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Using the life course perspective to examine the longer-term career patterns of more than 5,000 humanities and humanistic social sciences PhDs, this study illustrates the multiple pathways to the professoriate and the importance of academic aspirations and linked lives in career trajectories. Marital status and having young dependents in the household influence the career patterns of men and women differently; however, there is permeability between other employment sectors and tenure-track faculty positions. While the majority of PhDs intended academic careers, PhDs in the non-profit (nonacademic) sector report a higher rate of job satisfaction compared to PhDs in tenure-track faculty positions.

The overwhelming majority of play research concerns juveniles. However, a full understanding of the phenomenon requires knowledge of play and playfulness across the life spans of those animals, including humans, who play in adulthood. The authors investigate a theory of play based on Darwin's concept of sexual selection that may account for the existence of play among adult humans. The authors hypothesize that playfulness becomes a highly desired characteristic in potential long-term mates but also that the reasons for desiring playful mates differ for males and females. The authors suggest that for males, playfulness in females signals youth and, hence, fecundity; for females, playfulness in males signals nonaggressiveness. They test these hypotheses using mate-preference data. (Contains 3 figures.)

The processes of puberty, including reproductive fertility and social-role transitions, now begin earlier, last longer, and are experienced in very different contexts. Because of this, all children and adolescents need good-quality puberty education in school curricula, and this need is supported by positive cost-benefit analysis and international professional consensus. The introduction of a new nationwide curriculum is an ideal opportunity to seek evidence for the presence of puberty education, in this case, in the Australian Curriculum. This study, a concise account of the first-known search for such evidence, aims to examine the compulsory curriculum Content Descriptions in the subject Learning Areas (LAs) developed for Australian students in Years 1-10. Quantitative and qualitative content analyses were conducted of audits taken at critical learning/teaching stages for students aged 5, 10 and 15. Findings highlight negligible levels of puberty education presence, even in the LA of Health and Physical Education (HPE), but immense potential for the inclusion of puberty education in all audited LAs. The introduction of consistent, continuous and competent programmes in all school years would likely enhance students' well-being, health and safety, educational outcomes and life chances.

Critical realism is a philosophy of social science that analyses and aims to remedy current problems and gaps. Basic tenets of positivist and quantitative research tend to contradict those of qualitative and interpretive research, and critical realism proposes ways to resolve the contradictions. Vital themes in childhood research that are reviewed in this article include a comparison with feminist research, critical realism, being and thought, transitive and intransitive, theory/practice consistency, agency and structure, closed and open systems, micro and macro in the global/local nexus, four planar social being, facts and values, and transformative change through the four-stage MELD dialectic. Critical realism aims to understand the world in order to be able move from coercion towards creative liberating power.

The passage of the Individuals With Disabilities Education Improvement Act and the No Child Left Behind Act has highlighted the importance of all students having access to the general education curriculum. Because students with disabilities are being included in the general education classroom in greater numbers, teachers need to implement research-based instructional strategies. To extend research on one effective strategy, the authors used a single case ABAB reversal design to investigate the effects of using response cards on active student responding and on-task behavior for five students with intellectual disabilities during science and social studies lessons in the general education classroom. Results suggest increased active student responding and on-task behavior for all five participants. A discussion of study limitations, implications, and future research directions is included.

The objective of the study was to examine the performance characteristics and differences between English and Oriya medium school children on various cognitive processing, reading, academic achievement, and teacher perception measures. The sample consists of 243 schoolchildren, 120 from Grade IV and 123 from Grade VII from three different schools of Cuttack city in Orissa, India. The children were individually administered the Figure-Copying, Raven's Progressive Matrices, Matching Familiar Figure Task, Serial Recall, Digit-Span, Wechsler's Intelligence Scale for Children, Block Design, Cloze Reading Comprehension, and Oral Reading tasks. Classroom Achievement scores on different subjects and the teachers' ratings about their students were also taken. Results revealed that children reading in English medium schools outperformed their Oriya medium counterparts in some cognitive measures such as Figure Copying, MFFT, RPM, and Digit-Span tasks irrespective of levels. However, the children studying in Oriya medium schools scored higher in Reading Comprehension task and commit less error compared with their English medium counterparts. However, in case of academic achievement measures at primary level, the Oriya medium children performed better in social science, whereas the English medium students excelled in first language and mathematics. The teachers of Oriya medium schools also rated their children better in general conduct, motivation, and effort in schoolwork, whereas, at the secondary level, there was no difference between these two groups in academic achievement or teacher perception measures.

