Developmental Lens Research Articles

Deeply Rooted: Maximizing the Strengths of a Historically Black University and Community-based Participatory Research to Understand Environmental Stressors and Trauma among Black Youth.

This paper explores a partnership between an HBCU (Historically Black Colleges and Universities) and a community to understand trauma given the high rates of reported violence among youth locally. The accumulative stress of living in high-stress, high-poverty environments coupled with the normative developmental tasks of adolescence is thought to place these youths at risk for negative mental and physical outcomes (Murry et al., 2011). The current research uses a community-based participatory research (CBPR) approach and developmental lens to better understand environmental stressors and subsequent trauma among Black youth. Specifically, the paper describes the recruitment, engagement, and equitable partnership between a youth advisory board (YAB), university research team, and community agencies advisory board (CAB). The current work is part of a larger research study designed to explore environmental stressors, coping, and social supports for Black youth residing in low-resource urban communities. The broad objective of the research is to develop a trauma-informed community intervention to improve adolescent mental health. The initial phase of this university-community research, which entails the YAB, CAB, and university discussion groups, is outlined in this paper. Community engagement and trust are key factors described in the literature when collaborating with communities of color. These themes were reiterated by research partners in this study. The research team created coding terms to identify themes from YAB and CAB transcript data, respectively. YAB themes regarding stressors centered around financial strain, anger, and loss/violence. CAB themes regarding adolescent mental health and resources centered around trauma, trust, and sustainability. Initial steps to utilize the themes identified thus far are described. The unique advantages of an HBCU and CBPR to address mental health disparities in ethnic minority communities are also highlighted.

An exploratory study on the relationship between completion of Erikson’s fourth psychosocial stage and assurance of salvation

ABSTRACT Counseling professionals and trainees are encouraged to address clients’ presenting concerns through a developmental lens. A versatile theory appears to be Erikson’s Theory of Psychosocial Development, which looks at the human being through the lifespan approach. Through a cross-sectional quantitative method, this study explored the relationship between completion of Erikson’s fourth psychosocial stage and a Christian’s perceived assurance of salvation. Responses from 105 participants indicated that there was no statistically significant correlation between completion of Erikson’s fourth stage and perceived assurance of salvation. However, mean tests revealed gender, generational, and academic differences in the perceived assurance of salvation. Implications for pastors and counselors are explored.

With Awareness Comes Competency: The Five Awarenesses of Teaching as a Framework for Understanding Teacher Social-Emotional Competency and Well-being

ABSTRACT Research Findings Developing students’ social and emotional skills positively affects their academic success. The Prosocial Classroom model (PCM) highlights the importance of teacher’s social-emotional competency (SEC) and well-being. The current research extends the PCM by using the Five Awarenesses of Teaching Framework (The Framework) to understand teacher SEC through a developmental lens. We discuss how the Framework can inform and be informed by our understanding of Early Care and Education (ECE) teachers’ SEC. Eighteen ECE teachers participated in cognitive interviews and a deductive thematic analysis was used to categorize teachers’ interview data according to The Framework. Three key themes were identified: 1) The Framework described cognitive capacities relevant to ECE teacher SEC consistent with other teacher populations; 2) there was an underlying conflict between teachers’ keen awareness of student social-emotional learning (SEL) and an active suppression of their own social and emotional well-being; and 3) the impact and importance of race, ethnicity, and family engagement. Practice or Policy: Findings reveal that ECE teachers’ SEC and well-being can be described using The Framework. Additionally, the suppression of ECE teacher emotional needs and the importance of family engagement suggest important avenues for improving our understanding of ECE SEC and well-being.

Comparing the onset of child sexual abuse perpetration from adolescence into adulthood: Are there unique risks, and what does this mean for prevention?

BackgroundThere are no known studies that have directly compared factors associated with the onset of child sexual abuse (CSA) perpetration during emerging adulthood, with CSA perpetration in other life-stages. ObjectiveThis study investigated common and distinct factors associated with the onset of CSA perpetration (i.e., age at first child sexual offense) across the life course to inform, and tailor, current prevention efforts. Participants and settingThe sample comprised 354 males, from custodial and community corrections, and sentenced for sexual offenses against children. MethodsUsing self-report and official data, the sample was stratified into three age groups: adolescence (n = 214; 10–17 years), emerging adulthood (n = 39; 18−25 years) and later adulthood (n = 101; 26+ years). Bivariate analyses were conducted to compare developmental and contextual factors associated with CSA perpetration. A multinomial logistic regression was then performed to examine distinct risk factors for CSA-onset in emerging adulthood, compared to the other onset age groups. ResultsBivariate analyses identified similarities and differences among the groups. The multinomial regression identified several factors distinguishing the emerging-adulthood group from the adolescence and later-adulthood onset groups. The combined results point to some notable differences in the emerging-adulthood group, including the disproportionate number of offenses perpetrated against male children, strangers, and in public. ConclusionsImplications for existing prevention and rehabilitation strategies are discussed in light of these findings, especially the need for a developmental lens to prevention and intervention efforts. Research to further delineate risks unique to onset of CSA in emerging adulthood is also warranted.

