IRADS: Collaborative on the Analyses of Pathways from Childhood to Adulthood

IRADS：从童年到成年的路径分析合作

• 批准号: 0818478
• 负责人: Pamela Davis-Kean
• 金额: $ 170万
• 依托单位: Regents of the University of Michigan - Ann Arbor
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-09-01 至 2014-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0818478&HistoricalAwards=false
• 关键词: IRADS; Collaborative; Analyses; Pathways; Childhood

This collaboration aims to stimulate innovative, interdisciplinary analyses and interpretations of existing longitudinal data sets bearing on pathways through human development. Tracing the interacting effects of family, peer, neighborhood, and school influences during childhood on life success and problem behaviors in adulthood is a challenging task that is critical to understanding human development and designing interventions to treat maladaptive behavior. Individual longitudinal research projects that follow children over time usually have focused on a limited number of childhood factors that might shape later behavior. At the heart of this Collaborative is the recognition that each of the disciplines in the social and behavioral sciences has made substantial contributions to our collective understanding of human behavior and development. The evolution of our science now requires a coordinated approach to further elucidate the complexities of experience and development; thus, the current Collaborative involves sociologists, economists, education specialists, and psychologists. This Collaborative is broader in scope than previous efforts in several ways: (1) it begins with a relatively large set of established, similar, and committed longitudinal projects involving scholars from a range of behavioral science disciplines; (2) it examines the full span of life-course development, from childhood to adolescence to adulthood and across generations; (3) it examines human development in the many contexts in which it occurs, including families, the peer group, neighborhoods, schools, and communities; (4) it utilizes the most advanced statistical analysis techniques; (5) findings will have implications for understanding and creating effective interventions; and (6) there will be widespread dissemination of both the substantive and methodological knowledge. A sample of specific topics include: factors affecting children's school readiness; effects on children of parents obtaining additional educational experiences; the bidirectional effects of parenting strategies on children's behavior over time; and adulthood outcomes (e.g., educational and occupational success, substance use) of childhood and adolescent aggression. In sum, after several decades of productive yet fragmented longitudinal research in the field, this Collaborative intends to integrate and replicate findings from existing longitudinal (community-level, national, and international) studies and take many steps forward in our knowledge of developmental science.The Collaborative fosters new methodological and statistical approaches, particularly models that examine simultaneous, multiple interacting ecological contexts, which will be disseminated through conferences, published papers, and invited talks. The Collaborative involves experts from a variety of disciplines in its meetings and activities, and encourages the participation of underrepresented undergraduate, graduate, and postdoctoral students, and faculty both from the University of Michigan and from the project sites. Results will inform psychosocial interventions and social policy. To the extent that researchers can more fully understand the influences and mechanisms that contribute to success and lack of success in life, the more likely it is that interventions can be created that will make a difference to individuals, families, schools, and neighborhoods. It is a specific focus of this Collaborative to examine social policies in different countries to understand how the well-being of children and families may differ due to the policy conditions in each country. Efforts will be made to disseminate the research findings of the Collaborative beyond academic circles to policymakers, researchers, and other important stakeholders in intervention and policy development.

这一合作的目的是鼓励对现有的关于人类发展途径的纵向数据集进行创新的跨学科分析和解释。追踪童年时期家庭、同伴、邻里和学校的影响对成年后生活成功和问题行为的相互作用是一项具有挑战性的任务，对于理解人类发展和设计干预措施来治疗适应不良行为至关重要。长期跟踪儿童的个别纵向研究项目通常集中在可能影响儿童日后行为的有限的儿童因素上。这个合作的核心是认识到，社会和行为科学的每个学科都为我们对人类行为和发展的集体理解做出了重大贡献。我们科学的发展现在需要一个协调的方法来进一步阐明经验和发展的复杂性;因此，目前的合作涉及社会学家，经济学家，教育专家和心理学家。这一合作在几个方面比以前的努力范围更广：（1）它开始于一个相对较大的建立，类似的，并承诺纵向项目，涉及来自一系列行为科学学科的学者;（2）它考察了生命历程发展的整个跨度，从童年到青春期到成年，跨越几代人;（3）它在许多发生人类发展的环境中考察人类发展，包括家庭、同龄人群体、邻里、学校和社区;（4）它利用最先进的统计分析技术;（5）研究结果将对理解和创造有效的干预措施产生影响;以及（6）将广泛传播实质性知识和方法学知识。具体主题的样本包括：影响儿童入学准备的因素;父母获得额外教育经验对儿童的影响;随着时间的推移，养育策略对儿童行为的双向影响;以及成年结果（例如，教育和职业成功，物质使用）的儿童和青少年的攻击。总之，在该领域进行了几十年富有成效但零散的纵向研究之后，该合作计划旨在整合和复制现有纵向研究的结果。（社区一级，国家和国际）研究，并采取了许多步骤，在我们的发展科学的知识。协作促进新的方法和统计方法，特别是模型，检查同时，多个相互作用的生态环境，将通过会议、发表论文和应邀演讲传播。该合作涉及来自不同学科的专家在其会议和活动，并鼓励代表性不足的本科生，研究生和博士后学生，以及来自密歇根大学和项目现场的教师的参与。研究结果将为心理社会干预和社会政策提供信息。 研究人员能够更充分地了解导致生活中成功和失败的影响和机制，就越有可能创造出对个人、家庭、学校和社区有所作为的干预措施。这是一个具体的合作重点，审查不同国家的社会政策，了解儿童和家庭的福祉如何可能因每个国家的政策条件而有所不同。将努力向决策者、研究人员和干预和政策制定方面的其他重要利益攸关方传播学术界以外的协作研究成果。