Handbook of child psychology and developmental science vol 4 ecological settings and processes 2015

HANDBOOK OF CHILD PSYCHOLOGY AND DEVELOPMENTAL SCIENCE HANDBOOK OF CHILD PSYCHOLOGY AND DEVELOPMENTAL SCIENCE Seventh Edition Volume Ecological Settings and Processes Volume Editors MARC H BORNSTEIN TAMA LEVENTHAL Editor-in-Chief RICHARD M LERNER Cover image: Wiley This book is printed on acid-free paper Copyright © 2015 by John Wiley & Sons, Inc All rights reserved Published by John Wiley & Sons, Inc., Hoboken, New Jersey Published simultaneously in Canada No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, (978) 750-8400, fax (978) 646-8600, or on the web at www.copyright.com Requests to the Publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, (201) 748-6011, fax (201) 748-6008 Limit of Liability/Disclaimer of Warranty: While the publisher and author have used their best efforts in preparing this book, they make no representations or warranties with respect to the accuracy or completeness of the contents of this book and specifically disclaim any implied warranties of merchantability or fitness for a particular purpose No warranty may be created or extended by sales representatives or written sales materials The advice and strategies contained herein may not be suitable for your situation You should consult with a professional where appropriate Neither the publisher nor author shall be liable for any loss of profit or any other commercial damages, including but not limited to special, incidental, consequential, or other damages This publication is designed to provide accurate and authoritative information in regard to the subject matter covered It is sold with the understanding that the publisher is not engaged in rendering professional services If legal, accounting, medical, psychological or any other expert assistance is required, the services of a competent professional person should be sought Designations used by companies to distinguish their products are often claimed as trademarks In all instances where John Wiley & Sons, Inc is aware of a claim, the product names appear in initial capital or all capital letters Readers, however, should contact the appropriate companies for more complete information regarding trademarks and registration For general information on our other products and services please contact our Customer Care Department within the United States at (800) 762-2974, outside the United States at (317) 572-3993 or fax (317) 572-4002 Wiley publishes in a variety of print and electronic formats and by print-on-demand Some material included with standard print versions of this book may not be included in e-books or in print-on-demand If this book refers to media such as a CD or DVD that is not included in the version you purchased, you may download this material at http://booksupport.wiley.com For more information about Wiley products, visit www.wiley.com Library of Congress Cataloging-in-Publication Data: Handbook of child psychology Handbook of child psychology and developmental science / Richard M Lerner, editor-in-chief.—Seventh edition online resource Revision of Handbook of child psychology Includes bibliographical references and index Description based on print version record and CIP data provided by publisher; resource not viewed ISBN 978-1-118-13680-5 (Vol 4, cloth) ISBN 978-1-118-13685-0 (set, cloth) ISBN 978-1-118-95391-4 (pdf) ISBN 978-1-118-95394-5 (epub) Child psychology I Lerner, Richard M., editor of compilation II Title BF721 155.4—dc23 2014033068 Printed in the United States of America 10 Contents Foreword to the Handbook of Child Psychology and Developmental Science, Seventh Edition Preface xv Volume Preface Contributors xxiii xxv CHILDREN IN BIOECOLOGICAL LANDSCAPES OF DEVELOPMENT Marc H Bornstein and Tama Leventhal HUMAN DEVELOPMENT IN TIME AND PLACE Glen H Elder Jr., Michael J Shanahan, and Julia A Jennings CHILDREN’S PARENTS 55 Marc H Bornstein CHILDREN IN DIVERSE FAMILIES 133 Lawrence Ganong, Marilyn Coleman, and Luke T Russell CHILDREN IN PEER GROUPS 175 Kenneth H Rubin, William M Bukowski, and Julie C Bowker EARLY CHILDCARE AND EDUCATION 223 Margaret Burchinal, Katherine Magnuson, Douglas Powell, and Sandra Soliday Hong CHILDREN AT SCHOOL 268 Robert Crosnoe and Aprile D Benner vii CHILDREN’S ORGANIZED ACTIVITIES 305 Deborah Lowe Vandell, Reed W Larson, Joseph L Mahoney, and Tyler W Watts v vi Contents CHILDREN AT WORK 345 Jeremy Staff, Arnaldo Mont’Alvao, and Jeylan T Mortimer 10 375 CHILDREN AND DIGITAL MEDIA Sandra L Calvert 11 416 CHILDREN IN DIVERSE SOCIAL CONTEXTS Velma McBride Murry, Nancy E Hill, Dawn Witherspoon, Cady Berkel, and Deborah Bartz 12 CHILDREN’S HOUSING AND PHYSICAL ENVIRONMENTS 455 Robert H Bradley 13 493 CHILDREN IN NEIGHBORHOODS Tama Leventhal, Véronique Dupéré, and Elizabeth A Shuey 14 CHILDREN AND SOCIOECONOMIC STATUS 534 Greg J Duncan, Katherine Magnuson, and Elizabeth Votruba-Drzal 15 574 CHILDREN IN MEDICAL SETTINGS Barry Zuckerman and Robert D Keder 16 CHILDREN AND THE LAW 616 Elizabeth Cauffman, Elizabeth Shulman, Jordan Bechtold, and Laurence Steinberg 17 CHILDREN AND GOVERNMENT 654 Kenneth A Dodge and Ron Haskins 18 CHILDREN IN WAR AND DISASTER 704 Ann S Masten, Angela J Narayan, Wendy K Silverman, and Joy D Osofsky 19 CHILDREN AND CULTURAL CONTEXT 746 Jacqueline J Goodnow and Jeanette A Lawrence 20 CHILDREN IN HISTORY 787 Peter N Stearns 21 ASSESSING BIOECOLOGICAL INFLUENCES Theodore D Wachs Author Index 847 Subject Index 887 811 Foreword to the Handbook of Child Psychology and Developmental Science, Seventh Edition WILLIAM DAMON THE HANDBOOK’S DEVELOPING TRADITION indicator and as a generator, a pool of received findings, and a source for generating new insight It is impossible to imagine what the field would look like if Carl Murchison had not assembled a ground-breaking collection of essays on the then-almost-unknown topic of child study in his first Handbook of Child Psychology That was 1931, at the dawn of a scholarly history that, like every developmental narrative, has proceeded with a combination of continuity and change What does this history tell us about where the field of developmental science has been, what it has learned, and where it is going? What does it tell us about what’s changed and what has remained the same in the questions that have been asked, in the methods used, and in the theoretical ideas that have been advanced to understand human development? Development is one of life’s optimistic ideas It implies not just change but improvement, progress, forward movement, and some sense of positive direction What constitutes improvement in any human capacity is an open, important, and fascinating question requiring astute theoretical analysis and sound empirical study So, too, are questions of what accounts for improvement; what enhances it; and what prevents it when it fails to occur One of the landmark achievements of this edition of the Handbook of Child Psychology and Developmental Science is that a full selection of top scholars in the field of human development have offered us state-of-the-science answers to these essential questions Compounding the interest of this edition, the concept of development applies to scholarly fields as well as to individuals, and the Handbook’s distinguished history, from its inception more than 80 years ago to the present edition, richly reveals the development of a field Within the field of human development, the Handbook has had a long and notable tradition as the field’s leading beacon, organizer, and encyclopedia of what’s known This latest Handbook edition, overflowing with insights and information that go well beyond the scientific knowledge available in previous editions, is proof of the substantial progress made by the field of human development during its still-short (by scholarly standards) history Indeed, the history of developmental science has been inextricably intertwined with the history of the Handbook Like many influential encyclopedias, the Handbook influences the field it reports on Scholars—especially younger ones—look to it to guide their own work It serves as an The First Two Editions Carl Murchison was a star scholar/impresario who edited the Psychological Register, founded important psychological journals, and wrote books on social psychology, politics, and the criminal mind He compiled an assortment of handbooks, psychology texts, and autobiographies of renowned psychologists, and even ventured a book on psychic phenomena (Sir Arthur Conan Doyle and Harry Houdini were among the contributors) Murchison’s initial Handbook of Child Psychology was published by a small university press (Clark University) in 1931, when the field itself was still in its infancy Murchison wrote: Experimental psychology has had a much older scientific and academic status [than child psychology], but at the present time it is probable that much less money is being spent for pure vii viii Foreword to the Handbook of Child Psychology and Developmental Science, Seventh Edition research in the field of experimental psychology than is being spent in the field of child psychology In spite of this obvious fact, many experimental psychologists continue to look upon the field of child psychology as a proper field of research for women and for men whose experimental masculinity is not of the maximum This attitude of patronage is based almost entirely upon a blissful ignorance of what is going on in the tremendously virile field of child behavior (Murchison, 1931, p ix) Murchison’s masculine allusion is from another era; it might supply good material for a social history of gender stereotyping That aside, Murchison was prescient in the task that he undertook and the way that he went about it At the time this passage was written, developmental psychology was known only in Europe and in a few forward-looking U.S labs and universities Nevertheless, Murchison predicted the field’s impending ascent: “The time is not far distant, if it is not already here, when nearly all competent psychologists will recognize that one-half of the whole field of psychology is involved in the problem of how the infant becomes an adult psychologically” (Murchison, 1931, p x) For this first 1931 Handbook, Murchison looked to Europe and to a handful of American research centers for child study—most prominently, Iowa, Minnesota, University of California at Berkeley, Columbia, Stanford, Yale, and Clark—many of which were at the time called field stations Murchison’s Europeans included a young “genetic epistemologist” named Jean Piaget, who, in an essay on “Children’s Philosophies,” cited data from his interviews with 60 Genevan children between the ages of and 12 years Piaget’s chapter would provide U.S readers