Mixing qualitative and quantitative research in developmental science: Uses and methodological choices.

Multiple methods are vital to understanding development as a dynamic, transactional process. This article focuses on the ways in which quantitative and qualitative methodologies can be combined to enrich developmental science and the study of human development, focusing on the practical questions of "when" and "how." Research situations that may be especially suited to mixing qualitative and quantitative approaches are described. The authors also discuss potential choices for using mixed quantitative- qualitative approaches in study design, sampling, construction of measures or interview protocols, collaborations, and data analysis relevant to developmental science. Finally, they discuss some common pitfalls that occur in mixing these methods and include suggestions for surmounting them. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A critical review of the approach to birth order research.

The birth order literature was reviewed in order to demonstrate that the present emphasis on birth order differences with a de-emphasis on theory has resulted in confusion. Birth order research topics reviewed were: child-rearing practices, affiliation, dependence, and conformity, intelligence and achievement, and alcoholism. Following the review, two suggestions were made concerning the direction of future birth order research. The first concerned the importance of undertaking theoretically-derived research as opposed to research focused on differences. Developmental theories, particularly those considering the family and child-rearing practices were suggested. The second concerned the value of a moderator variable (Ghiselli, 1963) in birth order research. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A developmental perspective on personality in emerging adulthood: Childhood antecedents and concurrent adaptation.

Personality and competence were examined in a community sample of 205 children ages 8-12 yrs old who were followed up 10 yrs later in emerging adulthood (ages 17-23 yrs old). Adult Positive Emotionality (PEM), Negative Emotionality (NEM), and Constraint (CON) were presaged by childhood personality. PEM was associated with current success in social and romantic relationships. Low CON was associated with childhood and current antisocial conduct. NEM was broadly linked to childhood and current maladaptation, consistent with the possibility that failure in major developmental tasks increases NEM. Findings highlight the pervasive linkage of NEM to maladaptation and suggest that adult personality may develop from processes embedded in childhood adaptation as well as childhood personality. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An idiographic perspective in mission-oriented research.

The distinction between idiographic and nomothetic approaches in research, particularly as used in personality theory, has relevance to program research. Four investigations were conducted, in which attempts to develop a theoretical framework of a nomothetic-conceptual-universal nature were either unsuccessful or, at best, of only incidental importance. At the same time, all four studies yielded results in which the particular-speciflc-idiographic framework had important program implications. These four studies were: (1) A comparison between Indian and non-Indian school children, in an effort to delineate differences in psychological characteristics of importance in education; (2) A comparison between French-speaking and English-speaking communities with respect to community attitudes toward mental illness; (3) A study of placement procedures for disabled employees in a large factory; (4) A study of the relationship between FIRO scale scores and sociometric choice in human relations training groups. These four investigations are described briefly, and in each instance, the implications of the idiographic approaches are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A developmental psychopathology perspective on adolescence.

Developmental psychopathology offers an integrative framework for conceptualizing the course of development during adolescence, with particular relevance for understanding continuity and the emergence of psychopathology during this and subsequent developmental periods. In this article, the utility of a developmental psychopathology perspective for informing the design of research, prevention, and intervention is highlighted. Interdisciplinary, organizational models of development, emphasizing the dynamic relations between the developing individual and internal and external contexts, are discussed. Examination of boundaries between abnormal and normal development during adolescence offers important vantage points for articulating diversity in the developmental course during this period. Conceptualizing divergence and convergence in developmental pathways, continuity and discontinuity in development, and the transactions of risk and protective processes leading to maladaptation, psychopathology, and resilience are highlighted. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Risk models of dating aggression across different adolescent relationships: A developmental psychopathology approach.

