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HEALTH AND SAFETY (514 journals)                  1 2 3 | Last

Showing 1 - 200 of 203 Journals sorted alphabetically
16 de Abril     Open Access  
A Life in the Day     Hybrid Journal   (Followers: 9)
Acta Informatica Medica     Open Access   (Followers: 1)
Acta Scientiarum. Health Sciences     Open Access  
Adultspan Journal     Hybrid Journal  
Advances in Child Development and Behavior     Full-text available via subscription   (Followers: 10)
Advances in Public Health     Open Access   (Followers: 20)
African Health Sciences     Open Access   (Followers: 2)
African Journal for Physical, Health Education, Recreation and Dance     Full-text available via subscription   (Followers: 6)
African Journal of Health Professions Education     Open Access   (Followers: 4)
Afrimedic Journal     Open Access   (Followers: 2)
Air Quality, Atmosphere & Health     Hybrid Journal   (Followers: 3)
AJOB Primary Research     Partially Free   (Followers: 2)
American Journal of Family Therapy     Hybrid Journal   (Followers: 10)
American Journal of Health Economics     Full-text available via subscription   (Followers: 13)
American Journal of Health Education     Hybrid Journal   (Followers: 25)
American Journal of Health Promotion     Hybrid Journal   (Followers: 22)
American Journal of Health Studies     Full-text available via subscription   (Followers: 8)
American Journal of Preventive Medicine     Hybrid Journal   (Followers: 21)
American Journal of Public Health     Full-text available via subscription   (Followers: 179)
American Journal of Public Health Research     Open Access   (Followers: 27)
American Medical Writers Association Journal     Full-text available via subscription   (Followers: 2)
Analytic Methods in Accident Research     Hybrid Journal   (Followers: 2)
Annali dell'Istituto Superiore di Sanità     Open Access  
Annals of Global Health     Open Access   (Followers: 8)
Annals of Health Law     Open Access   (Followers: 3)
Annals of Tropical Medicine and Public Health     Open Access   (Followers: 15)
Applied Biosafety     Hybrid Journal  
Applied Research In Health And Social Sciences : Interface And Interaction     Open Access  
Archives of Medicine and Health Sciences     Open Access   (Followers: 2)
Asia Pacific Journal of Counselling and Psychotherapy     Hybrid Journal   (Followers: 8)
Asia Pacific Journal of Health Management     Full-text available via subscription   (Followers: 2)
Asia-Pacific Journal of Public Health     Hybrid Journal   (Followers: 8)
Asian Journal of Gambling Issues and Public Health     Open Access   (Followers: 3)
Association of Schools of Allied Health Professions     Full-text available via subscription   (Followers: 5)
Atención Primaria     Open Access   (Followers: 1)
Australasian Journal of Paramedicine     Open Access   (Followers: 2)
Australian Advanced Aesthetics     Full-text available via subscription   (Followers: 4)
Australian Family Physician     Full-text available via subscription   (Followers: 2)
Australian Indigenous HealthBulletin     Free   (Followers: 6)
Autism & Developmental Language Impairments     Open Access   (Followers: 1)
Behavioral Healthcare     Full-text available via subscription   (Followers: 4)
Best Practices in Mental Health     Full-text available via subscription   (Followers: 6)
Bijzijn     Hybrid Journal   (Followers: 2)
Bijzijn XL     Hybrid Journal   (Followers: 1)
Biomedical Safety & Standards     Full-text available via subscription   (Followers: 9)
BLDE University Journal of Health Sciences     Open Access  
BMC Oral Health     Open Access   (Followers: 5)
BMC Pregnancy and Childbirth     Open Access   (Followers: 18)
BMJ Simulation & Technology Enhanced Learning     Full-text available via subscription   (Followers: 7)
Brazilian Journal of Medicine and Human Health     Open Access  
Buletin Penelitian Kesehatan     Open Access   (Followers: 2)
Buletin Penelitian Sistem Kesehatan     Open Access  
Bulletin of the World Health Organization     Open Access   (Followers: 15)
Cadernos de Educação, Saúde e Fisioterapia     Open Access   (Followers: 1)
Cadernos Saúde Coletiva     Open Access   (Followers: 1)
Canadian Family Physician     Partially Free   (Followers: 11)
Canadian Journal of Community Mental Health     Full-text available via subscription   (Followers: 10)
Canadian Journal of Human Sexuality     Hybrid Journal   (Followers: 1)
Canadian Journal of Public Health     Full-text available via subscription   (Followers: 18)
Case Reports in Women's Health     Open Access   (Followers: 2)
Case Studies in Fire Safety     Open Access   (Followers: 11)
Central Asian Journal of Global Health     Open Access   (Followers: 2)
Central European Journal of Public Health     Full-text available via subscription   (Followers: 4)
CES Medicina     Open Access  
Child Abuse Research in South Africa     Full-text available via subscription   (Followers: 1)
Child's Nervous System     Hybrid Journal  
Childhood Obesity and Nutrition     Open Access   (Followers: 10)
Children     Open Access   (Followers: 2)
CHRISMED Journal of Health and Research     Open Access  
Christian Journal for Global Health     Open Access  
Ciência & Saúde Coletiva     Open Access   (Followers: 2)
Ciencia y Cuidado     Open Access  
Ciencia, Tecnología y Salud     Open Access  
ClinicoEconomics and Outcomes Research     Open Access   (Followers: 1)
CME     Hybrid Journal   (Followers: 1)
CoDAS     Open Access  
Community Health     Open Access   (Followers: 1)
Conflict and Health     Open Access   (Followers: 8)
Curare     Open Access  
Current Opinion in Behavioral Sciences     Hybrid Journal   (Followers: 1)
Day Surgery Australia     Full-text available via subscription   (Followers: 2)
Digital Health     Open Access  
Dramatherapy     Hybrid Journal   (Followers: 2)
Drogues, santé et société     Full-text available via subscription  
Duazary     Open Access   (Followers: 1)
Early Childhood Research Quarterly     Hybrid Journal   (Followers: 13)
East African Journal of Public Health     Full-text available via subscription   (Followers: 3)
Eating and Weight Disorders - Studies on Anorexia, Bulimia and Obesity     Hybrid Journal   (Followers: 16)
EcoHealth     Hybrid Journal   (Followers: 3)
Education for Health     Open Access   (Followers: 4)
electronic Journal of Health Informatics     Open Access   (Followers: 4)
ElectronicHealthcare     Full-text available via subscription   (Followers: 3)
Elsevier Ergonomics Book Series     Full-text available via subscription   (Followers: 5)
Emergency Services SA     Full-text available via subscription   (Followers: 2)
Ensaios e Ciência: Ciências Biológicas, Agrárias e da Saúde     Open Access  
Environmental Disease     Open Access  
Environmental Sciences Europe     Open Access   (Followers: 1)
Epidemics     Open Access   (Followers: 3)
Epidemiology, Biostatistics and Public Health     Open Access   (Followers: 18)
Ethics, Medicine and Public Health     Full-text available via subscription  