with an introduction to his soon-to-be seminal research program on children’s conceptions of the world Another European, Charlotte Bühler, wrote a chapter on young children’s social behavior In her chapter, which still is fresh today, Bühler described intricate play and communication patterns among toddlers—patterns that developmental scientists would not rediscover until the late 1970s Bühler also anticipated critiques of Piaget that were to be again launched during the sociolinguistics heyday of the 1970s: Piaget, in his studies on children’s talk and reasoning, emphasizes that their talk is much more egocentric than social that children from three to seven years accompany all their manipulations with talk which actually is not so much intercourse as monologue [but] the special relationship of the child to each of the different members of the household is distinctly reflected in the respective conversations (Bühler, 1931, p 138) Other Europeans include Anna Freud, who wrote on “The Psychoanalysis of the Child,” and Kurt Lewin, who wrote on “Environmental Forces in Child Behavior and Development”—both would gain worldwide renown in coming years The Americans that Murchison chose were equally notable Arnold Gesell wrote a nativistic account of his twin studies—an enterprise that remains familiar to us today—and Stanford’s Louis Terman wrote a comprehensive account of everything known about the “gifted child.” Harold Jones described the developmental effects of birth order, Mary Cover Jones wrote about children’s emotions, Florence Goodenough wrote about children’s drawings, and Dorothea McCarthy wrote about language development Vernon Jones’s chapter on “children’s morals” focused on the growth of character, a notion that was to become mostly lost to the field during the cognitive-developmental revolution, but that has reemerged in the past decade as a primary concern in the study of moral development Murchison’s vision of child psychology included an examination of cultural differences as well His Handbook presented to the scholarly world a young anthropologist named Margaret Mead, just back from her tours of Samoa and New Guinea In this early essay, Mead wrote that her motivation in traveling to the South Seas was to discredit the claims that Piaget, Levy-Bruhl, and other “structuralists” had made regarding what they called animism in young children’s thinking (Interestingly, about a third of Piaget’s chapter in the same volume was dedicated to showing how Genevan children took years to outgrow their animism.) Mead reported data that she called “amazing”: “In not one of the 32,000 drawings (by young ‘primitive’ children) was there a single case of personalization of animals, material phenomena, or inanimate objects” (Mead, 1931, p 400) Mead parlayed these data into a tough-minded critique of Western psychology’s ethnocentrism, making the point that animism and other beliefs are more likely to be culturally induced than intrinsic to early cognitive development This is hardly an unfamiliar theme in contemporary psychology Mead offered a research guide for developmental field workers in strange cultures, complete with methodological and practical advice, such as the following: (1) translate questions into native linguistic categories; (2) not controlled experiments; (3) not try to research that requires knowing the ages of subjects, which are usually unknowable; and (4) live next door to the children whom you are studying Despite the imposing roster of authors that Murchison had assembled for this original Handbook of Child 894 Subject Index Families (cont’d.) single-parent, 30–31, 64, 99, 137–139, 142–148, 154, 542, 544, 663–664, 672–674, 675–676, 798 socioeconomic trends for, 541–544, 669–672 (see also Socioeconomic status) step- or blended, 99, 134, 135, 148–153, 154–155 stress related to, 93–94, 101, 140, 146, 150, 510–511, 544–546, 712, 817–818 structure of, 99, 148–149, 165, 542, 663–666 (see also Diverse families) unmarried-parent, 137–142, 663–664, 672–674 Family Bereavement Program, 145 Family Check-Up program, 105, 656 Family Educational Rights and Privacy Act (FERPA), 692 Family Medical Leave Act (FMLA), 666 Family Rewards program, 554 Family systems theory, 60–61 Federal Communications Commission v Pacifica Foundation (1978), 623 Fels Longitudinal Study, Female circumcision, 762 The Fifth Dimension, 310 Financial status See Socioeconomic status First Amendment (free speech and expression) rights, 622–624 Food See Nutrition and diet Food allergies, 604 Food stamps, 565 See also Supplemental Nutrition Assistance Program Formaldehyde contamination, 467 4-H, 306, 308, 311 Fourteenth Amendment (due process/privacy) rights, 625, 632, 640, 643 Fourth Amendment (search and seizure) rights, 625–628 Friends See Peer/friend groups Fukushima Daiichi nuclear accident, 707, 726–727 Gault, In re (1967), 632–633, 660–661 Gautreaux Program, 501–502, 505, 522 Gay/lesbian families See also Sexual minorities child outcomes in, 155–156 as diverse family structure, 153–159 diversity among, 153–155 epistemic and nonepistemic values applied to, 158–159 legal unions/marriage in, 157–158 parent-child relationships in, 155–156 political and legal issues for, 157–158 prevalence of, 153 research methodology on, 156–158 sexual identity of children in, 155 single-parent, 154 stepfamilies as, 154–155 theories applied to, 158 Gear Up program, 283 Gender differences: childhood history study of, 791–792, 794, 795, 796, 797, 800, 801 in color preferences, 464 digital media portrayal of, 377, 378, 397–400 in digital media use/exposure/response, 385, 395, 397, 398–400, 475 in divorce effects, 147 in early childcare and education, 245 in education, 245, 274–275, 282, 286, 290 gender bending and, 399 gender schema theory on, 398 life course perspective on, 8, 24, 27, 30–31, 37, 45 in neighborhood effects, 516–517 in organized activities, 320, 332 parental influences on/by, 75, 76–77, 79, 97 in parenting responsibilities, 62–65 in peer/friend groups, 182, 195, 197, 204, 289, 395, 440, 516–517 in play behavior, 475 PPCT (process-person-context-time) framework on, 824 in stepchild outcomes, 150 stereotypes based on, 275, 398–399, 400 in war and disaster experiences/responses, 712, 716, 718, 721, 724–725, 728 in working youth, 348–349, 350, 362 General systems models, 225, 457 Genetics: behavior genetics research on, 83–85, 87–88, 501 diverse family research on, 165 divorce effect risk and resilience related to, 148 early childcare and education interaction with, 227, 243 ecological moderating factor of, 825–826 health-related issues to, 581 parenting in relation to, 56, 57, 80, 82, 83–85, 87–88, 98 war and disaster gene-expression impacts, 712–713 Geography: childhood history research disparities by, 792, 806 cultural context in relation to, 754, 755–756, 759, 776 diverse social contexts based on, 420–421, 443 geographic information systems, 34, 496, 498, 523, 525 housing and physical environment mobility or migration by, 33, 36–37, 38, 39, 481–482 neighborhoods based on (see Neighborhoods) rural vs urban settings, 42–43, 420–421, 443, 460, 461, 463, 465–466, 494–495, 503 German Life History study, 44–46 German unification studies, 43, 44–47 Gini index, 658, 659 Ginsberg v New York (1968), 623, 646 Globalization, 803–805 Godinez v Moran (1993), 634 Goss v Lopez (1975), 625 Government policies and programs: on adoption, 433–434 on assisted reproductive technologies, 160 bioecological perspective on, 655, 657 budget and economic constraints on, 694–696 on child abuse, 666–669, 689–690 Child Care and Development Block Grant as, 689 childhood history in terms of, 789, 802–803 on child labor/work, 310, 365, 666, 799, 804 Child Protective Services as, 668–669 children’s development in relation to, 4, 654–697 conditional cash transfer (CCT) programs as, 554, 559, 676, 681–682 on crime and delinquency, 660–663 on cultural context, 771–773 current major programs for children, 677–690 data sources on, 692–693 on digital media, 390, 404–407 on diverse families, 142, 157–158, 160, 166, 433–434, 663–666 on early childcare and education, 224, 231, 236, 249, 252–256, 507, 657, 679, 686–688, 689, 691, 693–694 on education, 224, 231, 236, 249, 252–256, 276, 281, 283, 295, 507, 565, 656–657, 674–675, 679–680, 683–688, 689, 690, 691, 693–694 (see also Education; Schools) evidence-based policy making for, 696–697 executive branch role in, 655 on families, 142, 157–158, 160, 166, 433–434, 663–666 goals of, 656–669 Head Start as, 249, 252–254, 657, 686–687, 691, 693–694 on health and medical care, 579, 600, 604–605, 657–658, 675, 678, 679–680, 680–681, 799–800, 802–803 historical perspective on, 674–677 on housing, 679, 688–689 Subject Index on inheritance laws, 771 insurance programs as, 676, 677, 678, 680, 682, 695–696 (see also Social Security program) international, 669 interventions as, 142 Jobs Corps as, 690 judicial branch role in, 654–655 on legal policy, 616–651, 660–663 (see also Law and legal issues; Laws, specific; Legal cases) legislative branch role in, 655 on marriage, 142, 157–158, 166, 664–665 means-tested programs as, 676, 677–678, 680–681 Medicaid as, 677, 678, 679, 680, 681 Medicare as, 676, 677, 680, 695–696 National School Lunch Program as, 682–683 on neighborhoods, 494–495, 501–502, 506, 509, 521–522, 688–689 on nutrition, 537, 538, 539, 554, 559, 565, 658, 677, 678, 679, 682–683 optimizing outcomes for children via, 655–660 organized activities/afterschool programs as, 306, 311–312, 337 overview of, 654–655, 697 on parents/parenting, 656, 663, 696–697 peer/friend groups impacted by, 178 population level impacts of, 656–660 protection of society, families, and children via, 660–669 research on, 656–697 role of, in children’s lives, 655–669 scholarly study of, 691–694 social dissolution and unification based on, 43–47 social pathways influenced by, 21 Social Security as, 668, 670, 675–676, 677, 678, 680, 681–682, 695–696 on social services, 689–690, 803 Social Services Block Grant as, 689 on socioeconomic status, 537, 538, 539, 552, 554, 559, 564–565, 658–660, 669–690 spending for, 677–680, 694–696 Supplemental Nutrition Assistance Program as, 537, 538, 539, 677, 678, 682 (see also Food stamps) Supplemental Security Income as, 677, 681–682 taxes and tax credits as, 537, 538, 552, 554, 564, 657, 670–672, 673, 678, 679–680, 681, 682 Temporary Assistance for Needy Families Program as, 675–676, 681, 689, 690 War on Poverty programs as, 252, 657, 674, 676–677, 690, 691 Women, Infants, and Children Special Supplemental Nutrition program as, 683 on work and employment, 310, 365, 565, 666, 678, 679, 690, 799, 804 Youth Service Activities program as, 690 Graham v Florida (2010), 638–639, 644, 662 Grandparents: child outcomes of custody by, 162 