Instead of relying on colonial and Western developmental logic to understand and research gender, this paper proposes interfering as a strategy toward generating gender knowledges that are more inclusive to other-than-Western concepts and contexts. This paper shows how post-developmental perspectives interfere with psychological and biological scientific logics that feed into common sense explanations of gender. Interference is discussed as one of a number of post-developmental practices that can illuminate the social construction of gendered childhoods and the position of the child as agentic. The paper ends by highlighting other-than-Western gender research that draws from post-Confucianism to interfere with the universal gendered girl and boy child. It is a move toward gathering and generating new gender knowledges.

In recent years, research in the area of intervention development has been shifting from the traditional fixed-intervention approach to "adaptive interventions," which allow greater individualization and adaptation of intervention options (i.e., intervention type and/or dosage) over time. Adaptive interventions are operationalized via a sequence of decision rules that specify how intervention options should be adapted to an individual's characteristics and changing needs, with the general aim to optimize the long-term effectiveness of the intervention. Here, we review adaptive interventions, discussing the potential contribution of this concept to research in the behavioral and social sciences. We then propose the sequential multiple assignment randomized trial (SMART), an experimental design useful for addressing research questions that inform the construction of high-quality adaptive interventions. To clarify the SMART approach and its advantages, we compare SMART with other experimental approaches. We also provide methods for analyzing data from SMART to address primary research questions that inform the construction of a high-quality adaptive intervention. (Contains 4 tables, 4 figures, and 2 footnotes.)

Parent training (PT) is well established for reducing child externalizing problems; however, lower rates of engagement in PT among ethnic minority/immigrant families have been found. We assessed PT acceptability among Chinese immigrant parents and explored clinical and cultural factors that may be associated with acceptability. Participants were a community sample of 145 Chinese immigrant parents (84% mothers) between the ages of 32 and 65 years (M=43.3 years, SD=6.2) who had children (84 boys, 59 girls) between the ages of 4 and 17 years (M=10.7 years, SD=3.6). Results suggest that parents found positive reinforcement techniques significantly more acceptable, less problematic, and more likely to be supported by others than punishment-based techniques. Parents who endorsed the Chinese child-rearing value of shaming were less likely to find PT acceptable. Parents who reported greater dysfunction in parent-child interactions rated PT as more acceptable, and families with prior Child Protective Services (CPS) involvement rated PT as less acceptable. However, previous mental health treatment appears to bolster acceptability among parents with prior CPS involvement. Clinical implications for addressing barriers to PT engagement and future research directions are discussed. (Contains 4 tables and 3 figures.)

This article looks at the impact of Philippe Aries's classic "L'Enfant et la vie familiale sous l'ancien regime", published in 1960. His well-known idea of the emergence of "Le sentiment de l'enfance" caused a lively debate among historians and social scientists resulting in fundamental contributions to our knowledge about the early phase of the life cycle and about family life in former times. Moreover, Aries introduced a new and innovative use of sources and put new topics on the scientific agenda that would dominate the agenda of the history of education and childhood for many years. Aries's book perfectly satisfied both the scientific need for historicising the social sciences and the societal need considering the family, childhood, youth, and the relationship between the sexes, as historical instead of structural or even natural phenomena. With conceiving, as Aries did, the history of the family and of childhood and youth as a story of continuity and change, it became possible to contemplate about making the family more egalitarian, the relationship between children and parents, and between pupils and schoolmasters more communicative, and intersexual relations more based on autonomy. So, Aries, the "anarchist of the right", became the hero of modernisation.