Ethiopian Journal of Health Development     Open Access   (Followers: 8)
Ethiopian Journal of Health Sciences     Open Access   (Followers: 7)
Ethnicity & Health     Hybrid Journal   (Followers: 13)
European Journal of Investigation in Health, Psychology and Education     Open Access   (Followers: 1)
European Medical, Health and Pharmaceutical Journal     Open Access  
Evaluation & the Health Professions     Hybrid Journal   (Followers: 8)
Evidence-based Medicine & Public Health     Open Access   (Followers: 4)
Evidência - Ciência e Biotecnologia - Interdisciplinar     Open Access  
Face à face     Open Access   (Followers: 1)
Families, Systems, & Health     Full-text available via subscription   (Followers: 8)
Family & Community Health     Partially Free   (Followers: 12)
Family Medicine and Community Health     Open Access   (Followers: 3)
Family Relations     Partially Free   (Followers: 11)
Fatigue : Biomedicine, Health & Behavior     Hybrid Journal   (Followers: 1)
Food and Public Health     Open Access   (Followers: 10)
Frontiers in Public Health     Open Access   (Followers: 8)
Gaceta Sanitaria     Open Access   (Followers: 3)
Galen Medical Journal     Open Access  
Geospatial Health     Open Access  
Gesundheitsökonomie & Qualitätsmanagement     Hybrid Journal   (Followers: 11)
Giornale Italiano di Health Technology Assessment     Full-text available via subscription  
Global Health : Science and Practice     Open Access   (Followers: 4)
Global Health Promotion     Hybrid Journal   (Followers: 15)
Global Journal of Health Science     Open Access   (Followers: 6)
Global Journal of Public Health     Open Access   (Followers: 9)
Global Medical & Health Communication     Open Access  
Globalization and Health     Open Access   (Followers: 5)
Hacia la Promoción de la Salud     Open Access  
Hastings Center Report     Hybrid Journal   (Followers: 7)
HEADline     Hybrid Journal  
Health & Place     Hybrid Journal   (Followers: 14)
Health & Justice     Open Access   (Followers: 5)
Health : An Interdisciplinary Journal for the Social Study of Health, Illness and Medicine     Hybrid Journal   (Followers: 7)
Health and Human Rights     Free   (Followers: 8)
Health and Social Care Chaplaincy     Hybrid Journal   (Followers: 9)
Health and Social Work     Hybrid Journal   (Followers: 45)
Health Behavior and Policy Review     Full-text available via subscription   (Followers: 1)
Health Care Analysis     Hybrid Journal   (Followers: 11)
Health Inform     Full-text available via subscription  
Health Information Management Journal     Hybrid Journal   (Followers: 10)
Health Issues     Full-text available via subscription   (Followers: 1)
Health Policy     Hybrid Journal   (Followers: 32)
Health Policy and Technology     Hybrid Journal  
Health Professional Student Journal     Open Access   (Followers: 1)
Health Promotion International     Hybrid Journal   (Followers: 20)
Health Promotion Journal of Australia : Official Journal of Australian Association of Health Promotion Professionals     Full-text available via subscription   (Followers: 10)
Health Promotion Practice     Hybrid Journal   (Followers: 15)
Health Prospect     Open Access   (Followers: 1)
Health Psychology     Full-text available via subscription   (Followers: 47)
Health Psychology Research     Open Access   (Followers: 18)
Health Psychology Review     Hybrid Journal   (Followers: 39)
Health Renaissance     Open Access  
Health Research Policy and Systems     Open Access   (Followers: 9)
Health SA Gesondheid     Open Access   (Followers: 2)
Health Science Reports     Open Access  
Health Sciences and Disease     Open Access   (Followers: 2)
Health Services Insights     Open Access   (Followers: 1)
Health Systems     Hybrid Journal   (Followers: 2)
Health Voices     Full-text available via subscription  
Health, Culture and Society     Open Access   (Followers: 10)
Health, Risk & Society     Hybrid Journal   (Followers: 9)
Healthcare     Open Access   (Followers: 1)
Healthcare in Low-resource Settings     Open Access   (Followers: 1)
Healthcare Quarterly     Full-text available via subscription   (Followers: 8)
HERD : Health Environments Research & Design Journal     Full-text available via subscription  
Highland Medical Research Journal     Full-text available via subscription  
Hispanic Health Care International     Full-text available via subscription  
HIV & AIDS Review     Full-text available via subscription   (Followers: 10)
Home Health Care Services Quarterly     Hybrid Journal   (Followers: 5)
Hong Kong Journal of Social Work, The     Hybrid Journal   (Followers: 2)
Hospitals & Health Networks     Free   (Followers: 2)
IEEE Journal of Translational Engineering in Health and Medicine     Open Access   (Followers: 3)
IMTU Medical Journal     Full-text available via subscription  
Indian Journal of Health Sciences     Open Access   (Followers: 1)
Inmanencia. Revista del Hospital Interzonal General de Agudos (HIGA) Eva Perón     Open Access  
Innovative Journal of Medical and Health Sciences     Open Access  
Institute for Security Studies Papers     Full-text available via subscription   (Followers: 6)
interactive Journal of Medical Research     Open Access  
International Health     Hybrid Journal   (Followers: 4)
International Journal for Equity in Health     Open Access   (Followers: 7)
International Journal for Quality in Health Care     Hybrid Journal   (Followers: 32)
International Journal of Applied Behavioral Sciences     Open Access   (Followers: 1)
International Journal of Behavioural and Healthcare Research     Hybrid Journal   (Followers: 7)
International Journal of Circumpolar Health     Open Access   (Followers: 1)
International Journal of Community Medicine and Public Health     Open Access   (Followers: 5)
International Journal of E-Health and Medical Communications     Full-text available via subscription   (Followers: 2)
International Journal of Environmental Research and Public Health     Open Access   (Followers: 19)
International Journal of Evidence-Based Healthcare     Hybrid Journal   (Followers: 8)
International Journal of Food Safety, Nutrition and Public Health     Hybrid Journal   (Followers: 13)
International Journal of Health & Allied Sciences     Open Access   (Followers: 1)
International Journal of Health Care Quality Assurance     Hybrid Journal   (Followers: 7)
International Journal of Health Geographics     Open Access   (Followers: 6)
International Journal of Health Policy and Management     Open Access   (Followers: 2)
International Journal of Health Professions     Open Access   (Followers: 2)
International Journal of Health Promotion and Education     Hybrid Journal   (Followers: 12)
International Journal of Health Sciences Education     Open Access   (Followers: 2)
International Journal of Health Services     Full-text available via subscription   (Followers: 9)
International Journal of Health Studies     Open Access   (Followers: 3)
International Journal of Health System and Disaster Management     Open Access   (Followers: 2)

