1. Ethics in Research What is the “Ideal” data for your research question? What are the ethical Issues for your research area? From whom is Informed Consent necessary for your Unit of Analysis & Participants – Passive and Active Consent and Assent – Anonymity & Confidentiality Knowledge & Power

2. Professional Ethics Society for Research in Child Development – http://srcd.org/about-us/ethical-standards-research http://srcd.org/about-us/ethical-standards-research American Education Research Association – http://c.ymcdn.com/sites/www.weraonline.org/resource/resmgr/a_gener al/aera.pdf http://c.ymcdn.com/sites/www.weraonline.org/resource/resmgr/a_gener al/aera.pdf American Sociological Association – http://www.asanet.org/images/asa/docs/pdf/CodeofEthics.pdf http://www.asanet.org/images/asa/docs/pdf/CodeofEthics.pdf American Psychological Association – http://www.apa.org/ethics/code/principles.pdf http://www.apa.org/ethics/code/principles.pdf

3. Ask at Your Site What are some of the specific ethical considerations for your site? What are the IRB risks and/or types of sensitive information collected and how is risk mitigated? What are the informed consent and data security procedures? Solid research purposefully drives out the claims of alternative worldviews –Pepper, 1942

5. World Views  They impact even the questions you ask Mechanismic model Reductionism, understanding laws or “parts” Organismic model Predetermined epigenesis Probabilistic epigenesis An end point to development Contextual model Dispersive, cannot generalize or predict -“No man ever steps in the same river twice, for it's not the same river and he's not the same man.” Heraclitis Time is seriously considered

6. What are your world views?  Which ones resonate with you?  Which ones resonate with your research interests?  What aspects of your area of research are most often considered … Mechanistically? Organismically? Contextually?

7. Concepts in Human Development  Sensitive/Critical Periods  Continuity vs. Discontinuity  Stability vs. Change  Plasticity/Resilience and Canalization

8. Critical or sensitive Periods in development?

9. Critical/sensitive periods  Certain times in development when things must occur or the window of opportunity is ripe to occur  Critical period– it must happen or it either won’t happen or it is problematic if it doesn’t happen  Sensitive period—time is ripe for developmental phenomena  Examples: Attachment Language development Binocular Vision Learning to read

10. Continuity/Discontinuity Descriptive continuity/discontinuity: Within-person, is the behavior the same across time? Parental warmth in early childhood compared to adolescence Teacher effectiveness early versus late in one’s career Temperament Personality

11. Continuity/Discontinuity Explanatory Continuity/Discontinuity: Within person, the same behavior stems from the same/different source or cause

12. Data may drive Conclusions

13. Stability/Instability Across persons: Does an individual’s relative position on a trait among others remain the same?

14. Plasticity/Resilience  Malleability: The extent to which a developmental outcome is changeable/flexible. Malleability changes over the course of development  Resilience The ability to recover from adversity To withstand stress and not show dysfunction  Canalization – declines in plasticity (Waddington, 1957) Diminished role of environment Environmental effects are constrained by biology Plasticity   canalization

15. Concepts in Human Development  Sensitive/Critical Periods  Continuity vs. Discontinuity  Stability vs. Change  Plasticity/Resilience Canalization (Waddington, 1942, 1957) STOP!! How are (or can) each of these concepts of development reflected in your own area of research?

16. History of Prevention Science in Child Development Research  Two recurring themes from early Child Development research “Scientific Analysis of fundamental…problems” “research and practice will react upon one another.”  Research centers in1930s-40s designed to produce research and disseminate best practice for parenting

17. BF Skinner—Baby-Tender “Baby in a Box”

18. Baby cages hung outside apartment windows in crowded cities so that infants can experience more sunshine and fresh air (circa 1930s & 40s) “…highlights the unique needs of infants and how this labor-saving device can help parents attend to these needs (which Read assumed would be more challenging to attend to for parents in crowded cities).”

19. Rise of Contextualism & Organicism  Back to our beginnings on context and organismic ideas of the whole child.  Lack of universality or at least testing for universality Cultural inclusiveness and comparative work  Interdisciplinary roots return  Multi-Investigator Collaborative Models

20. Current Perspectives on Prevention Science  Balancing universal and targeted interventions  Integration across developmental stage  Integration across systems  Implementation and scaling Fidelity vs. adaptation Integrating multiple programs within a system Sustainability Greenberg, 2004

21. Building Authentic Partnerships  Researchers as “experts” who diagnose and prescribe  Data and findings guide new research questions  Design Research Model Co-construct scope of problems/outcomes Co-construct the theoretical model Co-Construct research questions, and the mechanisms for collecting and sharing data, findings, and policy- solutions  Research Alliance Model Co-construct scope of problems/outcomes Produce research on behalf of agency Build research capacity in agency Coburn, Penuel, & Geil, 2013; Selman, 2007