diverse families lead by, 161–163 early childcare by, 228 parenting support through, 66, 100 socioeconomic status of, 161–162 Great Smoky Mountain Study of Youth, 557 Grief See Bereavement and grief Gun-Free Schools Act, 629 Harlem Children’s Zone (HCZ), 495, 515, 522 Hazelwood School District et al v Kuhlmeier et al (1988), 623 Head Start, 249, 252–254, 657, 686–687, 691, 693–694 Health See also Medical settings ADHD impacting, 467, 468, 590–592, 605, 805 adolescent health care transitions, 599–600 895 anxiety impacting (see Anxiety and anxiety disorders; Stress) autism spectrum disorder impacting, 99, 296, 580, 587, 602–603 chronic illness impacting, 576, 585–586, 590–601 concussion and head injury impacting, 213, 603–604 cystic fibrosis impacting, 592 depression impacting (see Depression and depressive disorders) developmental and identity formation impacts of, 592–593 developmental surveillance/screening related to, 586–587 disparities in, 579–580 education on, 585 education relationship to, 22–23, 42–43, 271–272, 294–295, 562–563, 593–594, 805 emergency/urgent care as, 589–590 emotional functioning impacted by, 594 ethnic and racial disparities in, 579–580 factors influencing children’s, 577–580 food allergies impacting, 604 future of health care for, 601–606 government policies and programs on, 579, 600, 604–605, 657–658, 675, 678, 679–680, 680–681, 799–800, 802–803 health behaviors impacting, 583 historical perspective on, 575–577, 579, 587–588 home care for, 600 hospice care related to, 601 hospital environment impacting, 578 housing and physical environments impacting, 458, 460–472, 581 injury and traumatic stress impacting, 589–590 (see also Posttraumatic stress disorder) life course perspective on, 22–23, 23–24, 38, 42–43, 577, 580–583 maternal, 583, 605–606 minors’ medical decision-making rights related to, 637, 639–644 neighborhood relationship to, 494, 509, 510–511 neonatal, 587–589 new morbidity trends in, 578–579, 589–590 obesity impacting (see Obesity and overweight) pain and pain management related to, 596–598 palliative care related to, 600–601 parenting influenced by, 97, 595–596, 599 pasteurization impacting, 575 peer dynamics relationship to, 212–213, 294–295, 593, 594–596 polio impacting, 576 posttraumatic stress disorder impacting (see Posttraumatic stress disorder) prenatal impacts on, 580–581, 712–713 prevention and wellness initiatives impacting, 577, 579, 584–587, 604–606 public, in schools, 294–295 rural-urban divide in, 42–43 screening for health issues, 586–587, 602 sibling response to child’s chronic illness, 598–599 smallpox impacting, 575–576 socioeconomic status relationship to, 23–24, 38, 42–43, 535, 545–546, 550–551, 556–560, 562–563, 577, 579–580, 581–582, 604–605, 659 substance use impacting (see Substance use/abuse) two-generation approach to health care for, 605–606 vaccines impacting, 575–576, 580, 585, 663 vulnerable child syndrome and, 595–596 water and sanitation impacting, 460–461, 575 working youth’s, 355, 364 Healthy Marriage Initiative, U S., 142, 166 Healthy Steps program, 605 Herald of Free Enterprise ferry disaster, 707 Hernandez, People v (1964), 647 Hewellette v George (1891), 620–621 Higher Education Act, 688 896 Subject Index Historical perspectives: childhood in, 4, 787–807 (see also Childhood history for details) government policies and programs in, 674–677 historical time bioecological influences, 829 life course perspective on historical time and place impacts, 10–11, 16–19, 29, 32, 40–47 medical care in, 575–577, 579, 587–588 organized activities in, 310–311 parenting in, 788–789, 790, 793, 794–796, 797–798, 800, 804–805, 829 war and disaster in, 705–708 working youth in, 793, 794–795, 798, 799–800, 803–804 H.L v Matheson (1981), 641 Hodgson v Minnesota (1990), 643, 644 Hoffman v Tracy (1965), 621 Homosexuals See Gay/lesbian families; Sexual minorities Housing Act, 688 Housing and physical environments See also Neighborhoods affordances or functionally significant properties of, 456–457, 475, 476, 477 books, reading, and literacy in, 474, 477–478 chaos or disorder in, 470, 481–482 children’s development in relation to, 3, 455–482 color in, 464 competence development support in, 478 conceptual framework on, 456–459 construction materials for, 459–460 coping and adaptation to, 457–458 crowding in, 470–471 dampness and mold in, 462–463 digital media in, 475, 476–477, 478–480 (see also Digital media) disrepair of, 460, 467 dynamic and general systems theory on, 457 educational impacts of, 463, 471, 477–478 electricity in, 463 engagement with, 456–457 esthetics of, 464–465 evolution of, 482 food storage/refrigeration in, 462, 463 formaldehyde contamination in, 467 government policies and programs on, 679, 688–689 guns in, 476 health issues associated with, 458, 460–472, 581 indoor and outdoor contaminants in, 466–470 indoor temperature of, 465 lead poisoning in, 468–469, 470, 545 life course perspective on, 33, 36–37, 38, 39 life history and lifestyle associated with, 458 life niches supported by, 457–458 lighting in, 464 materials at hand in, 472–481 mercury poisoning in, 469 mobility or migration to multiple, 33, 36–37, 38, 39, 481–482 noise in, 470 overview of, 455–456 parental role in providing, 73 parenting in relation to, 471, 481 pest infestations in, 467–468 phthalate contamination in, 467 physical activity in, 476–477 plants and nature in/near, 465–466, 476 play behavior impacted by, 472–477 polychlorinated biphenyl (PCB) exposure in, 469–470 quality of, 459–472 research on, 459–482 rural vs urban settings for, 42–43, 420–421, 443, 460, 461, 463, 465–466, 494–495, 503 self-determination theory on, 457, 459 sleep behavior impacted by, 470, 471 smoking/substance use impacts on, 468 social relationships in, 477 socioeconomic status in relation to, 470, 545 ventilation and cooking facilities in, 463–464, 467 waste disposal in, 461 water and sanitation in, 460–461 Housing Opportunities for People Everywhere (HOPE) VI program, 495, 522 Humphrey v Wilson (2007), 648 Hurricanes, 707, 726–727, 728, 729–730, 732, 733 Imagination, digital media impacts on, 386–388 Immigrants: acculturation of, 422–426, 437, 444–445, 751, 766, 767, 769 cultural identity of, 777 diverse social contexts for, 419, 421–426, 437, 444–445 early childcare and education issues for, 231–232, 245–246 educational issues for, 231–232, 245–246, 274, 276–277, 437, 683, 802 ethnic and racial issues for, 231–232, 245–246, 274, 276–277, 310, 419, 421–426, 437, 444–445, 517–520 Immigrant Paradox for, 274, 423, 437, 444 language and communication among, 245–246, 274 life course perspective on, 9, 17 neighborhood effects on, 517–520 organized activities for, 310, 312 parenting issues for, 421–426, 444–445 peer/friend group issues for, 211 persistence of cultural practices among, 762 population of, in U.S., 419 repatriated third culture kids vs., 430 socioeconomic status of, 538 Indian Child Welfare Act, 433–434 Individuals with Disabilities Education Act (IDEA), 684 Ingraham v Wright (1977), 628–629 Inheritance laws, 771, 795 Interactionism, 60 International Conference on Out-of-School Time, 311 Internet See Digital media Interventions: diverse family, 142, 145, 147, 162, 166 governmental (see Government policies and programs) health and wellness, 577, 591–592, 602, 603–604 neighborhood as unit of, 521–522 parenting, 83, 105–106, 656 peer dynamics-related, 200–201 PPCT (process-person-context-time) framework for, 836–839 war and disaster-related, 707, 715, 724–726, 730–733, 735–737 J.D.B v North Carolina (2011), 636 Jena project, 45, 46–47 Jobs See Work and employment Jobs Corps, 690 Johnson (Lyndon) administration policies and programs, 252, 657, 674, 677, 686, 688 See also War on Poverty programs Jupiter cruise ship disaster, 707 Juvenile delinquency See Crime and delinquency Katz v United States (1967), 625 Kent v United States (1966), 632 KIDNET (narrative exposure therapy for children), 725, 732 Kingsley v Kingsley (1993), 620 Kiva study, 201 Subject Index Labor See Work and employment Language and communication: children’s development of, 96 cultural context for use of, 775 digital media impacts on, 387 dual language learners/speakers, 246–247, 250, 252 early childcare and education impacts on, 239, 240, 241, 244, 245–247, 248, 249–250, 254 health care impacted by, 580 housing and environmental impacts on, 474, 477–478 immigrant barriers/issues with, 245–246, 274 parental, 73, 77, 89, 97, 101 play behavior relationship to, 474 Law and legal issues See also Government policies and programs; Laws, specific; Legal cases adoption as, 620 “best interests of the child” guidelines for, 618–619, 620, 640, 663, 666 childhood history in terms of, 789, 799–800, 801, 802–803, 804 child labor laws as, 310, 365, 666, 799, 804 children’s development in relation to, 4, 616–651 contracts as, 645–646 courtroom/legal proceeding rights of children, 620–621 culpability and competence issues in, 634–639 custody decisions as, 619–620 death penalty as, 632, 637–638, 644, 662, 669, 804 Eighth Amendment (corporal/cruel and unusual punishment) rights as, 628–629, 636 emancipated minor status as, 619, 621, 640–641 familial/parental legal contexts for, 618–621, 639–644, 663 First Amendment (free speech and expression) rights as, 622–624 foster care as, 620 Fourteenth Amendment (due process/privacy) rights as, 625, 632, 640, 643 Fourth Amendment (search and seizure) rights as, 625–628 infancy defense/doctrine in, 631, 645–646 inheritance as, 771, 795 juvenile and criminal justice system on, 630–639, 644, 648, 660–663, 666, 801, 802, 804 (see also Crime and delinquency) mature minor rules as, 641–642, 643 media/digital media exposure as, 645, 646–647, 648–650 minors’ decision-making rights in societal context as, 645–651 minors’ medical decision-making rights as, 637, 639–644 neighborhood relationship to, 35, 494–495, 499, 502, 508, 509–510, 515, 516–517, 518, 520, 522 overview of, 616–618, 650–651 parent-child immunity as, 620–621 privacy rights as, 622, 625, 626–627, 640, 641, 647, 649 school-related rights of children as, 621–630, 661 school-to-prison pipeline in, 629 sexual behavior issues as, 641, 645, 647–650 socioeconomic status relationship to, 494–495, 508, 509–510, 522, 535, 556–557 termination of parental rights as, 620 trajectories, transitions, and turning points related to, 25, 26 unsupervised out-of-school time links to, 334, 354, 515 zero-tolerance policies as, 629, 661 Laws, specific: Adoption and Safe Families Act, 620 Adoption Assistance and Child Welfare Act, 620 Affordable Care Act, 681 American Recovery and Reinvestment Act, 658, 677, 680, 682 Child Abuse Prevention and Treatment Act, 668 Children’s Online Privacy Protection Act, 406–407 Children’s Television Act, 390, 407 Child Welfare Act, 668 