        1 2 3 | Last

Journal Cover Advances in Child Development and Behavior
  [SJR: 0.665]   [H-I: 29]   [10 followers]  Follow
   Full-text available via subscription Subscription journal
   ISSN (Print) 0065-2407
   Published by Elsevier Homepage  [3031 journals]
  • The DREME Network: Research and Interventions in Early Childhood
    • Authors: Crystal Day-Hess; Douglas H. Clements
      Abstract: Publication date: Available online 3 May 2017
      Source:Advances in Child Development and Behavior
      Author(s): Crystal Day-Hess, Douglas H. Clements
      The DREME Network was created to advance the field of early mathematics research and improves the opportunities to develop math competencies offered to children birth through age 8 years, with an emphasis on the preschool years. All four main Network projects will have implications for interventions. Section 1 introduces the Network and its four projects. The remainder of the chapter focuses on one of these four projects, Making More of Math (MMM), in depth. MMM is directly developing an intervention for children, based on selecting high-quality instructional activities culled from the burgeoning curriculum resources. We first report a review of 457 activities from 6 research-based curricula, which describes the number of activities by content focus, type (nature), and setting of each activity. Given the interest in higher-order thinking skills and self-regulation, we then identified activities that had the potential to, develop both mathematics and executive function (EF) proficiencies. We rated these, selecting the top 10 for extensive coding by mathematics content and EF processes addressed. We find a wide divergence across curricula in all these categories and provide comprehensive reports for those interested in selecting, using, or developing early mathematics curricula.

      PubDate: 2017-05-06T00:38:50Z
      DOI: 10.1016/bs.acdb.2017.03.002
  • Series Page
    • Abstract: Publication date: 2017
      Source:Advances in Child Development and Behavior, Volume 52

      PubDate: 2017-02-19T11:29:03Z
  • The Development of Tactile Perception
    • Authors: A.J. Bremner; C. Spence
      Abstract: Publication date: Available online 9 February 2017
      Source:Advances in Child Development and Behavior
      Author(s): A.J. Bremner, C. Spence
      Touch is the first of our senses to develop, providing us with the sensory scaffold on which we come to perceive our own bodies and our sense of self. Touch also provides us with direct access to the external world of physical objects, via haptic exploration. Furthermore, a recent area of interest in tactile research across studies of developing children and adults is its social function, mediating interpersonal bonding. Although there are a range of demonstrations of early competence with touch, particularly in the domain of haptics, the review presented here indicates that many of the tactile perceptual skills that we take for granted as adults (e.g., perceiving touches in the external world as well as on the body) take some time to develop in the first months of postnatal life, likely as a result of an extended process of connection with other sense modalities which provide new kinds of information from birth (e.g., vision and audition). Here, we argue that because touch is of such fundamental importance across a wide range of social and cognitive domains, it should be placed much more centrally in the study of early perceptual development than it currently is.

      PubDate: 2017-02-12T09:55:08Z
      DOI: 10.1016/bs.acdb.2016.12.002
  • How Does Experience Shape Early Development? Considering the Role of
           Top-Down Mechanisms
    • Authors: L.L. Emberson
      Abstract: Publication date: Available online 7 February 2017
      Source:Advances in Child Development and Behavior
      Author(s): L.L. Emberson
      Perceptual development requires infants to adapt their perceptual systems to the structures and statistical information of their environment. In this way, perceptual development is not only important in its own right, but is a case study for behavioral and neural plasticity—powerful mechanisms that have the potential to support developmental change in numerous domains starting early in life. While it is widely assumed that perceptual development is a bottom-up process, where simple exposure to sensory input modifies perceptual representations starting early in the perceptual system, there are several critical phenomena in this literature that cannot be explained with an exclusively bottom-up model. This chapter proposes a complementary mechanism where nascent top-down information, feeding back from higher-level regions of the brain, helps to guide perceptual development. Supporting this theoretical proposal, recent behavioral and neuroimaging studies have established that young infants already have the capacity to engage in top-down modulation of their perceptual systems.

      PubDate: 2017-02-12T09:55:08Z
      DOI: 10.1016/bs.acdb.2016.10.001
  • Applications of Dynamic System Theory to Cognition and Development: New
    • Authors: S. Perone; V.R. Simmering
      Abstract: Publication date: Available online 30 January 2017
      Source:Advances in Child Development and Behavior
      Author(s): S. Perone, V.R. Simmering
      A central goal in developmental science is to explain the emergence of new behavioral forms. Researchers consider potential sources of behavioral change depending partly on their theoretical perspective. This chapter reviews one perspective, dynamic systems theory, which emphasizes the interactions among multiple components to drive behavior and developmental change. To illustrate the central concepts of dynamic systems theory, we describe empirical and computational studies from a range of domains, including motor development, the Piagetian A-not-B task, infant visual recognition, visual working memory capacity, and language learning. We conclude by advocating for a broader application of dynamic systems approaches to understanding cognitive and behavioral development, laying out the remaining barriers we see and suggested ways to overcome them.

