Ethics in Research What is the Ideal data

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

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

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

WHAT IS PREVENTION SCIENCE RESEARCH? WORLDVIEWS & ASSUMPTIONS

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

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

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

Critical or sensitive Periods in development?

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

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

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

Data may drive Conclusions

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

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

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

History of Prevention Science in Child Development Research � Two recurring themes from early Child Development research �“Scientific Analysis of fundamental…problems” �“research and practice will react upon one another. ” � Research centers in 1930 s-40 s designed to produce research and disseminate best practice for parenting

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

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

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

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

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