An ISSBD collaboration with the International Consortium of Developmental Science Societies (ICDSS)
Learning to Hope: Schools, refugee teens, and the future of integration
Presenter: Giovanna Dell’Orto, Ph.D., Associated Press & University of Minnesota, USA.
Chair: Frosso Motti-Stefanidi, National and Kapodistrian University of Athens, Greece
Ann Masten, University of Minnesota, USA
Michael Pluess, Queen Mary University of London, UK
Into what kind of adults are refugee teens being molded along the world’s busiest migration routes? The answer comes from schools – education is the “make it or break it” factor in future integration. And it’s crucial not only for the unprecedentedly large number of youths uprooted just when they’re most vulnerable developmentally, but for the public in the countries where these teens are going to become either productive citizens or easy prey for criminal networks. This session presents new evidence about the impacts of the education of refugee teens from voices rarely heard before – theirs. Dr. Giovanna Dell’Orto, a journalist, academic, and National Geographic Society grantee, conducted on-the-ground, in-depth interviews with dozens of teens, and their teachers, over more than three years. In Jordan’s sprawling desert cities and Guatemala’s highland villages, at the start of the migrants’ journey; in shelters across Greece and Mexico, transit countries turning into limbo; and in schools in Germany and the United States, the prime destinations, nearly insurmountable barriers exist, from language learning to discrimination to family dysfunction. The pandemic school shutdowns added lasting damage. But in candid detail, the teens also speak of extraordinary resilience, animated by the teachers improvising ways to help them defy the odds. Short excerpts from the documentaries produced in the field will illustrate the presentation, followed by a discussion by Professor Ann Masten, University of Minnesota, and Michael Pluess, Queen Mary University of London, followed by a discussion with the audience.
An ISSBD collaboration with the International Consortium of Developmental Science Societies (ICDSS)
Climate Change and Youth Development
Chair: Sander Thomaes, Utrecht University, the Netherlands
Honwana A., London School of Economics and Political Science, United Kingdom
Raissis I., Fridays for Future Greece, Greece
Sanson A., University of Melbourne, Australia
Thomaes S., Utrecht University, the Netherlands
Keywords: adolescents, climate change, sustainability, environmentalism, eco-anxiety
The world faces an unprecedented climate crisis, and human behavior is the root cause. This poses a call to action for developmental scientists. Young people are disproportionally impacted by climate change, and they have potential to be frontrunners in the collective green behavior change that the world needs now. Can we use our expertise to provide deeper understanding of what drives the sustainable, ecological behaviors of young people? Can we find science-based solutions to help young people cope with and contribute to mitigating the climate crisis?
We would like to propose a Roundtable to address these questions, and sketch a vision for how the emerging field of climate change and youth development can come of age in the upcoming years. While there is recent evidence on how ecological behavior develops over the course of childhood and adolescence, still little is understood as to the psychological, social, and cultural factors that account for such behavior. And while effective communication about climate change is critical, we do not yet know how to do so in a way that keeps young people from experiencing fear or hopelessness. Answering these questions will not only provide directions for policy and intervention but will also uncover basic developmental processes of societal engagement and contribution among youth.
The Roundtable will bring together scientists and a young activist who offer complementary perspectives on the topic. Alcinda Honwana is a social anthropologist whose work examines youth protest and social movements, with a focus on Africa and the Global South. Iason Raissis is an environmental activist and communications coordinator for Fridays for Future in Greece. Ann Sanson is a developmental psychologist who aims to understand the impact of climate change on young people. Sander Thomaes is a developmental psychologist who seeks to understand and help promote young people’s ecological behavior.
Views by two
Prejudice and Biases in Childhood and Adolescence: A Developmental Perspective
Chair: Melanie Killen, University of Maryland, USA
Co-Chair: Adam Rutland, University of Exeter, UK
Reducing prejudice in childhood and adolescence has implications for healthy development as well as creating a just and civil society. Children who are excluded and victimized due to their gender, race, ethnicity, nationality, and other group membership categories are at risk for negative healthy development. Societies that discriminate against others contribute to social inequalities and contribute to a global crisis regarding crimes against humanity. By adulthood, stereotypes and biases are deeply entrenched and difficult to change. Childhood provides a unique window of opportunity for reducing prejudice. Two approaches to reducing bias are described which, when integrated, can be very effective. Melanie Killen from the University of Maryland, USA, will discuss research that has focused on children's moral reasoning and decision-making about what makes social exclusion wrong based on race, ethnicity, nationality, and gender. Adam Rutland, from the University of Exeter, U.K., will discuss research on the role of group identity and group norms for why children and adolescents display biases. An integrated approach will be discussed which reveals how studying moral and group identity dimensions of prejudice provides a basis for examining when children and adolescents challenge inequalities, resist unfair treatment of others, and reject stereotypic characterizations of their peers based on group identity. The focus will be on the implications of this research for strategies that promote equity and justice from childhood to adulthood.
Internationalizing Developmental Science: Ideas for a Roadmap
Chair: Ariel Knafo-Noam, Hebrew University of Jerusalem, Jerusalem, Israel
Ariel Knafo-Noam, Hebrew University of Jerusalem, Hebrew University of Jerusalem, Jerusalem, Israel
Dorsa Amir, University of California, Berkeley, USA
Michelle de Haan, University College London, London, UK
Berna Güroglu, University of Leiden, Leiden, Netherlands
Peipei Setoh, Nanyang Technological University, Singapore
Developmental science, despite progress in recent years, still focuses substantially on children growing up in Western, often English-speaking, cultural contexts. This misrepresentation affects our ability to understand human development in diverse contexts. Moreover, the lack of comparability impedes understanding of the limitation of the research even within the Western contexts in which it is performed. In this roundtable, experts from diverse cultures, who are developmental researchers and editors, will discuss the current status of international research in developmental science. They will describe ongoing and potential efforts for improving representation, mechanisms and platforms for improving international cooperation and cross-cultural developmental work, and ideas for integration of research from diverse cultures into a broader theory of human development.
