4 results
Contributors
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- By Syed S. Ali, Nathan Allen, John E. Arbo, Elizabeth Arrington, Ani Aydin, Kenneth R. L. Bernard, Amy Caggiula, Nolan Caldwell, Jennifer L. Carey, Jennifer Carnell, Jayaram Chelluri, Michael N. Cocchi, Cristal Cristia, Vishal Demla, Bram Dolcourt, Andrew Eyre, Shawn Fagan, Brandy Ferguson, Sarah Fisher, Jonathan Friedstat, Brian C. Geyer, Brandon Godbout, Jeremy Gonda, Jeremy Goverman, Ashley L. Greiner, Casey Grover, Carla Haack, Abigail Hankin, John W. Hardin, Katrina L. Harper, Gregory Hayward, Stephen Hendriksen, Daniel Herbert-Cohen, Nadine Himelfarb, Calvin E. Hwang, Jacob D. Isserman, Joshua Jauregui, Joshua W. Joseph, Elena Kapilevich, Feras H. Khan, Sarvotham Kini, Karen A. Kinnaman, Ruth Lamm, Calvin Lee, Jarone Lee, Charles Lei, John Lemos, Daniel J. Lepp, Elisabeth Lessenich, Brandon Maughan, Julie Mayglothling, Kevin McConnell, Laura Medford-Davis, Kamal Medlej, Heather Meissen, Payal Modi, Joel Moll, Jolene H. Nakao, Matthew Nicholls, Lindsay Oelze, Carolyn Maher Overman, Viral Patel, Timothy C. Peck, Jeffrey Pepin, Candace Pettigrew, Byron Pitts, Zubaid Rafique, Chanu Rhee, Jonathan C. Roberts, Daniel Rolston, Steven C. Rougas, Benjamin Schnapp, Kathryn A. Seal, Raghu Seethala, Todd A. Seigel, Navdeep Sekhon, Kaushal Shah, Robert L. Sherwin, Kirill Shishlov, Ashley Shreves, Sebastian Siadecki, Jeffrey N. Siegelman, Liza Gonen Smith, Ted Stettner, Marie Carmelle Tabuteau, Joseph E. Tonna, N. Seth Trueger, Chad Van Ginkel, Bina Vasantharam, Graham Walker, Susan Wilcox, Sandra J. Williams, Matthew L. Wong, Nelson Wong, Samantha Wood, John Woodruff, Benjamin Zabar
- Edited by Kaushal Shah, Jarone Lee, Kamal Medlej, American University of Beirut, Scott D. Weingart
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- Book:
- Practical Emergency Resuscitation and Critical Care
- Published online:
- 05 November 2013
- Print publication:
- 24 October 2013, pp xi-xx
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four - Trends in adolescent time use in the United Kingdom
- Edited by Ann Hagell
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- Book:
- Changing Adolescence
- Published by:
- Bristol University Press
- Published online:
- 01 September 2022
- Print publication:
- 15 March 2012, pp 47-74
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Summary
Introduction
Asking how young people's use of time in the UK has changed over recent decades is an important, but deceptively simple, question. How we use our time is both a measurement of direct change, and is also an index of more subtle, underlying shifts in social values and preoccupations, so it is crucial to our task of looking at social change. Understanding what young people are doing and who they are doing it with is an important anchor for understanding the social patterning of interactions that are part of the transition to adulthood for young people.
The way that children and young people use their time involves both elements that are structurally arranged by the legal and statutory frameworks within which they order their days (compulsory attendance at education, for example), and elements of ‘free’ (and therefore more clearly ‘chosen’) time. Patterns of time use thus reflect both how we as a society shape our time, and how we decide to spend some of it ourselves. As Professor Robert Sampson challenged us early on in our work, understanding time use helps us see how we as a society have chosen (implicitly or explicitly) to structure the transition from adolescence to adulthood.