Education for All Handicapped Children Act, 684 897 Elementary and Secondary Education Act, 657 Family Educational Rights and Privacy Act, 692 Family Medical Leave Act, 666 Gun-Free Schools Act, 629 Higher Education Act, 688 Housing Act, 688 Indian Child Welfare Act, 433–434 Individuals with Disabilities Education Act, 684 Morrill Land-Grant Colleges Acts, 688 Multiethnic Placement Act, 434 No Child Left Behind Act, 276, 295, 684 Personal Responsibility and Work Opportunity Reconciliation Act, 657 Safe and Drug-Free Schools Act, 661 Sheppard-Towner Act, 675 Social Security Act, 668, 675–676 Talfourd’s Law, 619 Uniform Marriage and Divorce Act, 619 Welfare Reform Law, 664, 676, 689 Workforce Investment Act, 690 Lead poisoning, 468–469, 470, 545 Learning and learned behavior, 276 See also Education; Social learning theory Legal cases: A.H v State (2007), 649 Akron v Akron Center for Reproductive Health Inc (1983), 643 A.R.S., State v (1996), 649 B.B v State (1995), 649 Bellotti v Baird (1979), 637, 640, 643 Bethel School District v Fraser (1986), 623 Board of Education of Independent School District No 92 of Pottawatomie County v Earls (2002), 626–627 Board of Education of the Westside Community Schools et al v Mergens (1990), 624 Brown v Board of Education (1954), 281, 683 Brown v Entertainment Merchants Association (2011), 646–647 California v Ramos (1983), 638 Carey v Population Services (1977), 641, 647 Dodson v Shrader (1992), 645–646 Dusky v U.S (1960), 634 Eddings v Oklahoma (1982), 637 Eisenstadt v Baird (1972), 641 Federal Communications Commission v Pacifica Foundation (1978), 623 Gault, In re (1967), 632–633, 660–661 Ginsberg v New York (1968), 623, 646 Godinez v Moran (1993), 634 Goss v Lopez (1975), 625 Graham v Florida (2010), 638–639, 644, 662 Hazelwood School District et al v Kuhlmeier et al (1988), 623 Hernandez, People v (1964), 647 Hewellette v George (1891), 620–621 H.L v Matheson (1981), 641 Hodgson v Minnesota (1990), 643, 644 Hoffman v Tracy (1965), 621 Humphrey v Wilson (2007), 648 Ingraham v Wright (1977), 628–629 J.D.B v North Carolina (2011), 636 Katz v United States (1967), 625 Kent v United States (1966), 632 Kingsley v Kingsley (1993), 620 McKeiver v Pennsylvania (1971), 632 McKelvey v McKelvey (1903), 621 Mendoza v Klein Independent School District (2011), 628 Meyer v Nebraska (1923), 640 Michael M v Superior Court of Sonoma County (1981), 647, 648 898 Subject Index Legal cases (cont’d.) Miller v Alabama (Miller-Jackson rulings) (2012), 638–639, 662 Miller v California (1973), 646 Miller v Miller (1996), 620 Miller v Mitchell (2010), 648–649 Morse v Frederick (2007), 622, 624 New Jersey v T.L.O (1985), 625–626 New York v Ferber (1982), 649 Parham v J.R (1979), 640 Pierce v Society of Sisters (1925), 640, 663 Planned Parenthood of Central Mo v Danforth (1976), 643 Planned Parenthood of Southeastern Pennsylvania v Casey (1992), 643 Prince v Massachusetts (1944), 666 Quilloin v Walcott (1978), 620 Rex v Greenhill (1836), 619 Roller v Roller (1905), 621 Roper v Simmons (2005), 632, 637–638, 644, 662, 669 Safford Unified School District v Redding (2009), 627–628 Stanford v Kentucky (1989), 637 Thompson v Oklahoma (1988), 637 Tinker v Des Moines Independent Community School District (1969), 622 Vernonia School District 47J v Acton (1995), 626 Wilson, Wilson by v Wilson (1984), 621 Winship, In re (1970), 632 Yarborough v Alvarado (2004), 636 Life course theory/perspective: accentuation dynamic in, 27–28 advances in field of, 11–12 age and aging in, 12–13, 14–15, 17–19, 20–21, 28–29, 42–43 on agency, 29–30, 37–39, 46 bioecological perspective commonalities with, 2, 19 China rural-urban health study on, 42–43 cohort-historical perspective in, 17–19, 40–41, 42–47 conceptualization and measurement of context in, 34–37 context in, 6–7, 10–14, 15, 19, 20–24, 33–39, 40–42, 47–48, 270–271 control cycles in, 27 cumulative processes/effects in, 20, 21, 22–23 development of, 7–19 duration of experiences in, 20–21, 23, 30–31, 36–37 dynamic views of, 20–26 on education, 21–23, 25, 26, 29–30, 32, 33–34, 36, 39, 42–43, 270–271 elementary concepts and perspectives of, 19–32 on gender differences, 8, 24, 27, 30–31, 37, 45 German unification studies on, 43, 44–47 on health, 22–23, 23–24, 38, 42–43, 577, 580–583 historical time and place impacts in, 10–11, 16–19, 29, 32, 40–47 human agency principle in, 29–30, 37–39 interdisciplinary framework for, 12–13 life course definition and description for, 9–10, 28 life cycle in, 11, 16 life-span concepts/principle in, 12–13, 14–15, 28–29 life-stage principle in, 26–27, 41, 45, 47 linked lives principle in, 31–32 linking mechanisms in, 20, 23–24, 26–28 longitudinal research on, 7–14, 19, 28–48 on marriage and divorce, 16, 18, 23, 27, 30–31, 37 on military service, 8, 18, 29, 32, 38–39, 40–41 on neighborhoods and residential settings, 32, 33–37, 38, 39, 47–48 overview of, 2, 6–7, 47–48 paradigmatic principles in, 26, 28–32 reciprocal continuity in, 23, 34 role theory/social roles in, 11, 12–13, 15–17, 19, 24, 34 selection in, 15, 34, 37–39 situational imperatives in, 27 on social dissolution and unification, 43–47 social pathways in, 20–24, 39 on socioeconomic status, 10–11, 18–19, 23–24, 26–27, 36, 38, 40–41, 42–43 Soviet Union dissolution study on, 43–44 temporality in, 10–14, 16–17, 20, 24–26, 30–31, 36–37 timing principle in, 30–31 trajectories, transitions, and turning points in, 20, 24–26, 30 on work and employment, 16, 21–22, 23, 24, 27, 29, 31, 37, 45, 346 Literacy Express Preschool Curriculum (LEPC), 250 Los Angeles Family and Neighborhood Survey (LA FANS), 471, 500 Mann, Horace, 683 March of Dimes, 576 Marriage: arranged, 795 cultural context for, 763, 795 diverse family structure in relation to (see Diverse families) divorce ending, 16, 18, 27, 30–31, 145–148, 619–620 educational attainment and, 271–272 government policies and programs on, 142, 157–158, 166, 664–665 Healthy Marriage Initiative on, 142, 166 interracial/ethnic, 426 life course perspective on, 16, 18, 23, 31, 37 parenting and marital relations, 65, 152 same-sex, 157–158 socioeconomic status in relation to, 138, 139, 151 Maryland Adolescent Development in Context Study, 327 Mathematica Policy Research, 657, 665 McKeiver v Pennsylvania (1971), 632 McKelvey v McKelvey (1903), 621 Media See Digital media Medicaid, 677, 678, 679, 680, 681 Medical-Legal Partnerships, 605 Medical settings See also Health ADHD identification and management in, 590–592, 605 adolescent health care transitions in, 599–600 autism spectrum disorder identification and management in, 602–603 children’s development in relation to, 4, 574–606 chronic illness in, 576, 585–586, 590–601 concussion and head injury in, 603–604 cystic fibrosis identification and management in, 592 depression and anxiety in, 594, 601–602, 604 developmental and identity formation impacts in, 592–593 developmental surveillance/screening in, 586–587 disparities in health care and health in, 579–580 education in, 585 emergency/urgent care as, 589–590 ethnic and racial disparities in, 579–580 food allergies in, 604 future of health care in, 601–606 government policies and programs on, 579, 600, 604–605, 657–658, 799–800, 802–803 historical perspective on, 575–577, 579, 587–588 home care vs., 600 hospice care in, 601 hospital environment changes, 578 increasingly prevalent medical problems in, 601–604 injury and traumatic stress in, 589–590 life course perspective in, 577, 580–583 medication/medication adherence in, 591–592, 596, 597–598, 731 minors’ medical decision-making rights in, 637, 639–644 Neonatal Intensive Care Unit as, 587–589 newborn nursery as, 584–585 new morbidity trends in, 578–579, 589–590 obesity identification and management in, 603, 605 overview of, 574–575, 606 Subject Index pain and pain management in, 596–598 palliative care in, 600–601 parental support/response in, 100, 595–596, 599, 605–606 patient-centered medical home in, 604–605 prevention and wellness initiatives in, 577, 579, 584–587, 604–606 primary care and prevention as, 585–587, 590–592, 604–606 research on, 574–606 screening in, 586–587, 602 selective impacts of changing epidemiology of childhood disease in, 577–580 sibling response to, 598–599 socioeconomic status impacts on, 579–580, 581–582, 604 technology-dependent children in, 592 two-generation approach to health care in, 605–606 vaccines in, 575–576, 580, 585, 663 Medicare, 676, 677, 680, 695–696 Mendoza v Klein Independent School District (2011), 628 Mercury poisoning, 469 Methodology See also Assessment methodology archival data as, 315 comparison groups as, 156–157, 164 cultural meanings in, 778–779 data collection in, 157 digital media use/exposure research, 383–386 diverse family research issues of, 142, 144–145, 156–158, 160–161, 164–166 experience-sampling as, 314 experimental/quasi-experimental, 81–83, 501–502, 505–506, 525, 831–832 government program data analysis, 693–694 measurement issues for, 157 mixed methods approach to, 525–526 neighborhood research issues of, 499–502, 503–506, 524–526 nonexperimental, 500–501, 503–504, 525 observational assessments as, 185–186, 316, 383, 499, 831 organized activity research issues of, 312–316 parenting research issues of, 103 qualitative interviews and ethnographies as, 312–313 quantitative studies as, 312 questionnaires as, 315–316 sampling and samples in, 156, 164–165 selection as issue in, 38 surveys as, 314 time diaries as, 313–314, 383 Meyer v Nebraska (1923), 640 Michael M v Superior Court of Sonoma County (1981), 647, 648 Michigan Study of Adolescent Life Transitions, 327 Military service See also War and disaster child soldiers in, 705, 714, 715–716, 720–721, 723, 803 education for veterans of, 688 life course perspective on, 8, 18, 29, 32, 38–39, 40–41 veteran pensions after, 675 Millennium National Longitudinal Study, 11 Miller v Alabama (Miller-Jackson rulings) (2012), 638–639, 662 Miller v California (1973), 646 Miller v Miller (1996), 620 Miller v Mitchell (2010), 648–649 Mister Rogers’ Neighborhood, 386–387, 390, 391 Modified Checklist for Autism in Toddlers (M-CHAT), 586, 587 Monitoring the Future (MTF) project, 346, 347–348, 349–350, 351–352, 353, 356, 358, 359, 366, 691 Morrill Land-Grant Colleges Acts, 688 Morse v Frederick (2007), 622, 624 Moving to Opportunity (MTO) program, 38, 273, 502, 505–506, 510–511, 513, 516–517, 521, 525 Mozambique, armed conflict in, 714, 721, 723 Multiethnic Placement Act, 434 899 Multimodal Treatment of Attention Deficit Hyperactivity Disorder, 591 MyTeachingPartner (MTP), 251, 252 Nang Rong study, 36–37 Narrative exposure therapy (NET), 724–725, 732 National Assessment of Educational Progress (NAEP), 276, 543 National Education Longitudinal Study (NELS), 146, 315, 327, 329, 330, 332, 358 National FFA Organization, 