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The Henry A. Murray Research Center: Alternative Data Sources - Unique, Yet Less Visible Archives and Programs

Offers a general overview of longitudinal research in the US across the 20th century & introduces the 14 "landmark" studies selected for this volume. The unique quality of longitudinal studies extending over several decades is discussed, noting the importance of placing them in their historical, social, cultural, scientific, & intellectual contexts. Contributors discuss what they learned over the course of their research & contemplate the long-term effects of their studies on both themselves as researchers & on their subjects; public & policy impacts are also assessed. Theoretical & methodological developments in the field of longitudinal research are explored, along with ways that these have changed both data collection & analysis. 4 References. K. Hyatt Stewart

Longitudinal studies and life-course research: innovations, investigators, and policy ideas / Janet Zollinger Giele -- How it takes thirty years to do a study / Frank F. Furstenberg, Jr. -- Looking backward: post hoc reflections on longitudinal surveys / Frank L. Mott -- Sheldon and Eleanor Glueck's unraveling juvenile delinquency study: the lives of 1,000 Boston men in the twentieth century / John H. Laub and Robert J. Sampson -- The study of adult development / George E. Vaillant -- The PSID and me / Greg J. Duncan -- Baltimore beginning school study in perspective / Doris R. Entwisle, Karl L. Alexander, and Linda Steffel Olson -- Historical times and lives: a journey through time and space / Glen H. Elder, Jr. -- Phenomenological perspectives on natural history research: the longitudinal Harlem adolescent cohort study / Ann F. Brunswick -- The origin and development of preschool intervention projects / David P. Weikart -- Plotting developmental pathways: methods, measures, models, and madness / Robert B. Cairns and Beverley D. Cairns -- Looking for trouble in paradise: some lessons learned from the Kauai longitudinal study / Emmy E. Werner -- Intergenerational panel study of parents and children / Arland Thronton, Ronald Freedman and William G. Axinn -- Generativity, identity, and the proclamation of landmarks / John Modell.

Studying human development involves describing, explaining, and optimizing intraindividual change and interindividual differences in such change and, as such, requires longitudinal research. The selection of the appropriate type of longitudinal design requires selecting the option that best addresses the theoretical questions asked about developmental process and the use of appropriate statistical procedures to best exploit data derived from theory-predicated longitudinal research. This paper focuses on several interrelated problematics involving the treatment of time and the timing of observations that developmental scientists face in creating theory-design fit and in charting in change-sensitive ways developmental processes across life. We discuss ways in which these problematics may be addressed to advance theory-predicated understanding of the role of time in processes of individual development.

This paper describes the configuration and changes in young adolescents' participation in structured after school activities. Using data from the 4-H Study of Positive Youth Development the 983 youth studied in both the first and the second waves of this research (fifth and sixth grade, respectively) were found to engage in structured after school activities at high levels. Fewer than 12% did not participate in any activities. Participation in multiple activities was the norm for these youth and the configuration of activities changed between grades. The breadth of participation in structured after school activities suggests, first, that it would be ideal to have broad community collaboration in regard to youth programming to ensure that youth receive excellent programming, no matter where they turn; and, second, that youth development researchers and practitioners need to consider new approaches to conceptualizing and evaluating the possible role of any one after-school program in promoting exemplary development.

The relations in early adolescence among out-of-school-time activities and indicators of youth development were assessed through the use of 8th grade data from the longitudinal, 4-H Study of Positive Youth Development. Hierarchical multiple linear regressions indicated that "hanging out" with friends without set plans and excessive media use were associated with lower behavioral engagement with school, lower academic achievement, and higher rates of risk behaviors. Youth who ate dinner with their family reported higher levels of emotional engagement, lower depression and risk behaviors, and better grades. Engagement in civic activities was associated with higher levels of emotional engagement. Behavioral and emotional engagement were both associated with better grades and lower depression. Emotional school engagement was also associated with lower rates of risk behaviors. Implications of the findings for evaluating the role of out-of-school-time activities and behavioral and/or emotional school engagement in academic achievement and youth development are discussed.