It is well established that visual search becomes harder when the similarity between target and distractors is increased and the similarity between distractors is decreased. However, in models of visual search, similarity is typically treated as a static, time-invariant property of the relation between objects. Data from other perceptual tasks (e.g., categorization) demonstrate that similarity is dynamic and changes as perceptual information is accumulated (Lamberts, 1998). In three visual search experiments, the time course of target-distractor similarity effects and distractor-distractor similarity effects was examined. A version of the extended generalized context model (EGCM; Lamberts, 1998) provided a good account of the time course of the observed similarity effects, supporting the notion that similarity in search is dynamic. Modeling also indicated that increasing distractor homogeneity influences both perceptual and decision processes by (respectively) increasing the rate at which stimulus features are processed and enabling strategic weighting of stimulus information. (Contains 9 tables and 11 figures.)

This special issue, Developing Social- Emotional and Behavioral Interventions with School Communities: Systematic and Collaborative Processes, reflects the current state of the science for improving schools to better educate children and adolescents and promote their behavioral health. The innovations described in this volume describe advancements in intervention programs and in implementation and school change at a broader level. After briefly commenting about the contributions to this special issue, I go on to suggest ways to expand the focus of our science to innovate more effective school systems. In doing so, I touch on lessons learned by our research group as we collaborated with public school systems during the past 20 years. (Contains 2 figures.)

This article explores theoretical and methodological issues associated with task-based interviews conducted with pairs of children. We explore different approaches to interviews from sociological, psychological and subject-based perspectives. Our interviews, concerning mathematical questions and carried out with pairs of 10 and 11-year-olds, are drawn on and we conclude that the consensus and conflict identified as being associated with paired interviews in social science paradigms are also relevant to task-based interviews, but take different forms. Children interviewed in pairs about tasks they have previously completed sometimes show cognitive conflict related to mathematics, but sometimes the conflict has social bases. Children interviewed in pairs whilst they work on tasks often search for consensus, which can take the form of co-construction of knowledge. (Contains 2 figures and 2 tables.)

Shared residence is often presented as an arrangement that is in the best interests of the child following the divorce of its parents. Based on in-depth interviews with Norwegian children who have experienced shared residence, this article seeks to explore some dilemmas concerning time, agency and the children's emotions. Three characteristics of shared residence and time-sharing are presented--flexibility, ambiguity and rigidity--which points to different challenges in understanding the circumstances in which shared residence become a valuable arrangement for children. The article argues that both time and emotional dilemmas regarding shared residence should be further investigated both empirically and theoretically, and that children's agency should be acknowledged more fully.

A flood of contradictory publications claim widely different methods to be "evidence-based." What then are the key principles for success with challenging youth? Amidst all the confusion, how do we identify powerful universal truths? The answer lies in a "consilience," which involves drawing information from multiple fields of knowledge. Consilience combines research from the natural sciences and the social sciences with wisdom from experience and values. The authors propose twenty evidence-based principles meeting this test for truth. (Contains 2 figures.)

Faith and beliefs about living and dying are fundamental constituents of spiritual development. However, children are seldom asked to talk about their experiences of life and death. This article has a twofold purpose. It first describes children's expressions on living and dying, as heard during a newly developed programme which encourages children's participation as active subjects of their spiritual journey. This programme, the Grande Halte, began in 2004 within the changing context of Christian religious education in a secular Quebec. Secondly, it proposed a theological reflection informed by the social sciences and the social context of the milieu, and based on children's expressions. It suggests that stories and symbols are needed in order to develop a coherent horizon of meaning in one's life. The relational dimension of the process is also highlighted. (Contains 4 notes.)

The division of cognitive labor is fundamental to all cultures. Adults have a strong sense of how knowledge is clustered in the world around them and use that sense to access additional information, defer to relevant experts, and ground their own incomplete understandings. One prominent way of clustering knowledge is by disciplines similar to those that comprise the natural and social sciences. Seven studies explored an emerging sense of these discipline-based ways of clustering of knowledge. Even 5-year-olds could cluster knowledge in a manner roughly corresponding to the departments of natural and social sciences in a university, doing so without any explicit awareness of those academic disciplines. But this awareness is fragile early on and competes with other ways of clustering knowledge. Over the next few years, children come to see discipline-based clusters as having a privileged status, one that may be linked to increasingly sophisticated assumptions about essences for natural kinds. Possible mechanisms for this developmental shift are examined. (Contains 8 figures and 5 tables.)