311 National Household Education Survey (NHES), 228, 230, 314 National Institute of Aging, National Institutes of Health (NIH), National Longitudinal Study of Adolescent Health (Add Health), 38, 141, 149, 315, 322, 355, 518, 691, 692 National Longitudinal Survey of Youth (NLSY), 334, 500, 555, 687, 691, 692 National School Lunch Program, 682–683 Neighborhoods: assessment of, 499, 524–525, 818, 820, 821, 822–823, 831–832 bioecological perspective on, 496 boundaries of, 496–497, 523 “broken windows” theory on, 495 children’s development in relation to, 3, 493–526 collective efficacy of, 35, 508–509 crime, delinquency, and legal issues relationship to, 35, 494–495, 499, 502, 508, 509–510, 515, 516–517, 518, 520, 522 cross-context interactions in, 510–516 definition of neighborhood context, 495–499 educational interactions with, 505–506, 515–516 ethnic and racial composition of, 34, 35, 39, 494, 497, 503, 504, 506, 517–520 experimental/quasi-experimental approaches to studying, 501–502, 525 families and parenting in, 496, 501, 510–512, 823 framework for improved research on, 522–526 gender differences in effects of, 516–517 gentrification of, 505 government policies and programs on, 494–495, 501–502, 506, 509, 521–522, 688–689 health relationship to, 494, 509, 510–511 immigrants in, 517–520 individual biological/psychological vulnerability to effects of, 520–521 influences of, on child development, 502–521 institutional resources in, 498, 506–508 interventions through, 521–522 life course perspective on, 32, 33–36, 38, 39, 47–48 linked lives principle on, 32 nonexperimental approaches to studying, 500–501, 525 organized activity relationship to safety/assets of, 323, 333 overview of, 493–494, 526 peer/friend group interaction with, 512–517 person-context interactions in, 516–521 PPCT (process-person-context-time) framework on, 818, 820, 821, 822–823, 831–832 processes in, 498–499, 506–510 Progressive Era changes to, 494–495 public or affordable housing in, 495, 501–502, 506, 509, 521–522, 688–689 research on, 493–526 residential stability vs mobility in, 497, 505–506, 521–522 social address based on, 818 social organization/processes of, 498–499, 508–510 “social push” perspective on, 520 socioeconomic status of, 38, 273, 360, 494–495, 497, 503–512, 521–522, 523, 545 “strong situation hypothesis” on, 520 900 Subject Index Neighborhoods (cont’d.) structure of, 497, 503–510 urban vs rural, 494–495, 503 violence and social disorder in, 509–510, 518 working youth in specific, 360 Neonatal Intensive Care Unit (NICU), 587–589 Neuroscience: Behavioral Activation and Inhibition Systems in, 180 cognitive function in (see Cognition and cognitive development) concussion and head injury issues in, 213, 603–604 early childcare and education in relation to, 686 health and medical issues related to, 213, 581–583, 588, 590–592, 593–594, 603–604 housing and environmental neurocognitive impacts, 468–470, 472 legal issue consideration of, 637–639, 643–644 life course perspective on health and, 581–583 parenting relationship to, 89, 91, 96–97 peer/friend dynamics interaction with, 180, 213 traumatic brain injury research in, 213, 603–604 war and disaster neurodevelopmental impacts, 712, 721 Newborn Individualized Developmental Care and Assessment Program (NIDCAP), 589 New Hope program, 657 New Jersey Negative Income Tax Experiment, 657 New Jersey v T.L.O (1985), 625–626 New York Society for the Prevention of Cruelty to Children, 666 New York v Ferber (1982), 649 Nixon administration policies and programs, 686 No Child Left Behind (NCLB) Act, 276, 295, 684 Noise, environmental levels of, 470 Nuclear accidents, 706–707, 726–727 Nurse Family Partnership (NFP), 696–697 Nutrition and diet: digital media impacts on, 402–403 early childcare and, 240, 255, 683 ecological moderating factors of, 824–825, 827–828 food allergies related to, 604 government policies and programs on, 537, 538, 539, 554, 559, 565, 658, 677, 678, 679, 682–683 health issues related to, 575, 580, 603, 604, 805 (see also Obesity and overweight) housing and physical environments relationship to, 461, 462, 463–464 parenting issues related to, 85, 101 school health education on, 295 war and disaster impacting, 714 Oakland Growth Study, 8–9, 10–11, 12, 26–27, 29, 40–41 Obama, Barack/Obama administration: multiracial-ethnic background of, 427 policies and programs under, 142, 495, 657, 665, 669, 684, 686, 687, 688, 690, 696–697 Obesity and overweight: childhood history in terms of, 805 digital media relationship to, 377, 401–404, 406, 476–477, 479 energy balance (intake vs expenditure) impacting, 402–403 health and medical impacts of/responses to, 603, 605 health behaviors impacting, 583 neighborhood safety impacting physical activity and, 509 peer dynamics in relation to, 212–213 prevalence of, 603 school-based public health efforts on, 295 Occupation See Work and employment Oil spills, 726, 727–728, 729–730 Oklahoma City bombing, 707, 717 Online influences See Digital media Oportunidades, 554 Organized activities: activity types in, 317, 327–328, 331, 336 afterschool programs as, 306, 317, 318, 323, 324–326, 335–336 age-appropriate, 320, 337 bioecological approach to, 307–309 breadth or number of, 317–318, 328, 336 child outcomes from, 323–333, 335–336 child/person characteristics impacting, 308, 320–321, 330–331, 332 children’s development in relation to, 3, 305–339 combining research parameters on, 331, 337–338 competencies related to, 320–321, 330 consistency of participation in, 329–330 context of, 306–312 cultural context for, 309–310, 757, 775 definitions and descriptions of, 306–307, 338 developmental changes considered in, 337 ethnicity and race in relation to, 309–310, 320, 332, 338 extracurricular activities as, 306–307, 317, 326–331, 336, 354, 356, 368 family involvement/impact in, 313, 321–322, 332–333 future directions in research on, 337–339 gender differences in, 320, 332 global context for, 311–312 historical context for, 310–311 immigrant youth in, 310, 312 key parameters and processes in, 316–319 moderators of, 308, 331–333, 336–337, 338 nonlinear effects of, 338 overscheduling hypothesis on, 328–329 overview of, 305–306, 335–339 participation in, 316–317, 324, 327, 329–330, 333, 337, 757, 775 (see also selection of subentry) peer/friend impacts/involvement in, 322–323, 330–331 program characteristics impacting, 323, 324–326, 336 proximal processes in, 308, 318–319, 330–331 quality of experiences in, 315, 316, 318–319, 323, 325–326, 330–331, 336 research on, 312–339 school and community factors impacting, 323, 333 selection of, 308, 317, 319–323, 324, 327, 3337 self-care vs participation in, 334 socialization via, 313 social relationships in/impacting, 307, 313, 322–323, 330–331 sociocultural perspectives on, 309–310 socioeconomic status in relation to, 309–310, 321–322, 332–333, 337, 338 staff effectiveness and education for, 325–326, 338 time/dosage-related context of (duration, frequency), 308, 318, 326, 328–329, 331, 336 unsupervised out-of-school time vs., 333–335, 354 working youth’s participation in, 354, 356, 368 youth with special needs in, 338 Palestinian-Israeli conflict, 716, 719, 721, 722, 724, 725 Panel Study of Income Dynamics, 315, 328, 332, 383, 385, 471, 500, 504, 505, 555, 559, 564, 691, 692 ParentCorps program, 656 Parents and parenting See also Families action processes influenced by, 75–79 adoption by (see Adoption and adopted children) as adult development phase, 56 age and life stage influences on, 89–91, 97–98, 826 alloparental/nonparental caregiving in, 62, 65–66 (see also Early childcare and education) assessment of, 57–58, 61, 67, 817–818, 819–820, 821, 822–823, 826, 829, 832–834 attitudes of/toward, 68 Subject Index attributions of/toward, 69 attunement of children and parents in, 79 authoritarian parenting style, 70, 151, 424, 512 authoritative parenting style, 70–71, 77, 140, 235, 512 behavior genetics research related to, 83–85, 87–88 bioecological perspective on, 2, 86, 107 biological influences on, 87–89 (see also genetics in relation to subentry) caregiving division of labor among, 64–65 characteristics of children in, 96–98 characteristics of parents in, 87–96 child abuse related to, 94, 95, 99, 104, 151 children’s active influences on, 60, 74, 78–79, 96–98, 752 children’s development in relation to, 2, 55–108 cognitive influences on, 91–92 concerted cultivation of children by, 549–550 contextual characteristics affecting, 98–103 coparenting, 65 correlational studies of, 80–81 cultural context for, 56, 63, 67–68, 69, 70–71, 73, 78, 91, 101–103, 421–428, 444–445, 767–768, 822 custody decisions impacting, 162, 619–620 didactic strategies of, 73, 76 discipline and punishment by, 68, 71–72, 77, 78, 91, 102, 103, 104, 618, 667–668, 669, 793, 795, 797, 800, 829 diverse family issues of, 64, 99, 139–140, 151–152, 155–156, 421–434, 444–445 diverse social contexts for, 421–434, 441, 444–445 domestic violence among (see Domestic violence) drawbacks of, 57–58 education of, 101, 288, 321, 349, 440, 540, 542–543, 560–563, 565, 672, 673 education role/influence of, 73, 76, 273–274, 287–288, 292, 507 effects of, 79–87 ethnic and racial issues in, 101–103, 421–428, 431–434, 441 expectations of/toward, 68 experimental studies of, 81–83 family structure influencing, 99 fathers, specifically, 63–64, 140–141, 146, 166 filial piety of children toward, 57 gender roles/differences influenced by, 75, 76–77, 79, 97 genetics in relation to, 56, 57, 80, 82, 83–85, 87–88, 98 government policies and programs for, 656, 663, 696–697 grandparent role in, 66, 100 health of/health impacts on, 93, 94, 97, 100, 140, 510, 583, 595–596, 599, 605–606, 817 historical perspectives on, 788–789, 790, 793, 794–796, 797–798, 800, 804–805, 829 housing and physical environments in relation to, 73, 471, 481 imitation of, by children, 76, 759 as instrumental activity, 56, 58, 79 intergenerational transmission of, 95–96 interventions for, 83, 105–106, 656 intuitive, 89 knowledge of/about, 69, 425 language use by/in, 73, 77, 89, 97, 101 legal treatment of children in relation to, 618–621, 639–644, 663 life cycle including, 16 linked lives principle on, 31–32 material provisions by/in, 73 meaning of actions associated with, 78 moderating effects on, 77–78 mothers, specifically, 62–63 multicausal origins of, 87–104 of multiracial-ethnic children, 426–428 neighborhoods in relation to, 496, 510–512, 823 nurturing of/in, 72–73 901 occupation of, 540–541, 563–564, 565, 673–674 (see also Work and employment) organized activities role/involvement of, 313, 321–322 overview of, 55–62, 107–108 parental roles in, 62–66 parenting cognitions for, 66–69, 74–79, 91–92, 425 parenting practices for, 66, 69–79, 139–140 parenting theory and research on, 58–62, 75–76, 80–83, 103 PARTheory