Motivational climate, psychological needs, and personal and social responsibility in youth soccer: Comparisons by age group and competitive level

ObjectivesWe used a developmental lens to examine age group and competitive level differences on motivational climate dimensions, psychological needs satisfaction, and personal and social responsibility as well as relationships among variables, in line with basic psychological needs theory. DesignWe used a cross-sectional, correlational design. MethodGirls and boys age 8–13 on recreational and select soccer teams completed a survey. ResultsA 2 × 2 MANOVA showed main effects for age group and competitive level: early adolescents reported greater punishment for mistakes and autonomy compared to children; select players reported greater mastery climate dimensions and personal responsibility compared to recreational players. For all groups, path analyses revealed perceptions of cooperative learning were indirectly associated with personal and social responsibility, through coach and/or teammate relatedness. ConclusionsPatterns of relationships by age group and competitive level are discussed in reference to developmental literature. Results highlight the value of using a developmental approach to understand how coaches can promote youth soccer players’ psychological and social well-being.

Erythroid Lineage Cells in the Liver: Novel Immune Regulators and Beyond.

The lineage of the erythroid cell has been revisited in recent years. Instead of being classified as simply inert oxygen carriers, emerging evidence has shown that they are a tightly regulated in immune potent population with potential developmental plasticity for lineage crossing. Erythroid cells have been reported to exert immune regulatory function through secreted cytokines, or cell-cell contact, depending on the conditions of the microenvironment and disease models. In this review, we explain the natural history of erythroid cells in the liver through a developmental lens, as it offers perspectives into newly recognized roles of this lineage in liver biology. Here, we review the known immune roles of erythroid cells and discuss the mechanisms in the context of disease models and stages. Then, we explore the capability of erythroid lineage as a cell source for regenerative medicine. We propose that the versatile lineage of erythroid cells provides an underappreciated and potentially promising area for basic and translational research in the field of liver disease.

The Convergence Between Cultural Psychology and Developmental Science: Acculturation as an Exemplar.

The present article proposes an integration between cultural psychology and developmental science. Such an integration would draw on the cultural-psychology principle of culture–psyche interactions, as well as on the developmental-science principle of person↔context relations. Our proposed integration centers on acculturation, which is inherently both cultural and developmental. Specifically, we propose that acculturation is governed by specific transactions between the individual and the cultural context, and that different types of international migrants (e.g., legal immigrants, undocumented immigrants, refugees, asylum seekers, crisis migrants) encounter quite different culture–psyche interactions and person↔context relations. We outline the ways in which various acculturation-related phenomena, such as acculturation operating at macro-level versus micro-level time scales, can be viewed through cultural and developmental lenses. The article concludes with future directions in research on acculturation as an intersection of cultural and developmental processes.

Disordered Eating Among Trans-Masculine Youth: Considerations Through a Developmental Lens.

As with male populations more generally, eating disorder symptom expression among trans-masculine youth is understudied. Gender minority individuals are at increased risk for eating disorders; however, culturally responsive and developmentally tailored research is limited. Although all gender minority individuals may experience elevated risk for developing eating disorders, the focus of this article is trans-masculine youth. We provide a theoretical conceptualization of eating disorder symptom expression among this understudied group, and propose novel directions for research, particularly for youth at pubertal onset. Adolescence as a critical developmental period for intervention is highlighted.

Applying a Developmental Lens to Educational Game Designs for Preschoolers

Preschool-aged learners process information differently from older individuals, making it critical to design digital educational games that are tailored to capitalize on young children's learning capabilities. This in-depth literature synthesis connects features of digital educational game design - including visuals, feedback, scaffolding challenge, rewards, and physical interactions to how young children learn. Preschoolers' interests and abilities (e.g., limited attention-span, early reading skills, etc.) are different than older users. As such, developmental science should be used to guide the design of educational games from aesthetic decisions that capture preschoolers' initial interest (e.g., meaningful characters) to carefully select end-of-game rewards (e.g., leveling up). This article connects learning and developmental science research to the design of digital educational games, offering insights into how best to design games for young users and how to select developmentally appropriate games for children.