Chair: Brett Laursen, Florida Atlantic University, USA
Ingrid Schoon, University College, London, UK
Jennifer E. Lansford, Duke University, USA
Livia Melandri, SAGE Publishing, United Kingdom
Sander Thomaes, Utrecht University, the Netherlands
Suman Verma, Panjab University, India
Marcel van Aken, Utrecht University, The Netherlands
The panel will discuss recent developments in the area of open science. After a brief set of opening remarks, the panel will lead the audience in a discussion focused on three topics:
(1) Open access publishing (including EU Plan S implementation);
(2) Preregistration of confirmatory and exploratory research; and
(3) Public data and data sharing. The panel includes representatives from publishing, university administration, journal editors, and scholars who make use of large, open access data sets.
Using Big Data for the Study of Individual Behavior Development
Chair: Ingrid Schoon, University College, London, UK
Using Big Data from Wearable Sensors to Study Links Between Personality and Social Behavior: The Case of Scientific Gatherings.
Lechner C.M.1, Génois M.2
1 GESIS – Leibniz Institute for the Social Sciences, Mannheim, Germany
2 Center for Theoretical Physics, Aix-Marseille University, Marseille, France
The Potential of Process Data to Examine Gender Differences in Reading and Mathematics Achievement
Borgonovi F.1, Khorramdel L.2, Pokropek A.3
1 UCL Social Research Institute, London, UK
2 Boston College, Massachusetts, USA
3 Polish Academy of Sciences, Warsaw, Poland
Using cohort and administrative data to assess development and adjustment of vulnerable populations over time.
Schoon I., Parsons S.
University College London, London, UK
Answering practical questions from health and social care practitioners with big data.
Ristikari T.1,2, Kurki M.1,3
1 Itla Children’s Foundation, Helsinki, Finland
2 National Institute for Health and Welfare, Finland
3 Center for Child Psychiatry, University of Turku, Turku, Finland
The aim of this symposium is to discuss the challenges and opportunities inherent in using ‘Big Data’ in social science research. Big data is proclaimed as a powerful new resource offering new opportunities to advance our understanding of human behavior and interactions. This symposium brings together 4 presentations exploring the potential of big data from different sources used or the analysis of individual behaviors and well as its relevance for the design of interventions and social policy. Lechner and Génois utilized wearable sensors provided to conference attendees to trace social interactions in situ. They found that social behavior at scientific conferences is largely determined by social status, roles and norms, and less by personality characteristics. For instance, there was no evidence that researchers prefer to interact with others who have similar (homophily) or dissimilar (heterophily) personality traits as themselves, only academic seniority was related to the propensity to connect with others. The study by Borgonovi, Khorramdel, and Pokropek use process data included in large-scale international assessments from PISA 2018, TIMSS 2019, PIRLS 2021 and PIAAC cycle 1 to assess gender differences in problem solving and test-taking strategies to examine differences in reading and mathematics attainment. Schoon and Parsons report on the use different sources of large scale administrative and longitudinal survey data to assess processes of adaptation and adjustment among particularly vulnerable and difficult to reach groups, such as those who experienced out-of-home care, to trace their development over time. They discuss the advantages and disadvantages of different sources of ‘big data’ and show how different data sources can be used to complement each other. Ristikari and Kurki report on evidence from existing administrative- and population survey data related to child, youth and family wellbeing in Finland that are combined into a new national mission pool to inform local level development regarding service needs and help to guide relevant policy development.
Evidence from the different studies show that the concept of big data is only vaguely described, that there are multiple definitions of big data, and that each type of data offers distinct challenges and opportunities. Each type of big data offer potential for specific areas of social investigation, requiring different analytical approaches and therefore a clear understanding of the specific nature of the data available. Moreover, there are issues of access and data security that need to be considered to advance the development of high-quality and impactful social science research using big data.
From science to policy and practice: Key factors for successful implementation of innovations
Chair: Christiane Spiel, University of Vienna, Austria
Co-chair: Chrysse Hatzichristou, National and Kapodistrian University of Athens, Greece
Implementing innovations into public policy and practice – recommendations from implementation science
University of Vienna, Vienna, Austria
Supporting school communities in times of adversities: National and international considerations
National and Kapodistrian University of Athens, Athens, Greece
Implementation and evaluation of antibullying programs in Italy
University of Florence, Italy
Implementing a social-emotional development training framework across different sectors
University of Toronto, Canada
There is an increasing claim for transferring scientific knowledge to public policy and practice. But realizing this transfer is challenging and often fails. As a consequence, the field of implementation research has emerged, several implementation frameworks have been developed and implementation studies conducted. However, despite the large body of empirical evidence referring to the importance of implementation and growing knowledge of the contextual factors influencing implementation, diverse barriers for a successful transfer of scientific knowledge to practice persist. It is the intention of the symposium to discuss these barriers and to illustrate how successful implementation of innovations into public policy and practice across countries and sectors can be realized. In the introductory talk, Christiane Spiel presents recommendations from implementation science: How to implement innovations into public policy and practice. Chryse Hatzichristou focuses in her presentation on the supporting of school communities in times of adversities. She discusses national and transnational considerations. Ersilia Menesini presents the implementation and evaluation of antibullying programs carried out in collaboration with the Ministry of education and other stakeholders. In the fourth talk, Tina Malti discusses the implementation of a social-emotional development training framework into early learning and care services. In the general discussion, key factors for successful implementation of innovations in particular in times of crises are summarized.