on, 70–71 peer influences vs., 85–86 personality of/in, 92–94 physical/motor development promotion by/in, 72, 73 PPCT (process-person-context-time) framework on, 817–818, 819–820, 821, 822–823, 826, 829, 832–834 practical parenting, 104–106 protection/protectiveness of, 71, 72, 421–426 psychometric characteristics of, 74–75 resources for, 59 rewards and enjoyment of, 57, 58 self-perceptions of/toward, 68–69 sibling relations and, 66, 84–85, 87, 99 socialization/social domain influences of, 59, 60, 67–68, 73, 75–79, 83–86, 421, 433–434, 444, 549, 564 socioeconomic status affecting, 100–101, 273–274, 287, 288, 321–322, 544–550, 564, 817–818 specificity principle on, 77 substance use/abuse issues related to, 80, 85–86, 94, 104, 481, 585 support networks for, 99–100 termination of parental rights, 620 of third culture kids, 428–431 transaction principle on, 78–79 transitions to parenthood, 25 two-generation approach to health care involving, 605–606 war and disaster moderation via, 705, 714, 718–719, 720, 722–723, 727–728, 729 warmth and control of, 70–72, 78, 421, 424 Parents’ Evaluation of Developmental Status (PEDS), 586 Parham v J.R (1979), 640 Partnerships for Inclusion (PFI), 251 Paths of a Generation project, 44 Patient-centered medical home (PCMH), 604–605 Peer/friend groups: acceptance in, 184–185, 189–190, 192, 197–198, 291 assessment of peer dynamics in, 185–192, 202 childhood history in terms of, 790, 801 children’s development in relation to, 2–3, 175–214 clarity and specificity in study of, 213–214 cliques in, 176, 209, 210 cognitions about, 189, 206–208 complexity of, 179–185 cross-ethnic/interracial, 438–442, 445 crowd affiliation in, 209–210, 289 cultural context for, 182–183, 184, 188, 193–194, 206, 211–212 deviancy training in, 196, 197, 198, 661 digital media impacts on, 178, 200, 377, 389–394, 395, 442, 480 dissolution/termination of, 195 diverse social contexts involving, 435, 436–437, 438–442, 445–446 dominance hierarchy in, 176, 182, 184, 209 early childcare and education issues with, 178, 244 educational issues with/impacts of, 178, 199, 200, 244, 286–287, 288–289, 291, 294–295, 435, 436–437, 442–443, 445–446 effects of relationships in, 195–197 emotional reactivity and regulation in, 180 ethnicity and race in, 181, 435, 436–437, 438–442, 445–446 exclusion in, 176, 180, 201–203 friendships in, 176, 183, 187–189, 192–197, 207–208 gender differences in, 182, 195, 197, 204, 289, 395, 440, 516–517 902 Subject Index Peer/friend groups (cont’d.) group formation, characteristics, and dynamics in, 182, 190–192, 209–210 group socialization theory on influence of, 85–86 health issues in relation to, 199, 200, 207, 208, 212–213, 294–295, 593, 594–596 history of research on, 177–178 the individual in, 179–180, 206–208 interactions in, 181–182, 183, 185–187 interdependencies between levels in, 183–185 interventions addressing issues in, 200–201 intrapersonal cognitions and emotions about, 206–208 life course perspective on, 32, 36 linked lives principle on, 32 neighborhood interactions with, 512–517 neuroscientific approach to, 180, 213 organized activity involvement/impacts of, 322–323, 330–331 other-sex relationships in, 197 overview of, 175–177, 210–214 parenting support networks through, 99–100 peer relations, defined, 177 perceived popularity in, 176, 189–190, 203–206, 289, 291 quality of relationships in, 188–189, 196 rejection in, 176, 180, 183, 189–190, 192, 197–199, 200, 201, 208, 289 rejection sensitivity models on, 208 relationship building in, 181–182 research on, 177–179, 185–206, 210–214 self-perception impacted by, 208 sexual minority issues in, 442–443 social context of, 209–210, 288–289 social information-processing (SIP) models on, 206–208 socialization through, 85–86, 177 social withdrawal from, 183–185, 196–197, 198, 199, 200, 202–203, 206–207, 208 socioeconomic status of, 439–440 status in, 182, 186, 189, 203, 204–205, 288–289, 291 substance use influenced by, 198, 204, 291, 334, 335, 439 theoretical perspectives on, 32, 36, 85–86, 179 third culture kids’ challenges of, 430 unsupervised time with, 334–335, 354, 515 victimization in, 176–177, 184, 199–201, 207, 212, 395, 436–437, 442–443, 480, 595 working youth’s, 354–355 Personality: agreeableness in, 92–93 Big Five factors of, 92–93 conscientiousness in, 92, 93 extraversion in, 92, 93 neuroticism in, 92, 93 openness to experience in, 92, 93 parenting relationship to, 92–94 PPCT (process-person-context-time) framework on, 823–824 war and disaster effects moderated by, 712, 721 Personal Responsibility and Work Opportunity Reconciliation Act (PRWORA), 657 Pharmacological treatments, 591–592, 596, 597–598, 731 Phthalate contamination, 467 Physical environments See Geography; Housing and physical environments; Neighborhoods Pierce v Society of Sisters (1925), 640, 663 Pittsburgh Youth Study, 500 Planned Parenthood of Central Mo v Danforth (1976), 643 Planned Parenthood of Southeastern Pennsylvania v Casey (1992), 643 Play behavior: childhood history of, 793, 795 cultural context for, 474, 754 digital media impacts on, 386–388 gender differences in, 475 housing and physical environments impacting, 472–477 materials used in, 472–477 physical activity in, 476–477 social relationships built through, 477 Polio, 576 Polychlorinated biphenyl (PCB) exposure, 469–470 Positive Parenting Program (Triple P), 105 Posttraumatic stress disorder (PTSD): health-related, 590, 594, 599 war and disaster-related, 706, 707–708, 710–711, 712, 715, 717, 720–725, 727–733 Poverty See Socioeconomic status PPCT (process-person-context-time) framework: bioecological assessment in, 812–839 cost-efficient measure utilization in, 831–834 cultural context considered in, 816–818, 819–820, 822 ecological validity of, 815–816 environment and experience considered in, 818 feasibility of assessment in, 830–834 higher order context in, 819–823, 838 integration issues in, 829–836 interpretability of assessment in, 830, 834–835 intervention applications of, 836–839 measurement preciseness increases in, 830–831 methodological implications of, 815–818 moderating factors in, 821–823, 826–827 neighborhoods considered in, 818, 820, 821, 822–823, 831–832 parenting considered in, 817–818, 819–820, 821, 822–823, 826, 829, 832–834 persons integration in, 823–826, 836–837 proximal processes studied in, 819–829, 837–838 real-world situations studied in, 815–816, 835 social address assessments in, 816–818 socioeconomic status considered in, 816–818, 819–820, 821, 827–828 structure of child’s environment in, 812–815 time integration in, 826–829, 838–839 top-down structuring in, 819–821 utility of assessment in, 830, 835–836 work characteristics considered in, 821 Preschool Curriculum Evaluation Research initiative, 248 Prince v Massachusetts (1944), 666 Privacy: Children’s Online Privacy Protection Act on, 406–407 digital media issues with, 381, 383, 406–407, 649 Family Educational Rights and Privacy Act on, 692 legal issues related to, 622, 625, 626–627, 640, 641, 647, 649 Programme for Individual Student Assessment (PISA), 276, 312 Project on Human Development in Chicago Neighborhoods (PHDCN), 35, 47, 500, 501, 505, 513, 524 Project STAR (Student-Teacher Achievement Ratio), 279, 685 Promise Neighborhoods initiative, 495, 522 Psychoanalytic theory, 59, 75, 379, 395 Psychological first aid (PFA), 731–732 Psychomotor development, 72, 73, 752–753 Public policy See Government policies and programs Quality/quality control: early childcare and education quality assessment, 232–235, 240–242, 247–252, 254–255 housing and physical environment quality, 459–472 organized activity quality of experiences, 315, 316, 318–319, 323, 325–326, 330–331, 336 peer/friend relationship quality, 188–189, 196 quality rating and improvement systems, 255 Subject Index Queer theory, 158 Quilloin v Walcott (1978), 620 Reach Out and Read (ROR), 585 Reciprocal continuity, 23, 34 Reduction hypothesis, 387–388 Regulation, governmental See Government policies and programs; Law and legal issues Relational-Developmental-Systems: bioecological landscapes of development guided by, diverse families as, 136–137, 166 diverse social contexts for, 417 early childcare and education as, 225 life course theory/perspective framed by, 12 neighborhoods as, 496 organized activities as, 309 parenting in terms of, 56 schools as, 269–270 war and disaster in perspective of, 705, 710 Relationships See Social relationships Religion and spirituality, 766, 769, 789, 796–798 Research: change models in, 551–552 on childhood history, 787–807 comparison groups in, 156–157, 164 correlation and causation in, 80–81, 550–553 on cultural context, 746–781 data collection/sources/analysis in, 157, 315, 692–694 developmental trajectory of, 163–164 on digital media, 383–408 on diverse families, 135–167 on diverse social contexts, 417–447 on early childcare and education, 223–224, 236–258 epistemic values in, 135–136, 158–159, 166 funding for, on government policies and programs, 656–697 on housing and physical environments, 459–482 instrumental variables in, 552–553, 694 intergenerational, 13 on life course theory/perspective, 7–14, 19, 28–48 on medical settings and health, 574–606 methodology of, 38, 81–83, 103, 142, 144–145, 156–158, 160–161, 164–166, 185–186, 312–316, 383–386, 499–502, 503–506, 524–526, 693–694, 778–779 (see also Assessment methodology) mixed methods approach to, 525–526 natural experiments in, 82, 502, 507, 513, 552 on neighborhoods, 493–526 nonepistemic values in, 136, 158, 166 observation in, 185–186, 316, 383, 499, 831 omitted variable bias in, 551 on organized activities, 312–339 on parents and parenting, 58–62, 80–83, 103 on peer/friend groups, 177–179, 185–206, 210–214 random assignment experiments in, 551 research design for, 80–83, 165, 237–238, 525, 551 sampling and samples, 156, 164–165 on schools, 268–269, 275–292 selection effects in, 38, 141–142, 146–147, 152, 165, 236–238, 319–323 simultaneity bias in, 550–551 on socioeconomic status, 534–566 on war and disaster, 704–737 within-family variation in, 552 on working youth, 346–370 Research-Based, Developmentally Informed program (REDI), Head Start’s, 249 903 Residential settings See Housing and physical environments; Neighborhoods Revised Class Play technique, 186 Rex v Greenhill (1836), 619 Rogers, Fred, 387, 390 Roller v Roller (1905), 621 Roper v Simmons (2005), 632, 637–638, 644, 662, 669 Routine Activity Theory, 334 Safe and Drug-Free Schools Act, 661 SAFE (sequenced, active, focused, explicit) programs, 324, 336 Safford Unified School District v Redding (2009), 627–628 Same-sex couple families See Gay/lesbian families Scaffolding: scaffolded instruction in ECE, 227 scaffolding theory on parenting, 60, 76 Scholastic Aptitude Test (SAT), 276 Schools See also Education