Theory and research suggest that structured, out‐of‐school‐time activities, and in particular youth development programs aimed at promoting positive youth development (PYD), are key developmental assets for such development. Using longitudinal data from 945 fifth and sixth graders participating in the 4‐H Study of PYD, initial descriptive information is presented about early adolescent participation in youth programs having or not having PYD goals. Within each grade, early adolescents participated in multiple programs (overall mean for Grades 5 and 6 are 3.8 and 2.9, respectively). In Grades 5 and 6, 44.1% and 35.8% of youth, respectively, participated in PYD‐related programs, but typically in combination with other program types. Researchers and practitioners should consider implications for healthy early adolescent development of participation in multiple programs, only some of which seek to promote PYD.

Research and practice in youth development converge in an interest in positive development, or thriving. They converge also in seeking to promote among youth an orientation to act in support of their own and others' well-being through contributions to self, family, and community. Based on the results of both qualitative (open and axial coding of parents' and students' answers to several open-ended questions) and quantitative analyses of data from Wave 2 (Sixth Grade; 2003-2004) of the 4-H Study of Positive Youth Development (PYD), we found that adolescents and parents define a thriving youth in different ways and, as well, that the groups differ in the salience of contribution as part of their respective conceptions of thriving. We discuss the implications for research and practice of the two generational groups' contrasting views of thriving and contribution.

Applied developmental scientists face the challenge of identifying research methods that enable the efficient collection of data from youth of diverse social backgrounds (e.g., ethnic. racial, religious, economic) and varying levels cognitive-linguistic and attentional skills. In addition, because access to youth during school time is often limited by educators' desire to preserve instructional time, finding methodologies to collect data from youth that are highly efficient, and also those that are feasible in less structured settings, are needed. This article outlines some of the benefits and limitations of using a voice-enhanced survey delivered on a personal digital assistants (PDA) as a method of gathering data from diverse youth in both, in and out-of-school contexts.

Urban Girls, published in 1996, was one of the first volumes to showcase the lives of girls growing up in contexts of urban poverty and sometimes racism and violence. It spoke directly to young women who, often for the first time, were seeing their own stories and those of their friends explained in the materials they were asked to read. The volume has helped to shape the way in which we study girls and understand their development over the past decade.Urban Girls Revisited explores the diversity of urban adolescent girls' development and the sources of support and resilience that help them to build the foundations of strength that they need as they enter adulthood. Urban girls are frequently marginalized by poverty, ethnic discrimination, and stereotypes suggesting that they have deficits compared to their peers. In fact, urban girls do often"grow up fast," taking on multiple adult roles and responsibilities in contexts of high levels of adversities. Yet a majority of these girls show remarkable strengths in the face of challenges, and their families and communities provide many assets to support their development. This new volume showcases these strengths.Contributors:Amy Alberts, Natasha Alexander, Murray Anderson, Elizabeth Banister, Cecilia Benoit, Kristen Boelcke-Stennes, Ana Mari Cauce, Elise D. Christiansen, Brianna Coffino, Catherine L. Costigan, Karin Coyle, Anita Davis, Jill Denner, Sumru Erkut, Kenyaatta Etchison, Michelle Fine, Yulika Forman, Emily Genao, Mikael Jansson, Chalene Lechuga, Stacey J. Lee, Richard M. Lerner, Nancy Lopez, Ann S. Masten, Jennifer McCormick, Jennifer Pastor, Erin Phelps, Leslie Prescott, Jean E. Rhodes, Ritch C. Savin-Williams, Anne Shaffer, Renee Spencer, Pamela R. Smith, Carl S. Taylor, Jill McLean Taylor, Virgil A. Taylor, Maria Elena Torre, Allison J. Tracy, Carmen N. Veloria, Martina C. Verba, and Janie Victoria Ward