      PubDate: 2017-02-06T08:06:45Z
      DOI: 10.1016/bs.acdb.2016.10.002
  • Mental Objects in Working Memory: Development of Basic Capacity or of
           Cognitive Completion?
    • Authors: Cowan
      Abstract: Publication date: Available online 3 January 2017
      Source:Advances in Child Development and Behavior
      Author(s): N. Cowan
      Working memory is the small amount of information that we hold in mind and use to carry out cognitive processes such as language comprehension and production, problem solving, and decision making. In order to understand cognitive development, it would be helpful to know whether working memory increases in capacity with development and, if so, how and why. I will focus on two major stumbling blocks toward understanding working memory development, namely that (1) many potentially relevant aspects of the mind change in parallel during development, obscuring the role of any one change; and (2) one cannot use the same test procedure from infancy to adulthood, complicating comparisons across age groups. With regard to the first stumbling block, the parallel development of different aspects of the mind, we discuss research in which attempts were made to hold constant some factors (knowledge, strategies, direction of attention) to investigate whether developmental differences remain. With regard to the second stumbling block, procedural differences in tests for different age groups, I suggest ways in which the results might be reconciled across procedures. I highlight the value of pursuing research that could distinguish between two different key hypotheses that emerge: that there is a developmental increase in the number of working memory slots (or in a basic resource that holds items in working memory), and that there is a developmental increase in the amount of detail that each of these slots can hold.

      PubDate: 2017-01-09T00:34:30Z
  • Preface to Volume 50
    • Authors: Stacey S. Horn; Martin D. Ruck; Lynn S. Liben
      Abstract: Publication date: 2016
      Source:Advances in Child Development and Behavior, Volume 51
      Author(s): Stacey S. Horn, Martin D. Ruck, Lynn S. Liben

      PubDate: 2016-08-14T20:36:13Z
      DOI: 10.1016/s0065-2407(16)30028-3
      Issue No: Vol. 51 (2016)
  • Chapter Two Racism, Racial Resilience, and African American Youth
    • Authors: Enrique W. Neblett; Effua E. Sosoo; Henry A. Willis; Donte L. Bernard; Jiwoon Bae; Janelle T. Billingsley
      Pages: 43 - 79
      Abstract: Publication date: 2016
      Source:Advances in Child Development and Behavior, Volume 51
      Author(s): Enrique W. Neblett, Effua E. Sosoo, Henry A. Willis, Donte L. Bernard, Jiwoon Bae, Janelle T. Billingsley
      Racism constitutes a significant risk to the healthy development of African American youth. Fortunately, however, not all youth who experience racism evidence negative developmental outcomes. In this chapter, we examine person-centered analysis (PCA)—a quantitative technique that investigates how variables combine across individuals—as a useful tool for elucidating racial and ethnic protective processes that mitigate the negative impact of racism. We review recent studies employing PCA in examinations of racial identity, racial socialization, and other race-related experiences, as well as how these constructs correlate with and impact African American youth development. We also consider challenges and limitations of PCA and conclude with a discussion of future research and how PCA might be used to promote equity and justice for African American and other racial and ethnic minority youth who experience racism.

      PubDate: 2016-08-14T20:36:13Z
      DOI: 10.1016/bs.acdb.2016.05.004
      Issue No: Vol. 51 (2016)
  • Chapter Three Helping Children Navigate a Diverse World
    • Authors: Natasha Cabrera; Catherine Kuhns; Jenessa L. Malin; Daniela Aldoney
      Pages: 81 - 102
      Abstract: Publication date: 2016
      Source:Advances in Child Development and Behavior, Volume 51
      Author(s): Natasha Cabrera, Catherine Kuhns, Jenessa L. Malin, Daniela Aldoney
      We review the existing literature on how parents prepare their children to navigate an increasingly diverse world. In particular, we focus much of our attention on the ethnic–racial socialization practices and beliefs of ethnic minority and majority groups, as this area of the field is currently the most expounded. We begin by exploring the current and future demographic characteristics of the United States to better contextualize research on social justice by developmental scientists. We then review the theoretical frameworks typically used to guide this body of research. Next we examine ethnic minority parents’ ethnic–racial socialization practices and discuss their implications. We then consider ethnic majority parents’ ethnic–racial socialization practices. Finally we address gaps in the current literature and offer directions for future research. Taken together, this small body of literature is critical to understanding how children are socialized about diversity.

      PubDate: 2016-08-14T20:36:13Z
      DOI: 10.1016/bs.acdb.2016.05.002
      Issue No: Vol. 51 (2016)
  • Chapter Four Social Exclusion Based on Group Membership is a Form of
    • Authors: Shelby Cooley; Laura Elenbaas; Melanie Killen
      Pages: 103 - 129
      Abstract: Publication date: 2016
      Source:Advances in Child Development and Behavior, Volume 51
      Author(s): Shelby Cooley, Laura Elenbaas, Melanie Killen
      Children around the world are affected by bias, prejudice, and discrimination. In this chapter, we argue that intergroup social exclusion—exclusion of peers on the basis of group membership—is a form of prejudice. As such, research efforts should be directed at uncovering the negative intergroup attitudes that sustain these behaviors, and encouraging the development of children's capacity to resist biases in favor of inclusion and just treatment of others. In order to interpret what is known about intergroup social exclusion in childhood, as well as identify compelling issues for current investigation, we introduce our integrative social reasoning developmental model, which emphasizes how children weigh moral and social concerns in everyday peer contexts. This chapter emphasizes three areas of research that have contributed to understanding social inclusion and exclusion decisions in childhood which include the roles of: (1) intergroup contact and friendship, (2) peer group norms, and (3) messages from parents and teachers. While providing a background on the state of research to date, this chapter also pinpoints recent work, shedding new light on the complex interplay of moral reasoning and intergroup attitudes in children's inclusion and exclusion decisions.

