstractThe psychological basis of ownership is a neglected area of research; the authors consider twenty‐one disparate reasons why it is worth investigating. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=4920633 Tue, 31 May 2011 23:00:00 +0100 4920633 http://www.medworm.com/index.php?rid=4559814&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.291 AbstractAutobiographical reasoning has been found to be a critical process in identity development; however, the authors suggest that existing research shows that such reasoning may not always be critical to another important outcome: well‐being. The authors describe characteristics of people such as personality and age, contexts such as conversations, and experiences such as transgressions, which may hinder adaptive reasoning. They also propose alternatives to autobiographical reasoning for managing challenging events and constructing the life story, which include different kinds of meaning‐making than those primarily focused on in the current literature. © Wiley Periodicals, Inc. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=4559814 Tue, 01 Mar 2011 00:00:00 +0100 4559814 http://www.medworm.com/index.php?rid=4559813&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.290 AbstractThroughout adolescence, children begin to develop their life story: a coherent account of their experiences and selfhood. Although the nature of this development is still being uncovered, one promising direction for research is the examination of factors that could encourage life story development. Here the authors explore the idea that exposure to the literary arts (i.e., poetry and fictional literature) might promote the formation of a coherent autobiographical narrative. Taking a critical look at both theoretical proposals along with the current empirical research, they provide a brief survey of this intriguing hypothesis. © Wiley Periodicals, Inc. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=4559813 Tue, 01 Mar 2011 00:00:00 +0100 4559813 http://www.medworm.com/index.php?rid=4559812&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.289 AbstractResearch has shown that a hallmark of adolescent development is the growing capacity to interpret human intentionality. In this chapter, the authors examine developmental change in this capacity, which they have termed interpretive thought, in two types of stories, family and autobiographical, told by Canadian youth aged ten to seventeen years. Illustrative examples reveal that youth coordinate an increasing number of psychological components and in so doing, create increasingly abstract and coherent psychological profiles of self and others. © Wiley Periodicals, Inc. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=4559812 Tue, 01 Mar 2011 00:00:00 +0100 4559812 http://www.medworm.com/index.php?rid=4559811&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.288 AbstractNarratives of the self are embedded within families in which narrative interaction is a common practice. Especially in adolescence, when issues of identity and emotional regulation become key, narratives provide frameworks for understating self and emotion. The authors' research on family narratives suggests that adolescents' personal narratives are at least partly shaped by intergenerational narratives about their parents' childhoods. Both personal and intergenerational narratives emerge frequently in typical family dinner conversations, and these narratives reflect gendered ways of being in the world. Adolescents who tell intergenerational narratives that are rich in intergenerational connections and perspective‐taking show higher levels of well‐being. These findings suggest ... New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=4559811 Tue, 01 Mar 2011 00:00:00 +0100 4559811 http://www.medworm.com/index.php?rid=4559810&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.287 AbstractThe authors outline the concept of self‐event relations and propose that adolescents accomplish narrative identity construction in part by building relations between self and experience as they tell stories about their lives. They outline different types of self‐event relations and consider how they contribute to building a sense of identity. They then examine the likely developmental trajectory of self‐event relations from childhood through adolescence. Finally, the authors consider the importance of conversational narration in allowing expert adults, especially parents, to help adolescents acquire skills in constructing self‐event relations. © Wiley Periodicals, Inc. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=4559810 Tue, 01 Mar 2011 00:00:00 +0100 4559810 http://www.medworm.com/index.php?rid=4559809&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.286 AbstractAutobiographical reasoning is closely related to the development of normative ideas about life as measured by the cultural life script. The acquisition of a life script is an important prerequisite for autobiographical reasoning because children learn through the life script which events are expected to go into their life story, and when to expect certain events in life. Thus, the cultural life script not only helps organize autobiographical memories, but it also guides expectations for our future life stories. Therefore, the cultural life script should be considered the overarching principle of organizing autobiographical memories across the lifespan. © Wiley Periodicals, Inc. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=4559809 Tue, 01 Mar 2011 00:00:00 +0100 4559809 http://www.medworm.com/index.php?rid=4559808&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.285 AbstractAutobiographical reasoning is the activity of creating relations between different parts of one's past, present, and future life and one's personality and development. It embeds personal memories in a culturally, temporally, causally, and thematically coherent life story. Prototypical autobiographical arguments are presented. Culture and socializing interactions shape the development of autobiographical reasoning especially in late childhood and adolescence. Situated at the intersection of cognitive and narrative development and autobiographical memory, autobiographical reasoning contributes to the development of personality and identity, is instrumental in efforts to cope with life events, and helps to create a shared history. © Wiley Periodicals, Inc. (Source: New Directions for... New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=4559808 Tue, 01 Mar 2011 00:00:00 +0100 4559808 http://www.medworm.com/index.php?rid=4250998&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.284 AbstractExploration and identity formation are primary developmental tasks during adolescence and the transition to adulthood. Yet little is known about occupational identity formation and growth during this period of life. In this chapter, the authors describe their ongoing research on this topic. First, they present their findings on the ontogeny of the complexity of career identities. Then they discuss their findings regarding the relationship between early career identity formation and psychological well‐being at ages nineteen and twenty‐one. © Wiley Periodicals, Inc. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=4250998 Wed, 01 Dec 2010 00:00:00 +0100 4250998 http://www.medworm.com/index.php?rid=4250997&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.283 AbstractFinding and cultivating a sense of authentic self is an important life goal for emerging adults. In collectivist cultures, youngsters might need to distance themselves to find and discover their authentic selves separate of the expectations of society and significant others. Creating an autonomous time bubble that focuses on the present allows youngsters to forge a sense of personal meaning and authenticity that subsequently paves the way to reintegration into long‐term life goals. The results focusing on Israeli emerging adults demonstrate that a sense of authentic self plays a central role in their well‐being and socioemotional functioning. © Wiley Periodicals, Inc. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=4250997 Wed, 01 Dec 2010 00:00:00 +0100 4250997 http://www.medworm.com/index.php?rid=4250996&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.282 AbstractThis contribution deals with theoretical conceptualizations and empirical research analyzing young adults' activity in reaching normative developmental goals in emerging adulthood. It explores whether establishing a stable relationship, starting a career, and achieving residential independence are still important developmental goals now as compared to earlier decades, and how emerging adults strive to achieve them. Findings, based on a longitudinal study of 146 German emerging adults, support the model of adjustment, with developmental goals being adjusted to changes in attainment. Finally, our findings indicate that focusing, selecting, and sequencing of developmental goals during emerging adulthood is adaptive for a healthy transition. © Wiley Periodicals, Inc. (Source: New Dire... New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=4250996 Wed, 01 Dec 2010 00:00:00 +0100 4250996 http://www.medworm.com/index.php?rid=4250995&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.281 AbstractIn recent years young people's lives have been characterized by postponement of developmental timetables, inconsistencies of transitions, and loss of direction in life. Data from a longitudinal study of Israeli young adults show that the capacity for setting realistic work and love goals reflects inner strengths and is associated with adaptive outcomes. Less‐articulated love and work goals are associated with underlying personality difficulties and are predictive of less stable and less adaptive outcomes. The interplay of goal constellations and personality constructs, and its association with adaptive and less adaptive outcomes is presented and discussed. © Wiley Periodicals, Inc. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=4250995 Wed, 01 Dec 2010 00:00:00 +0100 4250995 http://www.medworm.com/index.php?rid=4250994&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.280 AbstractGiven mounting aspirations to graduate from college and pervasive difficulties in obtaining a four‐year degree, growing numbers of young people in the United States have become “underachievers.” Using data from the ongoing Youth Development Study, the authors examine the prevalence of “holding on” and “letting go” of high aspirations and the precursors of these states as youth move from high school through their mid‐twenties. They find that advantage stemming from the family of origin and changing occupational circumstances engender persistence or reappraisal of earlier educational goals. © Wiley Periodicals, Inc. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=4250994 Wed, 01 Dec 2010 00:00:00 +0100 4250994 http://www.medworm.com/index.php?rid=4250993&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.279 This study examines the relation between young adults' goal achievement, continued goal striving over time, and subsequent well‐being. Analysis of a longitudinal subsample of a nationally representative U.S. study of 5,693 adolescents as they transition to adulthood revealed that individuals who met their goals had higher well‐being, but that the relation between goal completion and well‐being varied by goal content. Continued goal striving was related to well‐being and maintained domain‐specific self‐efficacies, whereas goal disengagement was accompanied by declines in domain‐specific self‐efficacies. Overall, the results suggest that long‐term goal striving is beneficial for well‐being during the transition to adulthood. © Wiley Periodicals, Inc. (Source: New Directi... New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=4250993 Wed, 01 Dec 2010 00:00:00 +0100 4250993 http://www.medworm.com/index.php?rid=4250992&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.278 AbstractThis chapter examines development through different life transitions, such as educational transitions and transition to parenthood during adolescence to adulthood in the context of the life‐span model of personal goals. According to the life‐span model of motivation, four key mechanisms—channeling, choice, co‐regulation, and compensation—play a key role in how young people navigate their life. The aim is to describe how the conceptualized key factors are helpful in understanding the changes from adolescence to emerging adulthood and later in the life course and related well‐being. © Wiley Periodicals, Inc. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=4250992 Wed, 01 Dec 2010 00:00:00 +0100 4250992 http://www.medworm.com/index.php?rid=4250991&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.277 AbstractThe chapter first introduces the concept of emerging adulthood as a period of life that is characterized by instabilities and fluctuations. Then, the role of goal setting and aspirations in individual development during this stage of life is discussed. Following this, seven chapters of the present special issue are introduced, and the ways in which goal processes affect individual trajectories and outcomes are discussed. The chapter concludes with a discussion of future perspectives in the field, such as the need to investigate the relationships between goals and goal adjustment, the need to carry out cross‐cultural comparisons, as well as the need to develop intervention based on goal and aspiration framework. © Wiley Periodicals, Inc. (Source: New Directions for Child and Adol... New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=4250991 Wed, 01 Dec 2010 00:00:00 +0100 4250991 http://www.medworm.com/index.php?rid=3980444&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.276 Abstract (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=3980444 Tue, 31 Aug 2010 23:00:00 +0100 3980444 http://www.medworm.com/index.php?rid=3980443&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.275 Abstract (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=3980443 Tue, 31 Aug 2010 23:00:00 +0100 3980443 http://www.medworm.com/index.php?rid=3980442&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.274 Abstract (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=3980442 Tue, 31 Aug 2010 23:00:00 +0100 3980442 http://www.medworm.com/index.php?rid=3980441&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.273 Abstract (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=3980441 Tue, 31 Aug 2010 23:00:00 +0100 3980441 http://www.medworm.com/index.php?rid=3980440&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.272 Abstract (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=3980440 Tue, 31 Aug 2010 23:00:00 +0100 3980440 http://www.medworm.com/index.php?rid=3665746&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.271 Emotion socialization begins within the family setting and extends outward as children transition into expanded social worlds. Children contribute to their socialization from the first years of life, so the dynamics between parents and children are reciprocal in nature. Because socialization influences are best inferred from patterns that unfold over time, longitudinal research can help to untangle these processes. Laboratory observations of emotion exchanges and discussions or experimental manipulations of environmental processes also provide valuable information about causal influences and direction of effects. Parents and children must be studied within the same research designs to understand emotion socialization. © Wiley Periodicals, Inc. (Source: New Directions for Child and Adolesc... New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=3665746 Mon, 14 Jun 2010 23:00:00 +0100 3665746 http://www.medworm.com/index.php?rid=3665745&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.270 This chapter provides a review of the literature that examines the role of mothers and fathers in socializing emotion in their sons and daughters during adolescence. Within the context of this chapter, we focus on mother-father similarities, differences, and coordinated efforts in socializing the emotion of their adolescent children. Empirical data is presented that provides new evidence about the coordinated efforts of parents and its implications for the development of adolescent psychopathology. The authors emphasize the importance of both adolescent emotion capabilities and the role mothers and fathers play in supporting or deterring healthy emotional development in adolescence. © Wiley Periodicals, Inc. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=3665745 Mon, 14 Jun 2010 23:00:00 +0100 3665745 http://www.medworm.com/index.php?rid=3665744&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.269 This chapter provides conceptual background and empirical evidence that parental emotion socialization continues well into middle childhood and is influenced by the social context. Data are presented to illustrate the influence of parent and child gender on parental socialization of emotion in 113 Caucasian, middle-class children. Mothers and fathers discussed historical sadness- and anger-eliciting events with their sons and daughters. Fathers appear to play a unique role in sadness socialization whereas mothers' influence seems distinctive for the socialization of anger. Socialization of emotion is a transactional process in which parents and children are both socializing agents and emotion regulators. © Wiley Periodicals, Inc. (Source: New Directions for Child and Adolescent Developmen... New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=3665744 Mon, 14 Jun 2010 23:00:00 +0100 3665744 http://www.medworm.com/index.php?rid=3665743&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.268 In this chapter, the authors examine the differences between mothers and fathers in the socialization of specific emotions in preschool-aged boys and girls. They argue that mothers and fathers play both distinct and complementary roles in the development of children's emotional competence; these roles are influenced both by parents' own gender, as well as the child's gender and the type of emotion being socialized. Through analyses of descriptive data, it appears that mothers and fathers respond to their children's emotions differently. The authors provide a discussion of the potential underlying reasons and potential implications for distinct emotion socialization by mothers and fathers. © Wiley Periodicals, Inc. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=3665743 Mon, 14 Jun 2010 23:00:00 +0100 3665743 http://www.medworm.com/index.php?rid=3665742&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.267 Preschoolers' socialization of emotion and its contribution to emotional competence is likely to be highly gendered. In their work, the authors have found that mothers often take on the role of emotional gatekeeper in the family, and fathers act as loving playmates, but that parents' styles of socialization of emotion do not usually differ for sons and daughters. They also found several themes in the prediction of preschoolers' emotion knowledge and regulation. For example, sometimes mother-father differences in emotional style actually seem to promote such competence, and girls seem particularly susceptible to parental socialization of emotion. © Wiley Periodicals, Inc. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=3665742 Mon, 14 Jun 2010 23:00:00 +0100 3665742 http://www.medworm.com/index.php?rid=3665741&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.266 Low-income children are at elevated risk for emotion-related problems; however, little research has examined gender and emotion socialization in low-income families. The authors describe the ways in which emotion socialization may differ for low-income versus middle-income families. They also present empirical data on low-income caregivers' responses to their toddlers' emotion displays, with findings indicating more supportive and fewer punitive responses to boys' anger than to girls', but few gender differences for sadness/anxiety. Finally, they present two models (the emotion competence model and differential emotions model) for understanding relations between emotion socialization and the development of psychopathology, particularly in low-income children. © Wiley Periodicals, Inc. (So... New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=3665741 Mon, 14 Jun 2010 23:00:00 +0100 3665741 http://www.medworm.com/index.php?rid=3843969&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.269 Abstract (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=3843969 Mon, 31 May 2010 23:00:00 +0100 3843969 http://www.medworm.com/index.php?rid=3843968&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.266 Abstract (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=3843968 Mon, 31 May 2010 23:00:00 +0100 3843968 http://www.medworm.com/index.php?rid=3665740&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.265 Given the omnipresent role of gender in children's and adolescents' development, it seems necessary to better understand how gender affects the process of emotion socialization. In this introductory chapter, the authors discuss the overarching themes and key concepts discussed in this volume, as well as outline the distinct contribution of each individual chapter. Each chapter within this volume underscores the important role that parents play in the socialization of emotion, and the impact gender-typed emotion socialization may have on later socioemotional adjustment. © Wiley Periodicals, Inc. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=3665740 Mon, 31 May 2010 23:00:00 +0100 3665740 http://www.medworm.com/index.php?rid=3334946&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.264 In this chapter, the authors review the history of the Waterloo Longitudinal Project (WLP), the first longitudinal study (1980-1992) dedicated to the study of social withdrawal, its correlates, and consequences. Theories underlying the WLP are described, as are its empirical findings. Recent research from other labs that has extended the findings of the original WLP is briefly described. The authors' research that draws on the findings of WLP are noted as well. An underlying theme in this work is that relationships (and interactions) with parents and friends can serve as protective or exacerbating factors in the developmental course of social withdrawal and its concomitants (including social anxiety). © Wiley Periodicals, Inc. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=3334946 Thu, 04 Mar 2010 00:00:00 +0100 3334946 http://www.medworm.com/index.php?rid=3334945&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.263 This chapter contains (1) an analysis of commonalities and differences in anxious solitude and social anxiety disorder, and a review of empirical investigations examining (2) correspondence among childhood anxious solitude and anxiety and mood diagnoses and (3) the relation between peer difficulties and temporal stability of anxious solitude and depressive symptoms. Findings support a diathesis-stress model in which anxious solitude forecasts symptoms of psychopathology primarily in the context of interpersonal stress. Additionally, evidence for individual and environmental factors which moderate risk for peer difficulties among anxious solitary children is reviewed. Implications for intervention are discussed. © Wiley Periodicals, Inc. (Source: New Directions for Child and Adolescent Dev... New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=3334945 Thu, 04 Mar 2010 00:00:00 +0100 3334945 http://www.medworm.com/index.php?rid=3334944&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.262 Social anxiety disorder (SAD) is a common disorder that can lead to significant impairment. In this chapter, the author provides background on the disorder and reviews hypothesized familial and temperamental risk factors. In particular, it highlights the Massachusetts General Hospital (MGH) Longitudinal Study of Children at Risk for Anxiety, now in its fifteenth year, and describes how this study has identified some factors that contribute to risk for SAD. © Wiley Periodicals, Inc. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=3334944 Thu, 04 Mar 2010 00:00:00 +0100 3334944 http://www.medworm.com/index.php?rid=3334943&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.261 Behavioral inhibition (BI) is a temperament that can be identified early in childhood. Children with BI are socially reticent, withdraw from engaging unfamiliar peers, and often have problems in forming friendships. They are also at risk for developing anxiety disorders as they get older. There is, however, as much discontinuity as continuity in the expression of BI over time. One set of processes that appear to moderate the continuity of BI involve attention. Children with BI who display heightened orienting towards threat and more error monitoring are more likely to remain stable in BI and develop anxiety in early adolescence. © Wiley Periodicals, Inc. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=3334943 Thu, 04 Mar 2010 00:00:00 +0100 3334943 http://www.medworm.com/index.php?rid=3334942&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.260 Fearful temperaments have been identified as a major risk factor for anxiety disorders. However, descriptions of fearful temperament and several forms of anxiety disorder show strong similarities. This raises the question whether these terms may simply refer to different aspects of the same underlying construct. The current review examines evidence for the overlap and distinction between these constructs. Although strong conclusions cannot be drawn from the extant literature, the bulk of the evidence appears to support a distinction between them. © Wiley Periodicals, Inc. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=3334942 Thu, 04 Mar 2010 00:00:00 +0100 3334942 http://www.medworm.com/index.php?rid=3334941&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.259 In this introductory chapter, guided by developmental psychopathology and developmental science as overarching integrative theoretical frameworks, the authors define three constructs related to social anxiety in childhood (behavioral inhibition, anxious solitude/withdrawal, and social anxiety disorder) and analyze commonalities and differences in the content and assessment of these constructs. They then highlight controversies between developmental and clinical approaches to the definition of these constructs, the role of biology in social anxiety, age of onset of social anxiety, information processing biases in social anxiety, heterogeneity in the social and emotional adjustment of socially anxious children, and targets of intervention for childhood social anxiety. © Wiley Periodicals, I... New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=3334941 Mon, 01 Mar 2010 00:00:00 +0100 3334941 http://www.medworm.com/index.php?rid=3056333&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.258 The study of siblings has become increasingly central to developmental science. Sibling relationships have unique effects on development, and sibling designs allow researchers to isolate causal mechanisms in development. This volume emphasizes causal mechanisms in the social domain. We review the preceding chapters in relation to six topics: a multilevel modeling approach to the ecology of sibling relationships, unique contributions of sibling relationships to development, sibling similarity and dissimilarity, developmental stages, culture and class, and intervention studies with siblings. We conclude with insights regarding directions for future research. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=3056333 Thu, 03 Dec 2009 00:00:00 +0100 3056333 http://www.medworm.com/index.php?rid=3056322&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.257 Sibling relationships provide one of the most stable and powerful developmental contexts for the transmission of both prosocial and antisocial behavior. As a source of support and skill development, sibling relationships can build competence in self-regulation and emotional understanding. However, sibling relationships marked by antisocial behavior, substance use, and conflict place children at risk for a host of negative outcomes. Family relationship features, particularly parenting practices and discord, contribute strongly to both the quality of sibling relationships and children's well-being. Our review of intervention strategies reveals that the potential of sibling relationships to promote socioemotional development may be best realized through family-centered approaches that build p... New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=3056322 Thu, 03 Dec 2009 00:00:00 +0100 3056322 http://www.medworm.com/index.php?rid=3056321&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.256 Stressful life events and experiences may disrupt the typical day-to-day interactions between sisters and brothers that provide the foundation of sibling socialization. This chapter examines four experiences that may affect patterns of sibling interaction: parental marital conflict, parental divorce and remarriage, foster care placement, and a sibling's developmental disability. We propose a model to guide future research on sibling socialization in distressed families and special populations in which qualities of the sibling relationship moderate the effects of stressful life experiences on child and family adjustment. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=3056321 Thu, 03 Dec 2009 00:00:00 +0100 3056321 http://www.medworm.com/index.php?rid=3056320&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.255 Siblings are important sources of social influence throughout childhood and adolescence. Nevertheless, the processes by which siblings influence one another remain relatively unexplored. We highlight two theories of sibling influence - sibling deidentification and social learning - that offer insights as to how and why siblings develop similar and different attributes, attitudes, and behaviors. Recognizing the need to move past post hoc explanations, we suggest several directions for how these two influence processes can be measured directly in future work. Research on sibling influence also can be improved by integrating these theories and attending to their domains of influence. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=3056320 Thu, 03 Dec 2009 00:00:00 +0100 3056320 http://www.medworm.com/index.php?rid=3056319&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.254 Guided by an ecological framework, we explore how siblings' and parents' roles, relationships, and activities are intertwined in everyday life, providing unique and combined contributions to development. In a departure from past research that emphasized the separate contributions of siblings and parents to individual development, we find that examining the conjoint or interactive effects of sibling and parent influences promises to extend our understanding of the role of family in children's and adolescents' social, emotional, and cognitive development. Understood within the context of family and sociocultural characteristics, siblings' unique roles as agents of socialization are illuminated. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=3056319 Thu, 03 Dec 2009 00:00:00 +0100 3056319 http://www.medworm.com/index.php?rid=3056318&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.253 Siblings have considerable influence on one another's development throughout childhood, yet most human development research has neglected sibling socialization. Through this volume, we aim to enhance our understanding of how siblings play formative roles in one another's social and emotional development. We examine the mechanisms by which children are influenced by their brothers and sisters, clarify the ways in which these mechanisms of socialization are similar to and different from children's socialization experiences with parents, and consider the conditions under which sibling socialization results in positive versus negative consequences for individual development. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=3056318 Tue, 01 Dec 2009 00:00:00 +0100 3056318 http://www.medworm.com/index.php?rid=2838749&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.252 Young children's well-documented difficulty reporting the sources of their knowledge, and their susceptibility to misleading suggestions about what they saw for themselves, might be reduced when their linguistic community expresses knowledge sources with grammatical evidential markers. Alternatively, until children have acquired certain cognitive prerequisites, they may interpret evidentials simply as markers of speakers' certainty. There is evidence supportive of both views, but with more precisely formulated research questions, specially tailored tasks, and more cross-linguistic comparisons, we can come to understand better the developmental intertwining of linguistic, metalinguistic, and cognitive aspects of children's handling of sources of knowledge. © Wiley Periodicals, Inc. (Source... New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=2838749 Sun, 27 Sep 2009 23:00:00 +0100 2838749 http://www.medworm.com/index.php?rid=2838748&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.251 Recent research suggests that acquisition of mental-state language may influence conceptual development. We examine this possibility by investigating the conceptual links between evidentiality in language and suggestibility. Young children are disproportionately suggestible and tend to change their reports or memories when questioned. The authors discuss the extent to which components of mental-state understanding, specifically representational understanding and understanding origins of knowledge, are implicated in improvements in resistance to suggestions and comprehending evidentiality. The authors also review social-psychological evidence that has implications for evidential understanding. Integration of the literature on both topics is followed by suggestions for new research direction... New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=2838748 Sun, 27 Sep 2009 23:00:00 +0100 2838748 http://www.medworm.com/index.php?rid=2838747&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.250 In verbal communication, the hearer takes advantage of the linguistic expressions of certainty and evidentiality to assess how committed the speaker might be to the truth of the informational content of the utterance. Little is known, however, about the precise developmental mechanism of this ability. In this chapter, we approach the question by elucidating factors that are likely to constrain young children's understanding of linguistically encoded certainty and evidentiality, including the types of linguistic form of these expressions, namely, grammaticalized or lexical forms. © Wiley Periodicals, Inc. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=2838747 Sun, 27 Sep 2009 23:00:00 +0100 2838747 http://www.medworm.com/index.php?rid=2838746&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.249 Children's ability to exercise selective trust is crucial for the development of their knowledge and successful socialization. For speakers of some languages, evidentials, which are grammatical source-of-knowledge markers, could provide valuable support of these processes. Focusing on Bulgarian, this chapter situates children's use of evidentials in reliability judgments within the broader context of research on decision making and foregrounds the role of informational goals in children's decisions. © Wiley Periodicals, Inc. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=2838746 Sun, 27 Sep 2009 23:00:00 +0100 2838746 http://www.medworm.com/index.php?rid=2838745&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.248 We describe the nature of the evidential system in Tibetan and consider the challenges that any evidential system presents to language acquisition. We present data from Tibetan-speaking children that shed light on their understanding of the syntactic and semantic properties of evidentials, and their competence in the point-of-view shift required for the use of evidentials in questions. We then examine connections between the mastery of indirect evidentials and children's inferential competence. © Wiley Periodicals, Inc. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=2838745 Sun, 27 Sep 2009 23:00:00 +0100 2838745 http://www.medworm.com/index.php?rid=2838744&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.247 We present evidence for (1) the appropriate use of grammaticalized markers of direct experience, inference, and linguistic report by age three, (2) the understanding of knowledge source ("theory of knowledge") around age four, (3) the understanding of linguistic form and knowledge source relationship ("theory of evidentiality") by age six, and (4) a predictive relationship between the use of the reported speech marker and memory for knowledge source around age four. © Wiley Periodicals, Inc. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=2838744 Sun, 27 Sep 2009 23:00:00 +0100 2838744 http://www.medworm.com/index.php?rid=2838743&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.246 Evidentials are grammatical elements such as affixes and particles indicating the source of knowledge. We provide an overview of this grammatical category and consider three research domains to which developmental studies on evidentiality contribute: the acquisition of linguistic means to characterize knowledge, the conceptual understanding of knowledge sources, and the evaluation of others' testimony. We also consider the study of evidentiality in relation to the Sapir-Whorf hypothesis about the influence of language on thought. © Wiley Periodicals, Inc. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=2838743 Mon, 31 Aug 2009 23:00:00 +0100 2838743 http://www.medworm.com/index.php?rid=2507208&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.245 This chapter identifies four challenges to the study of the development of coping and regulation and outlines specific theoretical and empirical strategies for addressing them. The challenges are (1) to integrate work on coping and processes of emotion regulation, (2) to use the integration of research on neuro-biology and context to inform the study of coping, (3) to explore the implications of dual process conceptualizations of automatic and controlled processes for the development of coping, and (4) to articulate how coping is organized around specific adaptive processes. How researchers resolve these challenges will affect greatly the future contributions that our understanding of coping will make to basic and applied developmental science. (Source: New Directions for Child and Adolesc... New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=2507208 Tue, 16 Jun 2009 23:00:00 +0100 2507208 http://www.medworm.com/index.php?rid=2507207&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.244 It is advantageous to study regulation and coping and their development at multiple levels of expression and origin simultaneously. We discuss several topics of current interest in the emotion-related regulation literature that are relevant to coping, including conceptual issues related to definitions and types of coping, types of physiological responses deemed to tap emotion regulation that could be pursued in work on coping, and findings on the socialization of self-regulation that have implications for understanding the development of coping. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=2507207 Tue, 16 Jun 2009 23:00:00 +0100 2507207 http://www.medworm.com/index.php?rid=2507206&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.243 Because the patterns of coping shown by children and youth depend on the particular types and levels of stress they face, it is difficult to understand or study coping, or to promote it in interventions, unless coping is conceptualized as embedded within the overall ecology of stressful conditions, including the demands and resources that influence the use, utility, and impact of coping. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=2507206 Tue, 16 Jun 2009 23:00:00 +0100 2507206 http://www.medworm.com/index.php?rid=2507205&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.242 The study of resilience in maltreated children reveals the possibility of coping processes and resources on multiple levels of analysis as children strive to adapt under conditions of severe stress. In a maltreating context, aspects of self-organization, including self-esteem, self-reliance, emotion regulation, and adaptable yet reserved personalities, appear particularly important for more competent coping. Moreover, individual differences in biological processes ranging from gene by environment interactions to the hypothalamic-pituitary-adrenal axis to brain organization related to emotion also are shown to influence the resilience in maltreated youth, highlighting the multifaceted contributions to successful coping. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=2507205 Tue, 16 Jun 2009 23:00:00 +0100 2507205 http://www.medworm.com/index.php?rid=2507204&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.241 This chapter explores paths toward emotion-focused coping among typically developing young children and their more or less average parents - portraying characteristic developmental patterns, demands, and stresses. Emotion-focused coping strategies are effortful and aim to decrease negative emotions in stress-inducing interpersonal contexts. The themes here highlight developmental changes of the early years and related parent and child hassles; likely cognitive, social, and linguistic antecedents and correlates of emotion-focused coping; and some self-regulatory processes that enable coping. The chapter concludes by noting that new directions in the study of young children's coping involve returning to well-crafted, short-term longitudinal research. (Source: New Directions for Child and Ado... New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=2507204 Tue, 16 Jun 2009 23:00:00 +0100 2507204 http://www.medworm.com/index.php?rid=2507203&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.240 Temperament refers to individual differences in two broad aspects of behavior: (1) emotional, motor, and attentional reactivity and (2) self-regulatory processes that modulate such reactivity. These individual differences are grounded in people's constitution and influence both stress reactions and patterns of coping. In this chapter, we examine how individual differences in temperament are conceptually linked to the development of coping and how this association is modulated by the maturation of brain systems underlying temperament. Finally, we argue about the possibility of improving children's coping abilities through intervention programs designed to foster self-regulation. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=2507203 Tue, 16 Jun 2009 23:00:00 +0100 2507203 http://www.medworm.com/index.php?rid=2507202&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.239 We summarize progress in the developmental study of coping, including specification of a multilevel framework, construction of definitions of coping that rely on regulation as a core concept, and identification of developmentally graded members of families of coping. We argue that these accomplishments are a prelude to the real tasks of a developmental agenda: (1) identifying age-graded shifts in how children and adolescents recognize, react to, and deal with the stressors they encounter in their daily lives; (2) determining the developmental processes that underlie these shifts; and (3) describing and explaining differential pathways for negotiating these normative transitions. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=2507202 Tue, 16 Jun 2009 23:00:00 +0100 2507202 http://www.medworm.com/index.php?rid=2507201&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.238 No abstract. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=2507201 Sun, 31 May 2009 23:00:00 +0100 2507201 http://www.medworm.com/index.php?rid=2284734&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.237 The chapters in this issue revisit the social origins of the development of executive function (EF) through both empirical examination of the contexts in which EF development occurs (in vivo), as well as its social antecedents and consequences. Importantly, they also point to new directions in studying the social foundations of neurodevelopment, novel methods that take the social context into account, and cultural influences on EF development. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=2284734 Fri, 20 Mar 2009 04:00:00 +0100 2284734 http://www.medworm.com/index.php?rid=2284733&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.236 Much of the evidence from the West has shown links between children's developing self-control (executive function), their social experiences, and their social understanding (Carpendale & Lewis, 2006, chapters 5 and 6), across a range of cultures including China. This chapter describes four studies conducted in three Oriental cultures, suggesting that the relationships among social interaction, executive function, and social understanding are different in these cultures, implying that social and executive skills are underpinned by key cultural processes. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=2284733 Fri, 20 Mar 2009 04:00:00 +0100 2284733 http://www.medworm.com/index.php?rid=2284732&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.235 A major objective of this chapter is to present a novel, ecologically sensitive social problem-solving task for school-aged children that captures the complexity of social and cognitive demands placed on children in naturalistic situations. Competence on this task correlates with a range of skills including executive functions, verbal reasoning, and attention. Children able to successfully carry out this task in middle school were more competent in early adolescence in collaborating in joint problem-solving tasks with peers and solving conflicts with parents. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=2284732 Fri, 20 Mar 2009 04:00:00 +0100 2284732 http://www.medworm.com/index.php?rid=2284731&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.234 This chapter describes longitudinal findings from a socially diverse sample of 125 British children seen at ages two and four. Four models of social influence on executive function are tested, using multiple measures of family life as well as comprehensive assessments of children's executive functions. Our results confirm the importance of maternal scaffolding for young children's executive functions, but they also suggest positive effects of observational learning and adverse effects of disorganized and unpredictable family life; however, no support was found for an association between executive function and general positive characteristics of family interactions. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=2284731 Fri, 20 Mar 2009 04:00:00 +0100 2284731 http://www.medworm.com/index.php?rid=2284730&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.233 We present a study examining the relationship between the timing of different parental scaffolding utterances and children's attention-switching EF abilities. There was a strong relation between the timing of elaborative parental utterances and attention switching. We discuss the implications of the findings for the conceptualization of the scaffolding process. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=2284730 Fri, 20 Mar 2009 04:00:00 +0100 2284730 http://www.medworm.com/index.php?rid=2284729&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.232 The term executive function is used increasingly within developmental psychology and is often taken to refer to unfolding brain processes. We trace the origins of research on executive function to show that the link with social interaction has a long history. We suggest that a recent frenzy of research exploring methods for studying individual executive skills should pay more attention to the tradition exploring the role of social interaction in their development. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=2284729 Sun, 01 Mar 2009 05:00:00 +0100 2284729 http://www.medworm.com/index.php?rid=1972429&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.225 In this chapter, we present a brief review of the developmental literature linking healthy adjustment to five core competencies: (1) positive sense of self, (2) self-control, (3) decision-making skills, (4) a moral system of belief, and (5) prosocial connectedness. A central premise of this chapter and the rest of the volume is that promoting mastery of social and emotional core competencies provides a connection between positive youth development and risk prevention programming. In subsequent chapters, empirical evidence linking these core competencies with prevention of specific risk behaviors is reviewed, and examples of integrated promotion and prevention efforts in the United States and internationally are discussed. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=1972429 Fri, 21 Nov 2008 04:36:05 +0100 1972429 http://www.medworm.com/index.php?rid=1972435&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.231 This concluding commentary highlights common themes that emerged across the chapters in this volume. We identify strengths and limitations of the core competencies framework and discuss the importance of context, culture, and development for understanding the role of the core competencies in preventing risk behavior in adolescence. We also outline possible areas for future research linking positive youth development and risk prevention programming. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=1972435 Wed, 19 Nov 2008 05:00:00 +0100 1972435 http://www.medworm.com/index.php?rid=1972434&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.230 This chapter provides an international perspective on the promotion of positive development and the prevention of risky behavior among youth. We discuss some of the specific challenges that youth face in low- and middle-income countries and identify six key evidence-based policies and programs that aim to promote positive youth development and prevent risky behavior. We also propose a set of practical recommendations for policymakers and other stakeholders on how to develop and implement an effective youth portfolio in the context of limited financial resources. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=1972434 Wed, 19 Nov 2008 05:00:00 +0100 1972434 http://www.medworm.com/index.php?rid=1972433&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.229 Adolescent sexual risk-taking behavior has numerous individual, family, community, and societal consequences. In an effort to contribute to the research and propose new directions, this chapter applies the core competencies framework to the prevention of high-risk sexual behavior. It describes the magnitude of the problem, summarizes explanatory theories of high-risk sexual behavior, and highlights the association between high-risk sexual behaviors and the five core competencies. We conclude the chapter by providing an overview of selected evidence-based prevention strategies and identifying future directions for research and intervention. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=1972433 Wed, 19 Nov 2008 05:00:00 +0100 1972433 http://www.medworm.com/index.php?rid=1972432&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.228 Adolescence is a developmental period during which youth are at increased risk for using substances. An empirical focus on core competencies illustrates that youth are less likely to use substances when they have a positive future orientation, a belief in the ability to resist substances, emotional and behavioral control, sound decision-making ability, a belief that substance use is wrong, and a strong bond to prosocial peers and family. Such etiological research is beginning to provide a strong foundation for successful competence-building prevention programs. Focusing on the developmental-ecological context of adolescent substance use will expedite advances in prevention. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=1972432 Wed, 19 Nov 2008 05:00:00 +0100 1972432 http://www.medworm.com/index.php?rid=1972431&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.227 We discuss how the five core competencies for healthy adjustment in adolescence (a positive sense of self, self-control, decision-making skills, a moral system of belief, and prosocial connectedness) are represented in theories of aggression and youth violence. We then discuss research supporting the relation between these core competencies and aggressive and violent behavior in childhood and adolescence. Finally, we address the degree to which these core competencies have been included and systematically evaluated within school-based prevention programs, and we end with suggestions for future directions. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=1972431 Wed, 19 Nov 2008 05:00:00 +0100 1972431 http://www.medworm.com/index.php?rid=1972430&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.226 There is an increasing awareness that school failure and early school leaving are processes, rather than discrete events, that often co-occur and can have lasting negative effects on children's development. Most of the literature has focused on risk factors for failure and dropout rather than on the promotion of competencies that can increase youths' likelihood of successfully completing high school. This chapter applies the core competencies framework to the promotion of youths' success within the school environment. We conclude with a brief review of evidence-based prevention strategies that address the five competencies and identify avenues for future research. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=1972430 Wed, 19 Nov 2008 05:00:00 +0100 1972430 http://www.medworm.com/index.php?rid=1793081&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.224 Although migration is fundamentally a family affair, the family, as a unit of analysis, has been understudied both by scholars of migration and by developmental psychologists. Researchers have often struggled to conceptualize immigrant children, adolescents, and their families, all too often giving way to pathologizing them, ignoring generational and ethnic distinctions among immigrant groups, stereotyping immigrants as "problem" or (conversely) "model" minorities, and overlooking the complexity of race, gender, documentation, and language in their lives. In addition, contexts other than the family remain understudied. In this afterword, the authors examine these issues, the contributions of the chapters in this volume to understanding them, and their implications for research and theory w... New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=1793081 Mon, 15 Sep 2008 04:00:00 +0100 1793081 http://www.medworm.com/index.php?rid=1793080&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.223 Few studies have examined how experiences associated with being an undocumented immigrant parent affects children's development. In this article, the authors apply social exclusion theory to examine how access to institutional resources that require identification may matter for parents and children in immigrant families. As hypothesized, groups with higher proportions of undocumented parents in New York City (e.g., Mexicans compared to Dominicans) reported lower levels of access to checking accounts, savings accounts, credit, and drivers' licenses. Lack of access to such resources, in turn, was associated with higher economic hardship and psychological distress among parents, and lower levels of cognitive ability in their 24-month-old children. (Source: New Directions for Child and Adoles... New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=1793080 Mon, 15 Sep 2008 04:00:00 +0100 1793080 http://www.medworm.com/index.php?rid=1793079&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.222 In this study, the authors used national data from the Early Childhood Longitudinal Study-Kindergarten cohort to assess this question, using multivariate probit regression analyses in a low-income sample. They found that households of children (foreign and U.S.