academic outcomes in, 276–278, 435–437, 553–556 attainment of degrees/diplomas from, 277 bullying and victimization in, 200, 436–437, 442–443 Catholic or parochial, 279–280 charter, 280, 515, 684 childhood history in terms of, 789, 799, 802–804 children’s development in relation to, 3, 268–297 class size in, 279, 685 climate of, 289–290 composition or demographics of, 280–282, 290, 292–293, 434–438, 445–446 coursework in, 277, 283–284 cultural context in, 272–275, 280–282, 289–290, 434–438, 761–762, 771 curriculum and instruction in, 282–284, 294, 771 desegregation/segregation of, 272, 281–282, 292–293, 435 as developmental contexts, 284–292 developmental theory on, 269–271 as diverse social contexts, 434–438, 442–443, 445–446 dropout from, 277, 286 as educational institutions, 275–284 Eighth Amendment (corporal punishment) rights in, 628–629 engagement in, 278 ethnic and racial issues in, 272–273, 274, 276–277, 280–281, 290, 291, 292–293, 434–438, 445–446, 683–684 First Amendment (free speech and expression ) rights in, 622–624 Fourteenth Amendment (due process) rights in, 625 Fourth Amendment (search and seizure) rights in, 625–628 gender differences/inequalities in, 274–275, 282, 286, 290 government policies and programs on, 276, 281, 283, 295, 507, 683–688 graded achievement in, 276–277 holistic depictions of, 292–296, 311 immigration-related issues in, 274, 437 inequality links to, 272–275 learning in, 276 legal issues on children’s rights in, 621–630, 661 life course perspective on, 32, 33–34, 270–271 lighting, color, and temperature in, 464–465 linked lives principle on, 32 magnet, 280 neighborhood interactions with, 505–506, 515–516 neighborhood resources including, 498, 506–508 organized activities after/outside of (see Organized activities) overview of, 268–269, 296–297 parental involvement/influence in, 287–288, 292 peer issues/impacts related to, 199, 200, 286–287, 288–289, 291, 294–295, 435, 436–437, 442–443, 445–446 private vs public sectors of, 279–280 904 Subject Index Schools (cont’d.) public health in, 294–295 relationships in, 285–287, 291–292 relationships outside, 287–288 research on, 268–269, 275–292 school choice on, 280, 515 school-to-prison pipeline, 629 sex education in, 294 sexual minorities in, 442–443 short-term and long-term significance of, 271–272 single-sex, 282 size of, 278–279, 290, 291 social and emotional outcomes of schooling, 290–292, 685–686 social status in, 288–289, 291 socioeconomic status and, 271, 273–274, 281–282, 287, 288, 292–293, 545, 553–556 standardized testing in, 276, 295–296, 684 structure of, 278–280, 290, 291 teacher effectiveness/influence in, 284, 437, 446, 685 teacher-student relationships in, 285–286, 292 transitions in, 33–34, 272, 293–294, 761–762 vocational training in, 283–284 vouchers for, 280, 515 war and disaster-related interventions in, 724, 730–731, 736 zero-tolerance policies in, 629, 661 Selected Indicators of Child Well Being survey, 320 Self-determination theory, 457, 459 Sex differences See Gender differences Sexual behavior: age of consent for, 647–648 birth control/contraception related to, 90, 596, 606, 640, 641, 665–666 childhood history in terms of, 796 cultural influences on, 767 digital media exposure to, 377, 397, 400–401, 405–406, 628, 645, 646, 648–650 gay/lesbian/bisexual/transgender (see Sexual minorities) government policies and programs on, 665–666 legal issues related to minors’, 641, 645, 647–650 life course perspective on, 583 neighborhood influences on, 509, 510, 512 pornography depicting, 401, 405–406, 646, 649 sex education on, 294 sexting about, 377, 401, 406, 628, 645, 648–650 sexual harassment about, 355 socioeconomic status relationship to, 556, 557–558 working youth’s precocious, 354–355, 359 Sexual minorities: digital media presence of, 379, 400 diverse social contexts for, 442–443 educational issues for, 442–443 gay/lesbian couple families of, 153–159 Sheppard-Towner Act, 675 Shriners Hospitals for Children, 576 Shriver, Sargent, 677, 691 Siblings: alloparental role of, 66 assisted reproductive technology–related, 161 chronic illness of sibling impacting, 598–599 parenting of, 84–85, 87, 99 sibling research models, 552, 559, 693–694 stepfamily sibling relations, 149, 152 Sierra Leone, armed conflict in, 716 Single-parent families: childhood history of, 798 death of parent and bereavement in, 142–145 divorce creating, 145–148 (see also Divorce) gay/lesbian, 154 life course perspective on, 30–31 parenting issues in, 64, 99 prevalence of, 663–664 socioeconomic status of, 138, 139, 542, 544, 664, 672–674, 675–676 unmarried-parent families as, 137–139, 663–664, 672–674 Sleep behavior: childhood history of, 800–801 digital media impacting, 388–389, 396 housing and physical environments impacting, 470, 471 war and disaster impacting, 728–729 Smallpox, 575–576 Smart Start Program, North Carolina’s, 255 Smoking See Substance use/abuse Snapchat, 406 Social class See Socioeconomic status Social cognitive theory, 377, 398 Social information-processing (SIP) models, 206–208 Socialization: cultural context for, 421, 433–434, 444 group socialization theory on, 85–86 organized activities for, 313 parental influences in, 59, 60, 67–68, 73, 75–79, 83–86, 421, 433–434, 444, 549, 564 peer/friend groups as source of, 85–86, 177 Social learning theory, 60, 76 Social relationships: cultural context for, 182–183, 184, 188, 193–194, 206, 211–212, 421, 433–434, 444, 753, 754, 758–760 digital, 178, 377, 380, 389–394, 442, 480, 719 (see also Digital media) diverse social contexts for (see Diverse social contexts) familial (see Families; Grandparents; Parents and parenting; Siblings) health issues in relation to, 212–213, 294–295, 593, 594–596 linked lives principle on, 31–32 neighborhood/community, 498–499, 508–510 (see also Neighborhoods) organized activities creating/impacted by, 307, 313, 322–323, 330–331 parenting support networks through, 99–100 peer (see Peer/friend groups) play behavior building, 477 school-related, 32, 285–292, 435, 436–437 social cognition development, 753, 754 socialization through (see Socialization) social pathways for, 20–24, 39 social roles in, 11, 12–13, 15–17, 19, 24, 34 Social Security program, 668, 670, 675–676, 677, 678, 680, 681–682, 695–696 Social Services Block Grant, 689 Social stimulation theory, 225, 226–227 Sociobiological theory, 225, 227 Socioeconomic status: behavior relationship to, 535, 556–558, 562–563 childhood history in terms of, 791, 798 children’s development in relation to, 3–4, 534–566 correlation and causation in studies of, 550–553 cultural perspective on, 548–550, 760–761, 763 definitions of SES-based resources, 535–541 diverse families’, 138, 139, 151, 161–162, 542, 544, 664, 672–674, 675–676 diverse social contexts based on, 420–421, 439–440, 446–447 early childcare and education in relation to, 224, 235, 236, 238, 245, 252–253, 256, 507–508 educational links to, 101, 224, 235, 236, 238, 245, 252–253, 256, 271, 273–274, 281–282, 287, 288, 292–293, 349, 507–508, 534–535, 540, 542–543, 545, 547, 553–556, 560–563, 565, 659, 672, 673, 674–675, 827–828 empirical research on effects of, 553–564 Subject Index ethnicity and race in relation to, 274, 420–421, 439–440, 446–447, 504, 538, 659, 672 familial trends in, 541–544, 669–672 family and environmental stress perspective on, 544–546 government policies and programs on, 537, 538, 539, 552, 554, 559, 564–565, 658–660, 669–690 health relationship to, 23–24, 38, 42–43, 535, 545–546, 550–551, 556–560, 562–563, 577, 579–580, 581–582, 604–605, 659 housing and physical environments in relation to, 470, 545 human capital attainment in relation to, 555–556 income as element of, 536–537, 553–560, 669–674 inequality of, in U.S., 541–544, 658–660, 669–674 intergenerational transmission of, 544, 548, 550, 827 life course perspective considerations of, 10–11, 18–19, 23–24, 26–27, 36, 38, 40–41, 42–43 marital status relationship to, 138, 139, 151 measurements of, 537–539, 658 neighborhood issues in relation to, 38, 273, 360, 494–495, 497, 503–512, 521–522, 523, 545 organized activities in relation to, 309–310, 321–322, 332–333, 337, 338 overview of, 534–535, 565–566 parental education as element of, 540, 560–563, 565, 672 parental occupation as element of, 540–541, 563–564, 565, 673–674 parenting influenced by, 100–101, 273–274, 287, 288, 321–322, 544–550, 564, 817–818 peer/friend relativity of, 439–440 play behavior perception differences by, 474 poverty as element of, 537–539, 553–560, 581–582, 658–660, 669–678, 820–821 PPCT (process-person-context-time) framework on, 816–818, 820, 821, 827–828 research on, 534–566 resource and investment perspective on, 546–548 rural-urban divide in, 42–43, 420–421 social address assessments based on, 816–818 taxes and tax credits based on, 537, 538, 552, 554, 564, 657, 670–672, 673, 678, 679–680, 681, 682 theoretical perspectives on, 544–550 wealth as element of, 539–540, 556, 558, 672–674 working youth background of, 349, 350, 353, 360–361, 362–363, 364–365 Somalia, armed conflict in, 714 Soviet Union dissolution study, 43–44 Special needs, people with: education for, 684 government policies and programs for, 676, 677, 681, 682 medical care and health of, 576, 590–601 organized activities for, 338 Sri Lanka, tsunami in, 711, 728, 729, 732 Stanford v Kentucky (1989), 637 Stepfamilies: change and instability in, 150–151 child abuse in, 99, 151 child outcomes in, 149–150 demographics of, 148 as diverse family structure, 99, 134, 135, 148–153, 154–155 family processes in, 151–152 gay/lesbian, 154–155 marital and coparental relationships in, 152 parent-child relationship quality in, 152 parenting issues in, 99, 151–152 research on, 135 siblings in, 149, 152 socioeconomic status of, 151 stress effects in, 150 structural complexity of, 148–149 905 theoretical perspectives on, 150–152 transitions in, 149 Stigmatization: diverse families facing, 137, 143, 153, 156, 157, 159, 164, 166 peer, 210 Stimulation hypothesis, 386–387 Stress: critical incident stress debriefing, 731 divorce creating, 146 early childcare and education issues of, 227, 243–244 ERASE-Stress program addressing, 725, 732 family and environmental stress perspective on, 544–546 family stress theory on, 712 health and medical care-related, 578, 590, 594, 599 health impacts of, 581–582 (see also Posttraumatic stress disorder) housing and physical environments creating, 470, 471, 481–482 neighborhood-related, 510–511 organized activity-related, 312 parenting impacted by, 93–94, 101, 140, 510–511, 817–818 posttraumatic or acute stress disorder from (see Posttraumatic stress disorder) socioeconomic, 544–546, 581–582, 817–818 (see also Socioeconomic status) stepfamilies creating, 150 stress inoculation training for, 725 toxic levels of, 712–713 war and