Aged experience – A cultural developmental investigation

The social representation of elder people is one of decline and loss. This is supported by psychological research that works on the level of functions. In this paper, the theoretical lens of functions is replaced with a cultural developmental lens. Drawing on the theoretical framework of Cultural Life Course, the paper sets out to explore aged life as it is experienced and made by elder persons, who all join the community of Danish Grandparents. In the analysis I include the characterization made of and by the community: “ We speak with an authority borne of age , experience and long perspective ”, as this articulates a contrasting point of view of aged living, voiced from within. The analysis of six life-courses will in this paper be presented through one life course, exemplifying the phenomenon under investigation. When looking through the lens of Cultural Life Course theory, the object formerly characterized as decay and loss reappears as a developmental phenomenon on both personal and collective cultural levels.

Ocular manifestations of homocystinuria due to cystathionine beta-synthase deficiency: A rare case report with genetic analysis

Microspherophakia is a developmental lens anomaly characterized by increased anteroposterior diameter and reduced equatorial diameter, which predisposes to secondary glaucoma. A 12-year-old boy presented with diminution of vision. Slit-lamp examination showed anteriorly dislocated crystalline lens. Blood analysis revealed elevated homocysteine levels. Genetic analysis showed cystathionine beta-synthase gene mutation, thus confirming the diagnosis of homocystinuria. To prevent secondary glaucoma, the patient was taken up for surgical intervention. This report highlights a case of homocystinuria with microspherophakia diagnosed with the help of genetic testing.

Child Maltreatment, Fathers, and Adolescent Alcohol and Marijuana Use Trajectories

Background: Little is known about heterogeneity in developmental trajectories of alcohol and marijuana use among at-risk youth. Objective: This study aims to examine how child maltreatment and father structural factors at different stages in the life course are associated with different patterns of alcohol and marijuana use trajectories. Methods: A sample of youth (N = 903) were drawn from the Longitudinal Studies of Child Abuse and Neglect (LONGSCAN). Latent class growth analysis was employed to assess heterogeneity in patterns of adolescent alcohol and marijuana use. In addition, binary logistic regression analysis was performed to examine child maltreatment and father structural factors across different developmental stages as predictors of membership in the identified alcohol and marijuana use trajectory classes. Results: For both alcohol and marijuana use, two distinct latent classes were identified: stable no/low alcohol use (74%) vs. increasing alcohol use (26%); stable no/low marijuana use (85%) vs. increasing marijuana use (15%). Emotional abuse during early childhood and physical abuse during adolescence predicted membership in the increasing alcohol use and the increasing marijuana use classes. The presence of father in the home during early childhood was associated with lower likelihood of being in the increasing alcohol use class. Conclusions: Our findings highlight the importance of understanding the etiology of adolescent substance use through a developmental lens. Screening of exposure to child maltreatment across different developmental stages and interventions promoting father engagement during early childhood might help mitigate the risk of adolescent alcohol and marijuana use.

Negative emotion differentiation through a developmental lens: Associations with parental factors and age in adolescence

Negative emotion differentiation (NED) is the ability to precisely discern negatively-valenced emotional states. Low NED has been linked to numerous negative outcomes. However, little is known about the conditions under which individual differences in NED emerge, particularly during adolescence, a potentially important developmental stage. We examined associations between NED (assessed using intraclass correlations between negative emotion [NE] ratings collected via intensive longitudinal methods), parental variables, and age. Adolescents (N = 233, Mage = 15.90, 53% female) and their parents completed interview measures of depression and self-report questionnaires; adolescents then completed a seven-day ecological momentary assessment. Lower NED was associated with greater parental depression, greater authoritarian parenting style, and lower parental attachment security. Age was negatively and linearly associated with NED. Results held controlling for mean NE and adolescent depression, although authoritarian parenting was non-significant controlling for other developmental variables. Findings suggest healthy parent-child relationships may relate to adolescents' ability to perceive NEs with nuance.

Proving their love: Violence and gender norms in descriptions of relationships among rural Mexican adolescents

Mexican youth from impoverished areas are at increased risk for experiencing relationship violence. Research in the United States has suggested that perpetration may be contextualized by culturally-influenced gender values, specifically performance of negative aspects of male masculinity (i.e., machismo) and its female counterpart (i.e., marianismo). This study utilized focus group methods to explore how middle school adolescents (N = 98) from a rural area of Central Mexico differentiate between healthy and unhealthy dating relationships.We evoked a feminist developmental lens to interpret themes which centralized males as physical and sexual aggressors and to offer culturally-relevant program and practice recommendations.