      PubDate: 2016-08-14T20:36:13Z
      DOI: 10.1016/bs.acdb.2016.04.004
      Issue No: Vol. 51 (2016)
  • Why Neighborhoods (and How We Study Them) Matter for Adolescent
    • Authors: T.D. Warner; R.A. Settersten
      Abstract: Publication date: Available online 28 December 2016
      Source:Advances in Child Development and Behavior
      Author(s): T.D. Warner, R.A. Settersten
      Adolescence is a sensitive developmental period marked by significant changes that unfold across multiple contexts. As a central context of development, neighborhoods capture—in both physical and social space—the stratification of life chances and differential distribution of resources and risks. For some youth, neighborhoods are springboards to opportunities; for others, they are snares that constrain progress and limit the ability to avoid risks. Despite abundant research on “neighborhood effects,” scant attention has been paid to how neighborhoods are a product of social stratification forces that operate simultaneously to affect human development. Neighborhoods in the United States are the manifestation of three intersecting social structural cleavages: race/ethnicity, socioeconomic class, and geography. Many opportunities are allocated or denied along these three cleavages. To capture these joint processes, we advocate a “neighborhood-centered” approach to study the effects of neighborhoods on adolescent development. Using nationally representative data from the National Longitudinal Study of Adolescent to Adult Health (Add Health), we demonstrate the complex ways that these three cleavages shape specific neighborhood contexts and can result in stark differences in well-being. A neighborhood-centered approach demands more rigorous and sensitive theories of place, as well as multidimensional classification and measures. We discuss an agenda to advance the state of theories and research, drawing explicit attention to the stratifying forces that bring about distinct neighborhood types that shape developmental trajectories during adolescence and beyond.

      PubDate: 2016-12-28T22:58:20Z
      DOI: 10.1016/bs.acdb.2016.10.003
  • Perspectives on Perspective Taking: How Children Think About the Minds of
    • Authors: S.A.J. Birch; V. Li; T. Haddock; S.E. Ghrear; P. Brosseau-Liard; A. Baimel; M. Whyte
      Abstract: Publication date: Available online 23 December 2016
      Source:Advances in Child Development and Behavior
      Author(s): S.A.J. Birch, V. Li, T. Haddock, S.E. Ghrear, P. Brosseau-Liard, A. Baimel, M. Whyte
      Perspective taking, or “theory of mind,” involves reasoning about the mental states of others (e.g., their intentions, desires, knowledge, beliefs) and is called upon in virtually every aspect of human interaction. Our goals in writing this chapter were to provide an overview of (a) the research questions developmental psychologists ask to shed light on how children think about the inner workings of the mind, and (b) why such research is invaluable in understanding human nature and our ability to interact with, and learn from, one another. We begin with a brief review of early research in this field that culminated in the so-called litmus test for a theory of mind (i.e., false-belief tasks). Next, we describe research with infants and young children that created a puzzle for many researchers, and briefly mention an intriguing approach researchers have used to attempt to “solve” this puzzle. We then turn to research examining children's understanding of a much broader range of mental states (beyond false beliefs). We briefly discuss the value of studying individual differences by highlighting their important implications for social well-being and ways to improve perspective taking. Next, we review work illustrating the value of capitalizing on children's proclivity for selective social learning to reveal their understanding of others’ mental states. We close by highlighting one line of research that we believe will be an especially fruitful avenue for future research and serves to emphasize the complex interplay between our perspective-taking abilities and other cognitive processes.

      PubDate: 2016-12-28T22:58:20Z
      DOI: 10.1016/bs.acdb.2016.10.005
  • The Development of Body Image and Weight Bias in Childhood
    • Authors: S.J. Paxton; S.R. Damiano
      Abstract: Publication date: Available online 9 December 2016
      Source:Advances in Child Development and Behavior
      Author(s): S.J. Paxton, S.R. Damiano
      Negative body image attitudes are related to the onset of disordered eating, poor self-esteem, general mental health problems, and obesity. In this chapter, we will review the nature of body image attitudes in girls and boys in early (approximately 3–7 years old) and later childhood (approximately 8–11 years old). The body image attitudes explored in this chapter include body image attitudes related to the self, with a focus on body dissatisfaction, and body image attitudes related to others, with a focus on weight bias. Issues of measurement of body image and weight bias will first be explored. In light of measurement considerations, the prevalence and predictors of body dissatisfaction and related concerns, and weight bias will be examined. The chapter will conclude with a review of promising directions in the prevention of body dissatisfaction and weight bias in children.

      PubDate: 2016-12-13T14:58:07Z
      DOI: 10.1016/bs.acdb.2016.10.006
  • How Children Learn to Navigate the Symbolic World of Pictures: The
           Importance of the Artist's Mind and Differentiating Picture Modalities
    • Authors: M.L. Allen; E. Armitage
      Abstract: Publication date: Available online 9 December 2016
      Source:Advances in Child Development and Behavior
      Author(s): M.L. Allen, E. Armitage
      Pictures offer a unique and essential contribution to our lives, both in terms of aesthetic pleasure and links to symbolic thought. As such, psychologists have devoted significant time to investigating how children acquire an understanding of pictures. This chapter focuses on two particular facets of this development: the role of the artist and the importance of picture modality. First, we review work that has focused on tracking children's ability to (a) map the relationship between the mental state of the artist and their pictures, and (b) incorporate such considerations into their evaluations of pictures. Drawing these literatures together provides an up-to-date account of how children acquire a mentalistic understanding of pictures. Second, we argue that a mature theory of pictures must enable children to distinguish between different picture types (e.g., photographs vs drawings), and therefore that picture modality should be incorporated into existing theoretical accounts of pictorial development.

      PubDate: 2016-12-13T14:58:07Z
      DOI: 10.1016/bs.acdb.2016.10.004
  • Series Page
    • Abstract: Publication date: 2016
      Source:Advances in Child Development and Behavior, Volume 51

      PubDate: 2016-08-14T20:36:13Z
  • Chapter One A Transactional/Ecological Perspective on Ethnic–Racial
           Identity, Socialization, and Discrimination
    • Authors: Diane Hughes; Jon Alexander Watford Juan Del Toro
      Abstract: Publication date: 2016
      Source:Advances in Child Development and Behavior, Volume 51
      Author(s): Diane L. Hughes, Jon Alexander Watford, Juan Del Toro
      We first review current literature on three ethnic–racial dynamics that are considered to be resources and stressors in the lives of ethnic-minority youth: ethnic–racial identity, socialization, and discrimination. Next, we propose that a more contextualized view of these ethnic–racial dynamics reveals that they are interdependent, inseparable, and mutually defining and that an ecological/transactional perspective on these ethnic–racial dynamics shifts researchers’ gaze from studying them as individual-level processes to studying the features of settings that produce them. We describe what is known about how identity, socialization, and discrimination occur in four microsystems—families, peers, schools, and neighborhoods—and argue that focusing on specific characteristics of these microsystems in which particular types of identity, socialization, and discrimination processes cooccur would be informative.