-born) with noncitizen mothers are at substantially greater risk of food insecurity than their counterparts with citizen mothers and that demographic characteristics such as being Latina, levels of maternal education, and large household size explain about half of the difference in rates. © 2008 Wiley Periodicals, Inc. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=1793079 Mon, 15 Sep 2008 04:00:00 +0100 1793079 http://www.medworm.com/index.php?rid=1793078&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.221 Using an ecological framework, the authors explore the reasons for peer discrimination and harassment reported by many Chinese American youth. They draw on longitudinal data collected on 120 first- and second-generation Chinese American students from two studies conducted in Boston and New York. Our analyses suggested that reasons for these experiences of harassment lay with the beliefs about academic ability, the students' immigrant status and language barriers, within-group conflicts, and their physical appearance that made them different from other ethnic minority or majority students. Implications and future research are also discussed. © 2008 Wiley Periodicals, Inc. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=1793078 Mon, 15 Sep 2008 04:00:00 +0100 1793078 http://www.medworm.com/index.php?rid=1793077&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.220 Little research has examined how low-income Asian American children are supported to achieve well in school. The authors used the notion of social capital to study higher versus lower achieving Chinese adolescents from low-income backgrounds. They found that families of higher-achieving adolescents built and used more effectively three kinds of social networks in lieu of direct parental involvement: (a) designating a helper in and outside the home for the child, (b) identifying peer models for the child to emulate, and (c) involving extended kin to guide the child jointly. These forms of social capital reflect Chinese cultural values applied to the challenges of immigrant adaptation. © 2008 Wiley Periodicals, Inc. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=1793077 Mon, 15 Sep 2008 04:00:00 +0100 1793077 http://www.medworm.com/index.php?rid=1793076&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.219 This chapter provides an overview of nonfamily contexts that shape the development and adjustment of children and youth from immigrant families. It also describes the four chapters in this special issue that focus on peer, network, legal, and institutional contexts that influence the lives of immigrant parents and their children. Directions for future research on the social contexts of development in immigrant families are discussed. © 2008 Wiley Periodicals, Inc. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=1793076 Mon, 01 Sep 2008 04:00:00 +0100 1793076 http://www.medworm.com/index.php?rid=1485791&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.218 The chapters in this volume address the need for a better understanding of the development of intersecting identities over age and context. The chapters provide valuable insights into the development of identities, particularly group identities. They highlight common processes across identities, such as the role of contrast and comparison and the need for individual effort in identity formation. They suggest the value of studying multiple identities in interaction and using interdisciplinary approaches. However, research across identities and disciplines poses challenges for investigators. These challenges can be met and the field advanced by collaborative studies among scholars who represent different disciplines and have studied different identities. © Wiley Periodicals, Inc. (Source: N... New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=1485791 Mon, 02 Jun 2008 04:00:00 +0100 1485791 http://www.medworm.com/index.php?rid=1485790&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.217 Drawing from recent research on first-generation college (FGC) students, this chapter advances an interdisciplinary theoretical framework for understanding how these students enact multiple aspects of their personal, cultural, and social identities. I use dialectical and cross-cultural adaptation theories as a foundation to extend examinations of how diverse FGC students negotiate the alien culture of the academy against that of home. In this regard, college is situated as a pivotal point of development, and successful negotiation of identity tensions is represented as a key factor in academic success. © Wiley Periodicals, Inc. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=1485790 Mon, 02 Jun 2008 04:00:00 +0100 1485790 http://www.medworm.com/index.php?rid=1485789&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.216 This qualitative study focused on the intersection of personal and ethnic identities among forty African American, Puerto Rican, Dominican, and Chinese American high school students. The patterns in content indicated that for the Puerto Ricans, the intersection of their personal and social identities was a series of accommodations to a positive peer climate and a resistance to being Dominican. For the other ethnic groups, the intersection of their personal and social identities consisted of a process of resistance and accommodation to negative stereotypes projected on them by their peers and, for African Americans, themselves. © Wiley Periodicals, Inc. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=1485789 Mon, 02 Jun 2008 04:00:00 +0100 1485789 http://www.medworm.com/index.php?rid=1485788&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.215 We present a sociocultural approach to identity that we believe not only holds promise for helping us to understand girl-fighting behavior but also highlights the clear interrelationship between social identity and personal identity. We conclude by highlighting several implications of this analysis for those who work with girls (and boys) in educational and clinical settings. © Wiley Periodicals, Inc. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=1485788 Mon, 02 Jun 2008 04:00:00 +0100 1485788 http://www.medworm.com/index.php?rid=1485787&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.214 The relationship among gender identity, sex typing, and adjustment has attracted the attention of social and developmental psychologists for many years. However, they have explored this issue with different assumptions and different approaches. Generally the approaches differ regarding whether sex typing is considered adaptive versus maladaptive, measured as an individual or normative difference, and whether gender identity is regarded as a unidimensional or multidimensional construct. In this chapter, we consider both perspectives and suggest that the developmental timing and degree of sex typing, as well as the multidimensionality of gender identity, be considered when examining their relationship to adjustment. © Wiley Periodicals, Inc. (Source: New Directions for Child and Adolescent ... New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=1485787 Mon, 02 Jun 2008 04:00:00 +0100 1485787 http://www.medworm.com/index.php?rid=1485786&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.213 Multicultural education emerged from the political struggles of the 1960s and 1970s and advocated the inclusion of women and ethnic and racial groups in school curricula and children's media. Recently multiculturalism has evolved to include a critical perspective by focusing on stigmatized social identities such as race, class, sexuality, ethnicity, and disability. Little Bill, a children's animated television series, is an example of applied critical multiculturalism. In this chapter, we present a case study of one episode, "A Ramp for Monty," to illustrate the merits of this approach, which may increase the number of social identities children relate to and increase the degree of understanding they may bring to the differences inherent in social identities. © Wiley Periodicals, Inc. (So... New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=1485786 Mon, 02 Jun 2008 04:00:00 +0100 1485786 http://www.medworm.com/index.php?rid=1485785&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.212 Identity is a central focus of research in the social sciences, national and international politics, and everyday discourse. This volume brings together an interdisciplinary set of social scientists who study personal and social identity. The chapters span childhood through emerging adulthood. This chapter introduces the three goals of the volume: (1) illustrating how the study of identity development is enriched by an interdisciplinary approach, (2) providing a rich developmental picture of personal and social identity development, and (3) examining the intersections of multiple identities. We illustrate these three goals with brief descriptions of how they are addressed in the other chapters in the volume. This chapter also highlights the three goals of the study with data from our ongoi... New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=1485785 Sun, 01 Jun 2008 04:00:00 +0100 1485785 http://www.medworm.com/index.php?rid=1291561&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.211 Young disadvantaged workers are especially vulnerable to harassment due to their age and social class position. As young people enter the workforce, their experiences of, and reactions to, harassment may vary dramatically from those of older adult workers. Three case studies introduce theory and research on the relationship between social class and harassment of young workers. We suggest two mechanisms through which class may structure harassment experiences: (1) extremely vulnerable youth are directly targeted based on their social class origins, and (2) the type and condition of youth employment, which is structured by class background, indirectly affect experiences of harassment. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=1291561 Mon, 10 Mar 2008 04:00:00 +0100 1291561 http://www.medworm.com/index.php?rid=1291560&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.210 The challenges of juggling work and family responsibilities are well known, but there has been little attention to the distinctive work and family experiences of young adults. This chapter explores how class affects young adults' exposure to work-family conflicts and the strategies they use to manage their work and family responsibilities. Using data from a recent cohort of young adults, we find class and gender variations in work and family roles and work-family conflict. Early family formation, coupled with poor working conditions, lead those with lower educational attainments to experience more years of family-to-work interference. In contrast, young adults with more education have more work-to-family interference, and this is especially true for college-educated women. (Source: New Dir... New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=1291560 Mon, 10 Mar 2008 04:00:00 +0100 1291560 http://www.medworm.com/index.php?rid=1291559&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.209 Whereas in years past, young people typically made a discrete transition from school to work, two ideal typical routes now characterize the sharing of school and work roles during adolescence and the transition to adulthood. Longitudinal data from the Youth Development Study show that one route involves less intensive employment during high school, followed by continued part-time employment and postsecondary educational investment. This pathway, more common for youth of higher-class origins, is especially beneficial for young people from lower socioeconomic backgrounds. A second route is early intensive work experience during high school that is less conducive to longer-term educational and wage attainments. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=1291559 Mon, 10 Mar 2008 04:00:00 +0100 1291559 http://www.medworm.com/index.php?rid=1291558&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.208 This article provides an overview of objective and subjective class differences in experiences of postsecondary education. Using the metaphor of a funnel, it argues that cumulative disadvantage results when first-generation and low-income college students are disproportionately filtered out at each stage of the postsecondary education process. Subjective class differences largely serve to reproduce existing inequalities, although the potential for transformation exists. This article considers inequalities during childhood and the transition to adulthood, stratification within institutions, and class differences in postsecondary educational enrollment, attendance, college life, work, financial aid, and attainment. Directions for future research and program and policy interventions are outli... New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=1291558 Mon, 10 Mar 2008 04:00:00 +0100 1291558 http://www.medworm.com/index.php?rid=1291557&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.207 This article examines differences in young adults' intimate relationships by social class. Lower-class adolescents are more likely to engage in intimate-relationship practices such as cohabitation, early marriage, and sexual activity that may lead to further economic and educational deprivation. Such adolescents have limited access to the special opportunities of emerging adulthood. Social class indirectly shapes the relationships of groups such as prisoners, military personnel, and sexual minorities whose memberships are highly class graded and who are subject to state-controlled relationship constraints. More research is needed on how laws and institutions constrain even the most intimate features of young lives. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=1291557 Mon, 10 Mar 2008 04:00:00 +0100 1291557 http://www.medworm.com/index.php?rid=1291556&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.206 Sociologists have long recognized the relationships between family background and social class attainment. However, by neglecting the multiple ways in which families and parents provide advantages and the extent to which these advantages extend into adulthood, they may still be underestimating the role of families in the reproduction of class inequalities. This chapter explores these impacts under the conceptual rubric of family capital. A new battery of interviews with a diverse collection of young adults is used to illustrate these points and offer suggestions for future research and analysis. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=1291556 Mon, 10 Mar 2008 04:00:00 +0100 1291556 http://www.medworm.com/index.php?rid=1291555&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.205 This article provides an introduction to and overview of the literature on how the transition to adulthood is shaped by social class. It brings together two strands of literature. The first reviews why and how the third decade of life has been reshaped by later and longer education. The second considers how the social class position of young adults influences their experience in the early adulthood years and how those experiences in turn affect their prospects in later life. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=1291555 Sat, 01 Mar 2008 05:00:00 +0100 1291555 http://www.medworm.com/index.php?rid=1110326&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.204 The methodological and theoretical advances in this volume provide new perspectives on longstanding questions about the extent to which both complementarity and reciprocity underlie social relationships. These chapters highlight innovative approaches for clarifying the role of contextual and developmental variations in social structures and processes that are at the core of developmental social network science. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=1110326 Fri, 21 Dec 2007 05:00:00 +0100 1110326 http://www.medworm.com/index.php?rid=1110325&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.203 Much of children's interactions with peers take place in cliques or small groups that they themselves form. What happens in these groups has important effects on children's further social and academic development. The chapters in this volume present the most recent ideas and methods to study childhood cliques and groups. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=1110325 Fri, 21 Dec 2007 05:00:00 +0100 1110325 http://www.medworm.com/index.php?rid=1110324&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.202 We present an empirical exploration of peer network mechanisms that encourage antisocial behavior in early adolescents. We apply SIENA, a network modeling methodology that addresses developmentally changing, statistically dependent interpersonal friendships. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=1110324 Fri, 21 Dec 2007 05:00:00 +0100 1110324 http://www.medworm.com/index.php?rid=1110323&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.201 The authors use p* modeling to explore connections between network structures and social influence in a seventh-grade friendship network. Specifically, p* parameters reveal how bullying perpetration, dyads, triads, and more complex group structures contribute to network formation, providing fine-level detail about the operation of internal peer group structures. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=1110323 Fri, 21 Dec 2007 05:00:00 +0100 1110323 http://www.medworm.com/index.php?rid=1110322&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.200 Girls and boys were more similar than different in the structural features of their social groups and networks in early adolescence. Boys' groups were somewhat larger than girls' groups, but contrary to prominent theoretical views, there were no systematic sex differences in tight-knittedness or in the salience of status hierarchies. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=1110322 Fri, 21 Dec 2007 05:00:00 +0100 1110322 http://www.medworm.com/index.php?rid=1110321&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.199 How are African American and European American children getting along in integrated elementary schools? The authors find substantial integration in majority black and multicultural classrooms, but ethnic segregation and cross-ethnic antipathies are more common in majority white classrooms. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=1110321 Fri, 21 Dec 2007 05:00:00 +0100 1110321 http://www.medworm.com/index.php?rid=1110320&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.198 A new social network method shows that young children vary in their abilities to interact with multiple peer groups and to maintain group interactions over time. Learning how to competently sustain group interactions is an important developmental task for preschoolers and is associated with enhanced school readiness, particularly for girls. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=1110320 Fri, 21 Dec 2007 05:00:00 +0100 1110320 http://www.medworm.com/index.php?rid=1110319&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.197 How do we study peer relationships and the socialization processes that occur within them? Social network analysis provides tools that can be used to answer questions about the structure and organization of peer relationships and the ways in which children influence one another. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=1110319 Sat, 01 Dec 2007 05:00:00 +0100 1110319 http://www.medworm.com/index.php?rid=879603&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.196 Longitudinal research in a risk sample reaffirms the importance of the construct of adolescent attachment and provides important clues to sources of variation during development. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=879603 Mon, 17 Sep 2007 04:00:00 +0100 879603 http://www.medworm.com/index.php?rid=879602&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.195 This chapter examines the theoretically important but understudied question of concordance in adolescent siblings' representations of attachment to parents. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=879602 Mon, 17 Sep 2007 04:00:00 +0100 879602 http://www.medworm.com/index.php?rid=879601&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.194 Puberty alters the interplay of attachment, sexual, and affiliative systems; initiates the search for a peer attachment; and begins the reorganization of adolescents' attachment hierarchies (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=879601 Mon, 17 Sep 2007 04:00:00 +0100 879601 http://www.medworm.com/index.php?rid=879600&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.193 Do internal working models of attachment influence the ways in which adolescents process social information? The chapter addresses this intriguing question by reviewing studies that have examined links between attachment and adolescents' memory, feedback seeking, perceptions of others, and secure base scripts. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=879600 Mon, 17 Sep 2007 04:00:00 +0100 879600 http://www.medworm.com/index.php?rid=879599&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.192 This chapter addresses the changing nature and function of the attachment system as it develops into adolescence and becomes intertwined with broader patterns of affect regulation. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=879599 Mon, 17 Sep 2007 04:00:00 +0100 879599 http://www.medworm.com/index.php?rid=879598&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.191 Intriguing issues pertaining to normative changes in attachment in adolescence are addressed, integrating psychoanalytical thinking, developmental and attachment theory, and research. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=879598 Sat, 01 Sep 2007 04:00:00 +0100 879598 http://www.medworm.com/index.php?rid=684828&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.190 Peer relations are perceived to be more strongly related to family relationships for Israeli Arab and Druze adolescents than for Israeli Jewish adolescents growing up in a neighboring but socioculturally different society. However, when family relations are poor, Jewish adolescents draw greater support from peers than do Arab and Druze adolescents. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=684828 Mon, 18 Jun 2007 04:00:00 +0100 684828 http://www.medworm.com/index.php?rid=684827&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.189 Despite sharing similar attitudes regarding the information about peers that parents have a right to know, the strategies African American and Hmong families use to seek or censor information about peers diverge because of ethnic differences in emphasis on trust, nurturing autonomy, respect for parental authority, and maintaining cultural traditions. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=684827 Mon, 18 Jun 2007 04:00:00 +0100 684827 http://www.medworm.com/index.php?rid=684826&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.188 The cultural backgrounds and experiences of Mexican-origin mothers and fathers (including their Anglo and Mexican cultural orientations and their familism values) and their socioeconomic background (parental education, family income, neighborhood poverty rate) are linked to the nature of their involvement in adolescent peer relationships. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=684826 Mon, 18 Jun 2007 04:00:00 +0100 684826 http://www.medworm.com/index.php?rid=684825&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.187 It is important to examine both the belief systems and the practices of parents in regard to adolescent friendships. Belief systems inform parental practices and also reveal the full extent of cultural variations that exist within and across ethnic communities. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=684825 Mon, 18 Jun 2007 04:00:00 +0100 684825 http://www.medworm.com/index.php?rid=684824&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.186 Caregivers have a range of empathic, socialization, and ethnicity-based goals in regard to adolescents' peer relationships. There are similarities and differences in goals across African American, Latino, and white groups. Caregiver goals are related to the amount of peer management that they use with their early adolescents. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=684824 Mon, 18 Jun 2007 04:00:00 +0100 684824 http://www.medworm.com/index.php?rid=684823&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.185 Adolescents' family and peer social systems influence each other in many ways. Considering these systems in light of how ethnicity has been conceptualized by researchers, we offer a set of general principles to guide future research on ethnic or cultural influences on family-peer linkages in adolescence. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=684823 Fri, 01 Jun 2007 04:00:00 +0100 684823 http://www.medworm.com/index.php?rid=505806&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.184 Children's developing understanding that words have conventional meanings and objects have conventional functions emerges in parent-child activity and conversation. Drawing on family conversations in everyday settings, the chapter explores an apparent paradox between a global analysis of conventionality as stable shared knowledge and a local notion of conventions as flexibly negotiated in activity. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=505806 Mon, 26 Mar 2007 04:00:00 +0100 505806 http://www.medworm.com/index.php?rid=505805&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.183 Artifact knowledge requires integration of information from different areas of human commonsense knowledge - our everyday understanding of object mechanics and our everyday psychology. Here we address the question of artifact conceptual structure, outlining evidence from tasks involving categorization, function judgments, and problem solving. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=505805 Mon, 26 Mar 2007 04:00:00 +0100 505805 http://www.medworm.com/index.php?rid=505804&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.182 Playing games, particularly pretense games, is one of the areas where young children first enter into collective, conventional practices. This chapter reviews recent empirical data in support of this claim and explores the idea that games present a cradle for children's growing into societal and institutional life more generally. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=505804 Mon, 26 Mar 2007 04:00:00 +0100 505804 http://www.medworm.com/index.php?rid=505803&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.181 Categorization judgments may be right or wrong and more or less useful. When a child calls a whale "a fish," is she making an error, or just describing an interesting similarity? This chapter explores the challenges children face in learning to conform to conventions governing categorization. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=505803 Mon, 26 Mar 2007 04:00:00 +0100 505803 http://www.medworm.com/index.php?rid=505802&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.180 Children's sensitivity to the shared, conventional nature of word meanings makes their word learning more efficient and less prone to error. After reviewing the evidence in support of this claim, we suggest that children's earliest appreciation of conventionality might be rooted in limitations in their theory-of-mind skills. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=505802 Mon, 26 Mar 2007 04:00:00 +0100 505802 http://www.medworm.com/index.php?rid=505801&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.179 Conventionality and contrast provide the pragmatic basis of language use for adults. These principles play a vital role in the process of acquiring a first language as children learn how to interact using language. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=505801 Mon, 26 Mar 2007 04:00:00 +0100 505801 http://www.medworm.com/index.php?rid=505800&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.178 Although there are multiple ways in which young children can use language, categorize objects, use tools, and play games, they seem to quickly realize that there is one preferred, or conventional, way to do each of these things. These disparate domains share a common conventional structure. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=505800 Thu, 01 Mar 2007 05:00:00 +0100 505800 http://www.medworm.com/index.php?rid=213150&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.170 This chapter deals with a fundamental change in young people's transitions to work. Flexible labor markets have led to a diversification of transition patterns, but policy measures are unresponsive to the needs and aspirations of young people. New risks and challenges emerge that are addressed differently in the different European societies. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=213150 Fri, 29 Sep 2006 17:31:02 +0100 213150 http://www.medworm.com/index.php?rid=213149&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.169 In this chapter, the author argues for the essential role of "doing gender" in the transition of young people from education to the labor market. Two relevant concepts are introduced: biographicity and gender competence. They are illustrated with a female and a male case. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=213149 Fri, 29 Sep 2006 17:31:02 +0100 213149 http://www.medworm.com/index.php?rid=213148&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.168 This chapter presents an overview of studies investigating the role of the family while children cope with problems in their transitions to the labor market. Attention is paid to different support systems in a variety of European countries, depending on different state welfare models. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=213148 Fri, 29 Sep 2006 17:31:02 +0100 213148 http://www.medworm.com/index.php?rid=213147&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.167 The author connects the changing meanings of youth in contemporary western societies with the transformations in the representation of the future. The new youthful biographical constructions can be considered a central outcome of these parallel changes: they avoid long-term commitments and structure themselves around the idea of changeability. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=213147 Fri, 29 Sep 2006 17:31:02 +0100 213147 http://www.medworm.com/index.php?rid=213146&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.166 The authors deal with changes in the relationship between education and learners due to modernization processes. The motivation of the learner has become a prime force to ensure the acquisition of knowledge. That implies a broadening of educational strategies, including nonformal education to remotivate frustrated learners. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=213146 Fri, 29 Sep 2006 17:31:02 +0100 213146 http://www.medworm.com/index.php?rid=213145&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.165 This chapter presents the development of European youth research as a distinctive field of study. It draws attention to the sociopolitical context in which the field has emerged, outlines the key dimensions of the field's agenda, reports on significant facets of theory and research development to date, and briefly considers the field's methodological and professional challenges. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=213145 Fri, 29 Sep 2006 17:31:02 +0100 213145 http://www.medworm.com/index.php?rid=213144&cid=s_33740_144_f&fid=33740&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fcd.164 Europe is a rapidly changing world region in all respects, and this has consequences for young people, too. In this opening introductory chapter, the editors outline key distinctive parameters of contemporary modernization in Europe as a whole and indicate the ways in which the following chapters each contribute to a richer appreciation of how modernization is affecting youth transitions. (Source: New Directions for Child and Adolescent Development) New Directions for Child and Adolescent Development journals http://www.medworm.com/rss/comments.php?id=213144 Fri, 01 Sep 2006 06:00:00 +0100 213144