A Qualitative Study of “fa’a’amu” Kinship Care Experiences in Tahiti

“Fa'a'amu” is a type of adoption commonly found in French Polynesia involving open, informal adoption arrangements, in which the child maintains ties to the family of origin. Although the function that child circulation plays in Oceanic societies has been widely documented by anthropologists, the implications of fa'a'amu at the individual level have yet to be examined. To address this gap, an exploratory qualitative study was conducted to 1) examine the lived experiences of adults who were fa'a'amu as children, and 2) identify experiences and characteristics associated with positive psychosocial and mental health outcomes in adulthood. The sample consisted of 22 Tahitian adults, who had been fa'a'amu during childhood. Applying a developmental and attachment lens, we explored how participants experienced relationships with birth and adoptive families, and how being fa'a'amu impacted their sense of well-being, attachment, identity, and belonging. Data was collected through The Adult Attachment Interview and the Fa'a'amu Experience Interview, which were coded using thematic analysis. Factors associated with positive outcomes in adulthood included early age at adoption, sensitive fa'a'amu parents, positive or benign relationships with birth parents, and respect between fa'a'amu and birth families. Factors associated with emotional distress included late age at adoption, abandonment and rejection, exploitative fa'a'amu parents, and conflict between birth and fa'a'amu families.

ACTing As Yourself: Implementing Acceptance and Commitment Therapy for Transgender Adolescents Through a Developmental Lens

Transgender adolescents are at an increased risk for mental health concerns including depression, anxiety, suicidal ideation, substance abuse, and truancy. Transgender youth are especially vulnerable to victimization and bullying, often exacerbating mental health symptoms. Furthermore, typical adolescent developmental milestones as well as the unique developmental experiences of transgender adolescents make growth and identity development challenging. Acceptance and commitment therapy (ACT) is a third-wave cognitive therapy that focuses on acceptance, values-driven decisions, and committed action. Practitioners’ use of ACT has demonstrated effectiveness with at-risk adolescents and allows for transgender adolescent clients to gain more skills and support throughout their personal journey. In this article, we provide a case illustration and application of ACT with a transgender adolescent and also explore the developmental needs and considerations of this population in need.

Applying a Developmental Lens to Youth-Led Participatory Action Research: A Critical Examination and Integration of Existing Evidence

In light of the increasing global population of young people, practitioners and policy makers face formidable challenges in promoting positive youth development and the successful transition to adulthood. Youth participatory research is one promising and rapidly growing approach for generating evidence to inform policy and intervention strategies to best serve youth populations. Here, we consider how developmental science contributes to our understanding about the benefits—for youth, as well as for programs and policies—of engaging youth at different developmental stages in research. We link insights from developmental science to evidence from youth-engaged research to determine where the most fruitful developmental matches may occur. We can maximize the benefits for youth and simultaneously improve research projects when developmental needs, capacities, priorities, and constraints of youth in various stages are thoughtfully considered.

State‐Level Perspectives on Kindergarten Readiness

AbstractKindergarten readiness has received significant attention in recent years in response to concerns regarding preparing young children for school and beyond and mitigating persistent achievement gaps. Currently, there is little consensus around what factors drive and define kindergarten readiness. In this study, we sought to expand understanding of perspectives on how kindergarten readiness is defined, the role of early learning standards for defining kindergarten readiness, views about the implications of defining kindergarten readiness, and the utility of state definitions for guiding kindergarten readiness practices. Data sources included surveys, focus groups and interviews with individuals representing state early childhood education agencies, and existing state kindergarten readiness definitions. Collective study findings indicated that there is evidence of persisting variation in perspectives on how to define kindergarten readiness, reflecting continuing tension about the construct's meaning. Although state policy makers tend to view kindergarten readiness through a developmental lens rather than as a ready‐or‐not statement, they also emphasize the role of child attributes such as age or skills and knowledge outlined in early learning standards. Additionally, participants reported both positive views and apprehension around adopting a common definition to guide efforts to promote readiness. This investigation underscores the need for further consideration of adopting a universal, multifaceted kindergarten readiness definition that calls attention to the role of child and environmental inputs as a starting point for preparing all young children for school.

Children and Young People "In Care" Participating in a Peer-Mentoring Relationship: An Exploration of Resilience.

The aim of this study was to explore how a 1-year peer-mentoring relationship contributed to change in young women "in care." Twenty semistructured, one-to-one interviews were conducted with mentors (n=11) and mentees (n=9) recruited from two different London local authorities. Participants' accounts were interpreted through a developmental lens to uncover developmental aspects and locus mechanisms through which transformative change took place. Resilience as a healthy outcome was the result of the dual function the mentoring relationship performed. The mentoring relationship was protective against the risks associated with transitioning to independent living and/or adulthood, and promoted internal assets and competencies whereby the mentees' ability to resist them was enhanced. Establishing a trustworthy connection with a role model promoted developmental domains within mentees.

Applying an affordances approach and a developmental lens to approach adolescent social media use.

Social media use among adolescents is nearly ubiquitous. Researchers, educators and parents may find the ever-shifting landscape of social media challenging to understand. In this Educational Piece, we describe an affordances approach. Applying an affordances approach to social media can advance our understanding of social media as a set of functions rather than brand name platforms. We present an affordances approach alongside the critical developmental tasks of adolescence. Our goal is to advance our thinking and standards in communicating about social media and adolescents to inform better research and program design.