The social neuroscience of child and adolescent depression is inherently multidisciplinary. Depressive disorders beginning early in life can have serious developmental and functional consequences. Psychopathology research has described depression's defining clinical and contextual features, and intervention research has characterized its response to treatment and prevention programs. Neuroendocrine, electrophysiological, and neuroimaging studies have identified core neurobiological aspects of early-onset mood disorders. These areas are reviewed using a developmental social neuroscience perspective for integrating disparate observations. The paper introduces a dynamic adaptive systems framework, and it discusses hedonic capacity, stress sensitivity, ruminative self-focus, and attentional impairments as fundamental components of mood disorders.

Social science research shows that contemporary women endorse feminist goals at rates similar to women in the 1970s. However, generations may differ in some aspects of their relationship to feminism. This study of 333 university alumnae examined expressions of feminism across three generations. We provide the first empirical evidence to support Stewart and Healy's (1989) prediction about the impact of social events experienced in childhood; only the youngest cohort recalled holding feminist beliefs as children. Additionally, each cohort identified feminist influences from the period coinciding with their own identity-forming adolescence as most important, although feminism was related to other beliefs in a similar way for each cohort. The Women's Movement appears to be internalized differently depending on developmental life stage.

The challenge of transforming our educational thinking and practices to achieve genuine rather than token inclusion asks that we examine select ideas from the natural and social sciences that have served to colonize the childhood disability field through hegemonic educational discourses. This article examines the colonizing discourses that have limited the possibilities for education available for students with disabilities, particularly those with learning disabilities, through placing them as disadvantaged through a process of being "othered." We then present three alternative, decolonizing discourses, which open greater possibilities for persons with disabilities through the adoption of an emancipatory rather than a compensatory orientation to learning.

Physicians, including child and adolescent psychiatrists, show variability and inaccuracies in diagnosis and treatment of their patients and do not routinely implement evidenced-based medical and psychiatric treatments in the community. We believe that it is necessary to characterize the decision-making processes of child and adolescent psychiatrists using theories and methods from cognitive and social sciences in order to design effective interventions to improve practice and education. This paper selectively reviews the decision-making literature, including recent studies on naturalistic decision making, novice-expert differences, and the role of technology on decision making and cognition. We also provide examples from other areas of medicine and discuss their implications for child psychiatry.

Pervasive though it is in modern life, the concept of self-esteem is often viewed with distrust. This paper departs from an idea that was recently aired by Richard Smith: that we might be better off without this concept. The meaning of self-esteem is explored within four homes: the self-help industry, social science, therapy and education. It is suggested that the first two use a simple concept of self-esteem that indeed we are better off without. This concept eliminates the distinction between truthfulness and delusion, and relies on a chimera of quantifiability. The much richer concept of situated self-esteem is explored, and it is argued that low self-esteem in children (often narcissistically disguised) should command the attention of educators. Teachers should address this through education and communication, and reject the idea (prevalent in the USA) of boosting self-esteem through a content-free curriculum.

Argues the importance of context to the description, theory, and understanding of human behavior because it influences children's primary group relations with family members, teachers, and peers. The article explains that, to be useful for children, social policies must inform the public on how its projected changes will influence socialization processes and related outcomes. (GR)

In an effort to promote cultural literacy in children and young adults, the Racism and Social Justice Committee of the National Council for the Social Studies created the Carter G. Woodson Book Award. The purpose of the Woodson Award, given annually since 1974, is to promote the writing, publishing, and dissemination of sensitive and accurate social science books for children. These works are to promote an understanding of ethnic minorities and relations in the United States. The award was named in honor of an African American pioneer in the field of black studies, Dr. Carter G. Woodson. Dr. Woodson, social scientist and educator, dedicated his life to research, writing, and publishing works that increased literary resources available on black history and the significant contributions of black Americans. This article presents the book award winners at the elementary (K-6), middle (5-8), and secondary (7-12) levels for 2009. These award and honor books have been determined to be superior examples of books that focus on individual or collective experiences of ethnic minorities in the United States. It also presents reviews that provide a summary of each book along with specific NCSS thematic strands identified for curriculum development and classroom use.