How we spend our time is such a crucial question that it formed a central part of the work of the Changing Adolescence Programme. We funded a team led by Professor Leon Feinstein who was then at the Institute of Education, working with Karen Robson and Annik Sorhaindo in London, and Dr Stephen Peck and Professor Jacqueline Eccles at the University of Michigan, USA. This chapter draws on the work that they did in setting out the key constructs and identifying previous work on the topic. As a result of the findings of the review, the Foundation also supported an exercise in mining the existing UK Time Use Surveys for useful data that would fill in some of the gaps, and help pose more sharply certain questions. This chapter synthesises the main messages from both the review, and from the additional analyses, as well as drawing on a wider reading of the relevant literature. Fuller versions of the work on which it draws are available from Dr Stephen Peck (for the review), or from the Foundation (for the data analysis).
Changing ecological determinants of conduct problems from early adolescence to early adulthood
- ARNOLD J. SAMEROFF, STEPHEN C. PECK, JACQUELYNNE S. ECCLES
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- Journal:
- Development and Psychopathology / Volume 16 / Issue 4 / December 2004
- Published online by Cambridge University Press:
- 01 December 2004, pp. 873-896
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- Article
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Changes in conduct problems from middle school through early adulthood were examined in a sample of 1191 African American and White males and females. Predictors were selected from a number of ecological contexts to examine the relative contribution of family, peer, school, and neighborhood factors to conduct problems during the 7th, 8th, and 11th grade and across transitions in middle school, into high school, and into young adulthood. Almost all contexts made a unique contribution to conduct problems except for the neighborhood setting. The variables that had the most regular influences during each of these periods were Family Consistent Control, Family Discipline Harshness, and Negative Peers. Positive family and positive peer variables had less consistent relations to outcomes. School variables were more influential in middle school than later. Few gender or race differences were found in the patterning of predictors across time. Studies using only one or two settings as predictors of conduct problems, may provide a misleading picture of their impact by excluding other contextual influences.
The authors acknowledge the Russell Sage Foundation, the National Institute of Child Health and Human Development, the National Institute of Mental Health, and the following individuals (listed alphabetically) for support during the preparation of this article: Elaine Belansky, Todd Bartko, Heather Bouchey, Nick Butler, Celina Chatman, Diane Early, Kari Fraser, Leslie Gutman, Katie Jodl, Ariel Kalil, Linda Kuhn, Sarah Lord, Karen McCarthy, Oksana Malanchuk, Alice Michael, Melanie Overby, Robert Roeser, Sherri Steele, Erika Taylor, Janice Templeton, Cindy Winston, and Carol Wong.
15 - Adaptation among Youth Facing Multiple Risks: Prospective Research Findings
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- By Arnold Sameroff, Center for Human Growth and Development, University of Michigan, Ann Arbor, MI, Leslie Morrison Gutman, Center for Human Growth and Development, University of Michigan, Ann Arbor, MI, Stephen C. Peck, Institute for Research on Women and Gender, University of Michigan, Ann Arbor, MI
- Edited by Suniya S. Luthar, Columbia University, New York
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- Book:
- Resilience and Vulnerability
- Published online:
- 05 June 2012
- Print publication:
- 05 May 2003, pp 364-391
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Summary
The high prevalence of mental health problems among children in the United States has continued to stimulate service-oriented professionals to seek targets for preventive intervention. In a 1999 survey of youth risk behavior during the previous year (Centers for Disease Control and Prevention, 2000), 28% of high school children felt blue or hopeless, 19% had considered suicide, and 8% had made an attempt. In terms of aggression, 36% had been in a physical fight. Academic problems were equally serious, with 30% of Hispanics dropping out before high school graduation compared to 14% of African Americans and 8% of whites. Although the majority of youth do not have such problems, the number who do is substantial.
Understanding the pathways that have led to such problem behavior is an important precursor of any successful intervention. Prevention is intimately connected to developmental concerns because there is an expected time course in which activities in the present will influence activities in the future. Where the problem seems to be in the family, school, or peer group, intuitively interventions should take place in those settings and should have immediate impact. Unfortunately, most interventions in single domains have not produced major reductions in problem behavior. It appears that children typically experience multiple risks in multiple social contexts; consequently, it is unlikely that a “magic bullet” for prevention or intervention will be found (Masten & Coatsworth, 1998).