      PubDate: 2016-08-14T20:36:13Z
  • Chapter Five Children's Intergroup Relations and Attitudes
    • Authors: Rebecca Bigler; John Rohrbach Kiara Sanchez
      Abstract: Publication date: 2016
      Source:Advances in Child Development and Behavior, Volume 51
      Author(s): Rebecca S. Bigler, John M. Rohrbach, Kiara L. Sanchez
      The existence of warm, intimate, supportive, and egalitarian relationships between members of differing social outgroups is likely, at the societal level, to facilitate cooperation and cohesion, and at the individual level, to promote positive social, educational, and occupational outcomes. The developmental pathway from intergroup contact to intergroup attitudes as it operates among children is not, however, well understood. In our chapter, we review and integrate selected social and developmental science related to intergroup relations and attitudes with the goal of proposing a conceptual model of the pathway from intergroup contact to positive intergroup attitudes among youth.

      PubDate: 2016-08-14T20:36:13Z
  • Chapter Six Power, Process, and Protection
    • Authors: Jennifer Woolard; Kristin Henning Erika Fountain
      Abstract: Publication date: 2016
      Source:Advances in Child Development and Behavior, Volume 51
      Author(s): Jennifer L. Woolard, Kristin Henning, Erika Fountain
      The juvenile court was created in 1899 in part to remedy the unfairness of trying youth in the adult criminal justice system, but its success at rectifying those problems is unclear. One concern is that the vast majority of youth who are adjudicated delinquent are adjudicated after waiving their right to trial and entering a guilty plea. Fairness and equity in the plea bargaining process are premised on the assumption that youth have the capacity to understand and elect between available options and will be given a meaningful opportunity to choose without coercion and deception. In legal terms, the Constitution will only sanction a plea when the defendant makes a knowing, voluntary, and intelligent waiver of her right to trial. In this chapter, we briefly describe the juvenile court process and explain the circumstances of a plea bargain, which constitutes both a waiver of Constitutional rights and an agreement to certain conditions. Then we evaluate the research and practice knowledge regarding the legal components of a valid waiver—that it must be knowing and voluntary. We consider how information, capacity, and circumstance contribute to a knowing waiver. Then we examine how procedural justice, paternalism, and coercion may affect a voluntary waiver. Throughout, we consider whether the people, policies, and practices meant to assess and safeguard that waiver decision fulfill their intended purpose.

      PubDate: 2016-08-14T20:36:13Z
  • Chapter Eight Mixed-Status Immigrant Families in the United States
    • Authors: Mackenzie D.M.; Whipps Hirokazu Yoshikawa
      Abstract: Publication date: 2016
      Source:Advances in Child Development and Behavior, Volume 51
      Author(s): Mackenzie D.M. Whipps, Hirokazu Yoshikawa
      More than 4 million unauthorized parents of legal status children currently reside in the United States (Capps, Fix, & Zong, 2016). Developmental scientists and intervention researchers hoping to work with these mixed-status families face a myriad of challenges, largely generated from the population's policy-driven social exclusion. Despite the challenges, there is a moral imperative to work with and support parents and children currently living in mixed-status households. This chapter applies a social justice perspective, largely stemming from Prilleltensky's critical community psychological framework, to improve the relevance and usefulness of research on mixed-status families (Prilleltensky & Nelson, 1997). We discuss the utility of this social justice perspective in theory building, study design and implementation, and dissemination of findings regarding mixed-status families, with exemplars from recent research.

      PubDate: 2016-08-14T20:36:13Z
  • Chapter Nine And I Shot Her
    • Authors: Cecilia Wainryb; Stacia Bourne
      Abstract: Publication date: 2016
      Source:Advances in Child Development and Behavior, Volume 51
      Author(s): Cecilia Wainryb, Stacia Bourne
      War creates a multifaceted web of inequities that encompass most levels of the ecology of youth development. These include psychosocial inequities bearing on war-exposed youth's limited access to medical and educational services and job-training and employment opportunities, as well as some of the unique psychological sequelae of trauma exposure. In this chapter we put forth a twofold argument. First, we argue that the protracted hardships of war also create enduring psychological inequities that go beyond the well-documented psychosocial needs and psychological trauma, and encompass other aspects of youths’ healthy development; these are inequities inasmuch as they represent profound alterations of the developmental pathways available to war-affected youth. Second, we maintain that the psychological sciences must strive to understand such longstanding developmental inequities even if we do not, at this time, have the tools to fully address them.

      PubDate: 2016-08-14T20:36:13Z
  • Contents of previous volumes
    • Abstract: Publication date: 2016
      Source:Advances in Child Development and Behavior, Volume 51

      PubDate: 2016-08-14T20:36:13Z
  • Series Page
    • Abstract: Publication date: 2016
      Source:Advances in Child Development and Behavior, Volume 50

      PubDate: 2016-03-07T02:23:50Z
  • Contents of Previous Volumes
    • Abstract: Publication date: 2016
      Source:Advances in Child Development and Behavior, Volume 50

      PubDate: 2016-03-07T02:23:50Z
  • Toward an Intersectional Approach in Developmental Science: The Role of
           Race, Gender, Sexual Orientation, and Immigrant Status
    • Authors: Ghavami Katsiaficas; L.O. Rogers
      Abstract: Publication date: Available online 15 February 2016
      Source:Advances in Child Development and Behavior
      Author(s): N. Ghavami, D. Katsiaficas, L.O. Rogers
      Developmental theory and research have often focused on a single social identity category, for example, race or sexual orientation, and examined the consequences of that category on life outcomes. Yet intersectional models of social disadvantage (eg, Cole, 2009; Crenshaw, 1995; King, 1988) suggest that social categories combine to shape the experiences and life outcomes of individuals across life domains. In this chapter, we review empirical research that offers insight into the intersectionality of social identities across three critical developmental periods, namely, middle childhood, adolescence, and emerging adulthood. We also consider the consequences of intersecting identities across several life domains, including intergroup relations and political and civic engagement. Recognizing that the body of work on social identities is expansive, we focus our review on race/ethnicity, gender, sexual orientation, and immigrant status. In each developmental stage, we discuss what we know, drawing from the limited empirical literature, and offer suggestions on where we need to go moving forward. We conclude that research that focuses on as a single category and ignores the specific domain of development provides an incomplete and inaccurate picture that will hinder efforts to develop culturally appropriate and clinically effective prevention and intervention programs to meet the needs of our diverse children and youth living in the United States.