Physical activity in childhood is essential for healthy development and wellbeing and school grounds can provide neighbourhood access to safe play spaces. This study examines the relationship between school demographics (school size, school decile, ethnicity of students and population density) and whether school grounds are open or closed for community use outside school hours. Data were gathered from 391 primary and intermediate schools across Tāmaki Makaurau (Auckland), Aotearoa New Zealand (84% of Auckland schools) with 250 schools participating in the full survey. The results indicate that higher school decile and lower population density are associated with school grounds being available for community use. This result is concerning. With closed school grounds more likely to be in lower socio-economic and higher population density areas, the children most affected are the same group who have fewer opportunities and less spaces for active play. The main reason schools closed their grounds was ‘vandalism /graffiti/theft concerns’. Low decile schools whose grounds were open outside of school hours shared a similar commitment to involve their communities widely in school activities and found doing so decreased the levels of vandalism. Their approach may offer useful insights to schools that are currently closed.

As an effort to realize children's concern for each other, an activity was carried out with the union of parents and teachers at one of the kindergartens in Beji Timur, Depok. This moment continues previous activities with the aim of being a solution to maintain the sustainability of social activities at Raudhatul Athfal Taufiqurrahman. Using participatory action research, the approach involves providing dissemination to children about the importance of sharing with others. The activity was carried out in the month of Ramadan, attended by 30 students with the school principal, accompanying teachers, and representatives of the student’s parents. At this event, the children distributed gifts to orphans and people in need around the school. With this action, children experience sharing with others so that the support of parents and teachers is expected to be touched and interested in social activities. This effort is related to the formation of good character in children so that collaboration with stakeholders will support the sustainability of this education. The togetherness of several parties is a form of subjective norm so that children become more interested in social activities. Meanwhile, messages reminded by teachers and mothers at home can form a positive attitude towards social activities. In this way, children can assess this activity as a positive experience, thereby fostering awareness and prosocial behavior in their adult years. This is in line with the sustainable development goals to ensure development progress for children. As a recommendation, further activities can be carried out with orphanages.

Positive mental health thrives on strong social and emotional connections. Cultivating a child's ability to forge close, secure, and meaningful relationships is the cornerstone of well-being. Yet, pandemic-induced isolation has created barriers to face-to-face interaction with friends, posing a significant challenge to this critical developmental task. This scoping review delves into previous research concerning children's socio-emotional well-being before and during the pandemic. We screened studies, focusing solely on those directly addressing the core issues impacting children's emotional landscape. Our findings reveal disturbing trends: the pandemic has amplified anxieties, particularly among vulnerable children. The evidence speaks for itself – this global health crisis has inflicted a negative impact on children's socio-emotional health. In response, researchers have proposed a range of policy recommendations to equip teachers and parents with the tools to recognize and mitigate the pandemic's consequences on children. Among these, ongoing debriefing sessions for teachers can foster understanding and gradually alleviate anxieties that ripple through classrooms. Simultaneously, parents – as children's primary caregivers – must remain informed and offer unwavering support, actively monitoring and addressing anxieties within their homes.

The purpose of this study is to investigate the phenomenological aspects of religious value development in the children of Muslim migrant worker households on Lombok Island and determine the tactics they employ to maintain their religious identity. This study employed a descriptive qualitative research method based on observations and interviews. This study's fundamental information was derived from primary data collected through in-depth interviews with several children (aged 4 to 10 years) from Muslim migrants' households. The findings emphasized the complex link between religious principles, cultural identity, and societal elements in the development of Muslim children. Meanwhile, this study will help us better understand the complex connection between migration, religion, and cultural identity and provide valuable insights into the challenges and opportunities that migrant families face when keeping their religious beliefs.