disaster creating, 4, 704–737 working youth experiencing, 355 work-related, 541, 545, 564, 565 Study of Early Child Care and Youth Development (SECCYD), 229, 230, 234, 235, 237, 238, 239, 240, 243, 283, 315, 329, 332, 692 Substance use/abuse: advertising of tobacco and alcohol, 406 cultural influences on, 766, 767 digital media portrayal of, 377, 404, 406, 480 housing and physical environments impacted by, 468 legal issues related to, 624, 625–628, 629 life course perspective on, 583 minors’ medical decision-making rights related to, 641 neighborhood influences on, 522 organized activity participation deterring, 327, 328, 329 parenting issues related to, 80, 85–86, 94, 104, 481, 585 peer dynamics impacting, 198, 204, 291, 334, 335, 439 prenatal impacts of, 580–581, 584–585 school zero-tolerance policies toward, 629, 661 socioeconomic status relationship to, 557 unsupervised out-of-school time links to, 334, 335 working youth access to, 353, 354, 355, 356, 357, 359, 361 Sudan, armed conflict in, 715 Suicide, 143, 583, 602 Supplemental Educational Services, 323, 337 Supplemental Nutrition Assistance Program (SNAP), 537, 538, 539, 677, 678, 682 See also Food stamps Supplemental Security Income, 677, 681–682 Supporting Healthy Marriage (SHM) program, 665 Survey of After-School Programs in Elementary Schools, 323 Survey of Income and Program Participation (SIPP), 315, 334, 672, 691, 692 Systems: family systems theory, 60–61 general systems models, 225, 457 Relational-Developmental-Systems (see Relational-Developmental-Systems) Talfourd’s Law, 619 Teen Pregnancy Prevention Program, 665 Televised media See Digital media 906 Subject Index Temporary Assistance for Needy Families Program (TANF), 675–676, 681, 689, 690 Terman Study, 8, 29, 40 Terrorism, 704–705, 707, 714, 717, 720, 721, 722, 725 See also War and disaster The After-School Corporation (TASC), 326 Third culture kids, 428–431, 769 Thompson v Oklahoma (1988), 637 Time: age changes through (see Age and aging) chronosystems in bioecological landscapes of development reflecting, 2, 19, 815, 826, 828–829, 838–839 as cumulative phenomenon, 827–828, 835–836 digital media use/exposure measurements of, 383–386, 388 duration of experiences in life course, 20–21, 23, 30–31, 36–37 early childcare and education duration over, 228, 230, 235, 242–243 global time estimates of, 383 historical, 829 (see also Historical perspectives) intergenerational transmission over, 31–32, 95–96, 272, 544, 548, 550, 714, 762, 827, 829 life course theory/perspective over, 2, 6–48, 270–271, 346, 577, 580–583 macro-time, 828–829 micro-time, 828 organized activity dosage in, 308, 318, 326, 328–329, 331, 336 parenting moderated by timing, 77–78 PPCT framework on, 826–829, 838–839 (see also PPCT (process-person-context-time) framework) reciprocal continuity over, 23, 34 resource and investment perspective on parental time, 546–548 schools, amount of time in, 268 socioeconomic challenges, timing of, 557–558 temporality, in life course perspective, 10–14, 16–17, 20, 24–26, 30–31, 36–37 time diaries on use of, 313–314, 383, 388 timing principle, in life course theory, 30–31 trajectories, transitions, and turning points in, 20, 24–26, 30, 33–34, 272, 293–294, 761–762 war and disaster-related developmental timing, 712, 713, 718, 720–722, 728 working youth time use/management, 356, 361 Tinker v Des Moines Independent Community School District (1969), 622 Tobacco use See Substance use/abuse Transracial adoption, 431–434 Tsunamis, 711, 726–727, 728, 729, 732, 761 21st Century Community Learning Centers, 306, 308, 323, 337 Twitter, 393 Uganda, armed conflict in, 715, 724–725 Uniform Marriage and Divorce Act, 619 United Nations Convention on the Rights of the Child, 104, 618, 642, 669, 804 Unmarried-parent families: characteristics of, 138 child outcomes in, 138–142 cohabitating-parent, 137–142 as diverse family structure, 137–142, 663–664, 672–674 economic resources in, 139, 664, 672–674 father’s involvement in, 140–141 interventions with, 142 parental skills and effectiveness in, 139–140 prevalence of, 663–664 single-parent, 137–139, 663–664, 672–674 stability and change in, 141 Uses and gratification theory, 379 Vaccines, 575–576, 580, 585, 663 Vernonia School District 47J v Acton (1995), 626 Violence See also Antisocial and aggressive behavior in digital media, 376–377, 378–379, 382, 394–397, 405, 475, 480, 646–647, 719, 735 domestic, 94, 95, 99, 104, 151, 582, 583, 606, 620–621, 666–669, 689–690 in neighborhoods, 509–510, 518 peer victimization and, 176–177, 184, 199–201, 207, 212, 395, 436–437, 442–443, 480, 595 school zero-tolerance policies toward, 629, 661 violent crime, juveniles tried as adults for, 633–634, 661 war and disaster creating, 4, 704–737, 803 Virtual School technique, 202 Vulnerable child syndrome, 595–596 War and disaster See also Military service age influences on effects of, 711–712, 718, 720–722, 728 bioecological perspective on, 705, 710, 719 challenges of research on, 708 childhood history in terms of, 803 children’s development in relation to, 4, 704–737, 803 child soldiers in, 705, 714, 715–716, 720–721, 723, 803 community, cultural, and geopolitical context of, 717, 719, 721, 732, 736, 761 determinants of exposure to, 717–719 developmental timing in relation to, 712, 713, 718, 720–722, 728 differential susceptibility and sensitivity to, 713–714 disaster preparedness, 733 dose-response gradients with, 710–711, 719–720, 727–728, 734 familial/parental role in exposure/response to, 705, 714, 718–719, 720, 722–723, 727–728, 729 family stress theory on, 712 future directions in research on, 735–737 gender differences in experiences/responses to, 712, 716, 718, 721, 724–725, 728 historical perspectives on, 705–708 hurricanes as, 707, 726–727, 728, 729–730, 732, 733 individual differences in experience of, 712, 713–714, 718, 720–722, 728–730 intergenerational transmission of trauma from, 714 interventions addressing effects of, 707, 715, 724–726, 730–733, 735–737 media coverage of, 719, 735 mediating processes of exposure to, 712–713, 719–723 natural and technological disasters, specifically, 706–707, 711, 726–733, 761 overview of, 704–705, 733–735 pathways of response to, 709–710, 729–730 personality as moderating factor after, 712, 721 posttraumatic growth following, 709 prenatal and postnatal impacts of, 712–713, 720, 728 prevalence of, 705 prevention of war and peace promotion, 725–726 recovery context from, 723, 729–730 refugees and resettlement from, 705, 723–724, 730, 803 research on, 704–737 resilience following, 709–710, 710–714, 713, 721, 736 risk and resilience models on, 710–714 theoretical perspectives on, 708–714 variations in exposure to, 714–717, 727–728 variations in response to, 713, 719–723, 727–728 war, terrorism, and violent political conflict, specifically, 704–705, 707, 714–726 War on Poverty programs, 252, 657, 674, 676–677, 690, 691 Washington, Booker T., 683 Welfare Reform Law, 664, 676, 689 Subject Index Wilson, Wilson by v Wilson (1984), 621 Winship, In re (1970), 632 Women, Infants, and Children Special Supplemental Nutrition program (WIC), 683 Work and employment: apprenticeship programs for, 324, 361, 369 child labor laws on, 310, 365, 666, 799, 804 children’s development in relation to, 3, 310, 345–370, 666, 793, 794–795, 798, 799–800, 803–804 (see also Working youth for details) complexity of, 549, 564 early childcare and education ties to parental, 223, 228, 235, 236 education transition to, 21–22, 368–370 familial impacts of, 16 government policies and programs on, 310, 365, 565, 666, 678, 679, 690, 799, 804 international perspectives on, 363–365 life course perspective on, 16, 21–22, 23, 24, 27, 29, 31, 37, 45, 346 nonstandard work schedule for, 541, 563–564 PPCT (process-person-context-time) framework on, 821 sexual harassment in, 355 situational imperatives necessitating, 27 social pathways related to, 21–22, 23 socioeconomic status relationship to, 540–541, 542, 563–564, 565, 673–674 stress from, 541, 545, 564, 565 trajectories, transitions, and turning points in, 21–22, 24, 368–370 workers’ compensation for injuries in, 675 Workforce Investment Act, 690 Working youth: age segregation of, 351–352 antisocial or problem behaviors among, 354, 358–359 childhood history in terms of, 793, 794–795, 798, 799–800, 803–804 child labor laws on, 310, 365, 666, 799, 804 decline in, 347–348, 362, 365–367 demographics of, 348–349, 350, 359–361 earnings of, 353, 357, 363, 364–365 economic recession impacts on, 347, 366, 367–368 educational context/issues for, 351–353, 356–358, 360–361, 362–366, 368–370 entering labor force by, 347–348, 362–363 ethnicity and race of, 349, 350, 360 future research on, 365–370 gender differences in, 348–349, 350, 362 hazardous work for, 345, 362, 363, 364 health of, 355, 364 hours worked by, 347–348, 349, 357, 360 life course perspective on, 346 “minor effects of work” perspective on, 357–359 “moderate amount of work beneficial” perspective on, 355–357 “not working is best” perspective on, 350–355 organized activity participation by, 354, 356, 368 overview of, 345–347, 370 peer/friend groups of, 354–355 perspectives on, 346, 350–361, 363–365 places/types of employment for, 349–350, 363, 368 prevalence of, 347–348, 362, 365–368 research on, 346–370 sexual behavior of, 354–355, 359 sexual harassment of, 355 skill development of, 352, 355–356, 357, 360, 364 social context for, 354–355 socioeconomic status of, 349, 350, 353, 360–361, 362–363, 364–365 substance use/abuse by, 353, 354, 355, 356, 357, 359, 361 time use/management among, 356, 361 in United States, 347–350, 365–367, 369 outside of United States, 361–365, 367–368, 369–370 volunteering youth vs., 356, 366–367, 368 “worker-specific effects” perspective on, 359–361 worldwide scope of, 361–362 World Trade Center terrorist attacks, 704, 717, 720, 722, 725 World War II, 704, 705–706, 720 Yarborough v Alvarado (2004), 636 YMCA, 308 Yonkers Project, 506, 511, 514, 521 Youth Development Study (YDS), 353, 356, 359, 360, 361, 365–366 Youth Service Activities program, 690 Zero-tolerance policies, 629, 661 907 WILEY END USER LICENSE AGREEMENT Go to www.wiley.com/go/eula to access Wiley’s ebook EULA ... times: A Handbook of Child Psychology; Manual of Child Psychology; Carmichael’s Manual of Child Psychology; Handbook of Child Psychology; and Handbook of Child Psychology and Developmental Science. .. HANDBOOK OF CHILD PSYCHOLOGY AND DEVELOPMENTAL SCIENCE HANDBOOK OF CHILD PSYCHOLOGY AND DEVELOPMENTAL SCIENCE Seventh Edition Volume Ecological Settings and Processes Volume Editors... excerpts and the use of other materials previously published in the Handbook of Child Psychology, Revised Edition (Carmichael, 1 946 , p vi) Both the Handbook of Child Psychology and the Handbook of Child