      PubDate: 2016-02-17T12:01:31Z
  • Social Inequality in Population Developmental Health: An Equity and
           Justice Issue
    • Authors: Daniel Keating
      Abstract: Publication date: Available online 8 February 2016
      Source:Advances in Child Development and Behavior
      Author(s): Daniel P. Keating
      The conceptual framework for this chapter focuses on outcomes in developmental health as a key indicator of equity. Not all disparities in developmental health are indicators of a failure of equity and justice, but those that are clearly linked to social patterns in theoretically coherent and empirically substantial ways serve as a powerful diagnostic tool. They are especially diagnostic when they point to social factors that are remediable, especially in comparison to societies in which such social disparities are sharply lower (Keating, Siddiqi, & Nguyen, 2013). In this chapter, I review the theoretical links and empirical evidence supporting this central claim and propose that there is strong evidence for the following critical links: (a) there is a compelling empirical connection between disparities in social circumstances and disparities in developmental health outcomes, characterized as a social gradient effect; (b) “drilling down” reveals the core biodevelopmental mechanisms that yield the social disparities that emerge across the life course; (c) in turn, life course effects on developmental health have an impact on societies and populations that are revealed by “ramping up” the research to consider international comparisons of population developmental health; and (d) viewing this integrated evidence through the lens of equity and justice helps to break the vicious cycle that reproduces social inequality in a distressingly recurring fashion.

      PubDate: 2016-02-09T06:30:06Z
  • A Right to Disclose: LGBTQ Youth Representation in Data, Science, and
    • Authors: S.D. Snapp; S.T. Russell Arredondo Skiba
      Abstract: Publication date: Available online 3 February 2016
      Source:Advances in Child Development and Behavior
      Author(s): S.D. Snapp, S.T. Russell, M. Arredondo, R. Skiba
      There has been growing attention to sexual orientation and gender identity (SOGI) in child and adolescent development, public discourse, and research. A strong tension is clear: The right for participation, and thus representation in data, science, and policy, is often understood as conflicting with the right for protection, that is, safety from disclosure of a marginalized orientation or identity. Both participation and protection rights are also closely tied to young people's rights to privacy (or lack thereof). We review recent scholarship on SOGI in developmental sciences in light of this tension. We focus on schooling as a salient developmental context for all youth, a place that is historically unsafe for lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) youth, and a context where researchers have identified gaps of knowledge as well as strategies for improvement. Our review focuses on the politics and processes of SOGI inclusion in education data collection efforts in the United States, an area where SOGI data collection is scarce in comparison to other systems of care, such as health. We suggest that one solution to the dilemma would be that youth have the right to disclose their SOGI information to whom and when they choose. We offer strategies on how to hold these tensions in balance and move toward SOGI-inclusive research and data collection so that LGBTQ youth can be represented in data, science, and policy.

      PubDate: 2016-02-09T06:30:06Z
  • A Mixed Methods Approach to Equity and Justice Research: Insights from
           Research on Children's Reasoning About Economic Inequality
    • Authors: R.S. Mistry; E.S. White K.A. Chow K.M. Griffin Nenadal
      Abstract: Publication date: Available online 27 January 2016
      Source:Advances in Child Development and Behavior
      Author(s): R.S. Mistry, E.S. White, K.A. Chow, K.M. Griffin, L. Nenadal
      Mixed methods research approaches are gaining traction across various social science disciplines, including among developmental scientists. In this chapter, we discuss the utility of a mixed methods research approach in examining issues related to equity and justice. We incorporate a brief overview of quantitative and qualitative monomethod research approaches in our larger discussion of the advantages, procedures, and considerations of employing a mixed methods design to advance developmental science from an equity and justice perspective. To better illustrate the theoretical and practical significance of a mixed methods research approach, we include examples of research conducted on children and adolescents’ conceptions of economic inequality as one example of developmental science research with an equity and justice frame.

      PubDate: 2016-01-28T17:51:46Z
  • Gender Stereotypes and Discrimination: How Sexism Impacts Development
    • Authors: C.S. Brown; E.A. Stone
      Abstract: Publication date: Available online 27 January 2016
      Source:Advances in Child Development and Behavior
      Author(s): C.S. Brown, E.A. Stone
      In this chapter, we summarize and integrate some of the latest developmental science research on gender stereotypes and discrimination in childhood and adolescence. We focus on five forms of sexism: (a) stereotypes and discrimination against boys regarding their school behaviors and disciplinary actions; (b) stereotypes and discrimination against girls in science, technology, engineering, and mathematics (STEM) domains; (c) stereotypes and discrimination in sports; (d) peer gendered harassment, including sexual harassment and teasing because of gender atypicality or nonconformity; and (e) sexualized gender stereotypes that sexually objectify girls and assume boys are sexually voracious. First, we document each type of sexism and examine children's awareness and perceptions of that bias, including their own self-reports and attributions. We examine the implications of this sexism for children and adolescents’ developmental health (i.e., social, academic, and psychological well-being). We then draw connections between these various areas of research, focusing on how these different forms of sexism interact to reduce equity and justice among children and negatively impact positive developmental outcomes. The chapter concludes with suggestions for future research.

      PubDate: 2016-01-28T17:51:46Z
  • Just Good Developmental Science: Trust, Identity, and Responsibility in
           Ethnic Minority Recruitment and Retention
    • Authors: Rivas-Drake T.C.; Camacho Guillaume
      Abstract: Publication date: Available online 25 January 2016
      Source:Advances in Child Development and Behavior
      Author(s): D. Rivas-Drake, T.C. Camacho, C. Guillaume
      Given the noted difficulty of recruiting and retaining ethnic and racial minority populations into various kinds of research endeavors (e.g., basic, prevention, intervention, health), they remain underrepresented and thus underserved by the research community as compared to other US groups. As developmental scientists, we often ask questions that imply longitudinal research designs, and thus, issues of attentiveness and responsiveness are paramount to the successful engagement (i.e., recruitment) and sustainability (i.e., retention) of our research with ethnic/racial minority samples. The goal of this chapter is to advance an ongoing dialogue about much of the work researchers of ethnic/racial minority child and youth development do in order to effectually recruit and retain youth and families but that is not often obvious to colleagues and readers of the final products. We frame our discussion with three key broadly significant themes: the role of trust, researcher identity and insider/outsider status, and responsibility. Perhaps most importantly, throughout the chapter, we provide concrete examples of the ways in which developmental scientists are transforming potential recruitment and retention challenges into opportunities in their own research programs.

      PubDate: 2016-01-28T17:51:46Z
  • Youth-Led Participatory Action Research: Developmental and Equity
    • Authors: E.J. Ozer
      Abstract: Publication date: Available online 25 January 2016
      Source:Advances in Child Development and Behavior
      Author(s): E.J. Ozer
      Youth-led participatory action research (YPAR) is an approach to scientific inquiry and social change grounded in principles of equity that engages young people in identifying problems relevant to their own lives, conducting research to understand the problems, and advocating for changes based on research evidence. This chapter provides an introduction to YPAR followed by consideration of the (a) developmental relevance of YPAR for marginalized youth, (b) implications of YPAR for developmental science research on inequities experienced by youth, and (c) potential opportunities and impact of YPAR for improving key developmental settings such as schools and youth-serving organizations. Resources for conducting YPAR projects are discussed, as well as the need for potential integration of YPAR and other participatory approaches to engaging youth and their expertise—at a significant enough scale to have a meaningful impact on policies and practices that affect youth development.

      PubDate: 2016-01-28T17:51:46Z
  • Struggles for Equal Rights and Social Justice as Unrepresented and
           Represented in Psychological Research
    • Authors: Elliot Turiel; Eunkyung Chung; Jessica A. Carr
      Pages: 1 - 29
      Abstract: Publication date: Available online 25 January 2016
      Source:Advances in Child Development and Behavior
      Author(s): E. Turiel, E. Chung, J.A. Carr
      Issues of equality and social justice remain important concerns for contemporary societies. Struggles for equal rights and fair treatment continue in both organized movements and in acts of everyday life. We first consider trends in psychological research that fail to address such struggles and may even impede theoretical understanding of the complex processes of thought and action involved when individuals confront situations of welfare, justice, and rights. Then, we consider research, which attempts to address these issues. We review studies on the development of moral judgments and on understandings of equality and distributive justice. We also discuss research that accounts for the varying social contexts of individual lives and conceives of human behavior as engaged in moral judgments, which often produce resistance and opposition to injustice. In conclusion, we call for more attention in psychological research to issues of equity and social justice.

      PubDate: 2016-01-28T17:51:46Z
      DOI: 10.1016/bs.acdb.2015.11.004
  • Social Justice and the Environmental Commons
    • Authors: Constance A. Flanagan; Rachel Byington; Erin Gallay; Allison Sambo
      Pages: 203 - 230
      Abstract: Publication date: Available online 13 June 2016
      Source:Advances in Child Development and Behavior
      Author(s): C.A. Flanagan, R. Byington, E. Gallay, A. Sambo
      In this chapter, we build on the scholarship on youth civic engagement by turning attention to the environmental commons as a space for political action. We begin with a definition of the term and arguments about ways that social justice is implied in it. Following that, we raise several psychological challenges to motivating action on behalf of the environmental commons and discuss the critical experiences and actions that can defy those challenges. Finally, drawing from Ostrom's empirical evidence opposing a tragedy of the commons, we discuss practices consistent with a social justice approach that nurture in younger generations an identification with and commitment to the environmental commons and discuss how this orientation would benefit human beings, democracies, and the earth.

      PubDate: 2016-06-16T19:02:33Z
      DOI: 10.1016/bs.acdb.2016.04.005
  • Global Equity and Justice Issues for Young People During the First Three
           Decades of Life
    • Authors: Anne Petersen; Silvia H. Koller; Frosso Motti-Stefanidi; Suman Verma
      Pages: 289 - 320
      Abstract: Publication date: Available online 17 June 2016
      Source:Advances in Child Development and Behavior
      Author(s): Anne Petersen, Silvia H. Koller, Frosso Motti-Stefanidi, Suman Verma
      This chapter takes a global perspective on equity and justice during development from childhood into adulthood. Globally, the population of young people is booming with the most rapid growth among young people in the poorest countries. While already faced with significant issues related to development and thriving, this population boom also exacerbates equity and justice for these children. Given this urgent situation, this chapter builds from the large body of minority world research, as well as the emergent majority world research, to argue that in order to turn the youth bulge into a demographic dividend, researchers must utilize a positive development framing rather than the more dominant problem-focused framing in studying these issues. The structural challenges confronting young people growing up in contexts marked by poverty; weak systems and institutions, especially those serving education, health, and justice; weak political and governance systems; and continual conflict must also be addressed by global and national governmental bodies. This chapter will emphasize the strengths and opportunities of the majority world, highlighting some of the strong, emergent examples of programs that support and develop the strengths of young people. We conclude with a discussion of appropriate support required from the minority and majority worlds that would further strengthen young people globally and enable them to become leaders of a more just, equitable world.

      PubDate: 2016-06-18T19:49:34Z
      DOI: 10.1016/bs.acdb.2016.05.006
  • Series Page
    • Abstract: Publication date: 2015
      Source:Advances in Child Development and Behavior, Volume 49

      PubDate: 2015-12-09T00:13:30Z
  • A Cultural Paradigm—Learning by Observing and Pitching In
    • Authors: Barbara Rogoff; Rebeca Mejía-Arauz; Maricela Correa-Chávez
      Pages: 1 - 22
      Abstract: Publication date: Available online 25 November 2015
      Source:Advances in Child Development and Behavior
      Author(s): Barbara Rogoff, Rebeca Mejía-Arauz, Maricela Correa-Chávez
      We discuss Learning by Observing and Pitching In (LOPI) as a cultural paradigm that provides an interesting alternative to Assembly-Line Instruction for supporting children's learning. Although LOPI may occur in all communities, it appears to be especially prevalent in many Indigenous and Indigenous-heritage communities of the Americas. We explain key features of this paradigm, previewing the chapters of this volume, which examine LOPI as it occurs in the lives of families and communities. In this introductory chapter, we focus especially on one feature of the paradigm that plays an important role in its uptake and maintenance in families, institutions, and communities—the nature of assessment. We consider the power of the dominant paradigm and the challenges in making paradigm shifts.

      PubDate: 2015-11-29T14:51:55Z
      DOI: 10.1016/bs.acdb.2015.10.008
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