The present study examined physical dating aggression in different adolescent relationships and assessed linear, threshold, and moderator risk models for recurrent aggressive relationships. The 621 participants (59% girls, 41% boys) were drawn from a 1-year longitudinal survey of Canadian high school youths ranging from Grade 9 through Grade 12. Approximately 13% of participants reported recurrent dating aggression across 2 different relationships. Using peer and dyadic risk factors from Time 1 of the study, the authors confirmed a linear risk model, such that adolescents in 2 different violent relationships had significantly more contextual risk factors than did adolescents in 1 or no violent relationship. Further, structural equation modeling assessing moderation of contextual risk factors indicated that, for adolescents with high acceptance of dating aggression, peer aggression and delinquency significantly predicted recurrent aggression in a new relationship. In comparison, for adolescents with low acceptance of dating aggression, negative relationship characteristics significantly predicted recurrent aggression. Acceptance did not moderate concurrent associations between risk factors and aggression in 1 relationship. Results support a developmental psychopathological approach to the understanding of recurrent aggression and its associated risk factors. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The inadvertent emergence of a phenomenological perspective in the philosophy of cognitive psychology and psychoanalytic developmental psychology.

The phenomenological perspective described by M. Merleau-Ponty seems to be emerging in the context of contemporary developmental research, theories of communication, metaphor theory, and cognitive neuroscience. This emergence is not always accompanied by reference to Merleau-Ponty, however, or appropriate interpretation. On some cases, the emergence of the perspective seems rather inadvertent. The purpose of this essay is to ferret out some of the points which contemporary thinking has in common with Merleau-Ponty's phenomenology. Though it may appear that the examples chosen for this essay might be scrutinized separately, the thread that ties them together is Merleau-Ponty's work. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychotherapy sensitive to spiritual issues: A postmaterialist psychology perspective and developmental approach.

Like many psychological topics, psychotherapy that is sensitive to spiritual issues can be viewed from both materialist and postmaterialist perspectives. After a brief discussion of some scientific and philosophical considerations distinguishing materialist and postmaterialist views, a 4-level model of consciousness and its theoretical and practice implications for spirituality sensitive psychotherapy is described. Well-being therapy, which reflects a postmaterialist perspective, is described and illustrated with case material. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Personality theory and research: An international perspective.

Reviews the book, Personality theory and research: An international perspective by Gordon L. Flett (2007). On the whole, this is an excellent textbook. It provides a balance between discussion of theory and research, both contemporary and historical, from an international and cross-cultural perspective. It makes a special effort to highlight research contributions made by researchers in Canada and countries other than the United States. The book also emphasises the science underlying personality psychology and acknowledges the practical aspects of personality theory and research. This textbook contains 14 chapters, which are well-written, focus on interesting empirical and real-world examples, and include sections that should facilitate student comprehension. This textbook provides a good introduction to personality theory and research. It makes a convincing argument that personality matters. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

The art and science of mentoring in psychology: A necessary practice to ensure our future.

Skillful faculty mentoring of graduate students is essential for producing the next generation of scholars. Unfortunately, the mentoring process is underappreciated and understudied. This article initially presents an overview of the extant literature. Subsequently,it borrows models from a related but more advanced field of study to stimulate the development of conceptual frameworks for guiding research on mentoring. Until the field progresses from its current state (i.e., an art) to a science, there will be few empirically informed answers regarding how to mentor effectively. Nevertheless, some suggestions are warranted and are offered in order to encourage effective mentoring. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Intrapsychic conflict versus developmental deficit: A causal modeling approach to examining psychoanalytic theories of narcissism.

Over the past 15 years, disorders of the self have occupied the attention of the psychoanalytic community. In particular, Otto Kernberg and Heinz Kohut have written extensively about narcissism, but from distinctly different theoretical vantage points. Each theorist has attracted adherents, but the debate between the conflict and deficit models of narcissism has been largely polemical, serving to further polarize the psychoanalytic community. Using the techniques of causal modeling, the article introduces this powerful data analytic strategy to psychoanalytic researchers and tests a model of narcissism which permits a direct, empirical comparison of some of the ideas of Kernberg and Kohut. In a number of strategic comparisons involving the theoretical underpinnings of narcissism--the structural stability of the self, damaged self-esteem, and grandiosity--these data appear to be more consistent with the deficit model, although various aspects of the conflict model also find support. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Binding, relational memory, and recall of naturalistic events: A developmental perspective.

This research was an investigation of children's performance on a task that requires memory binding. In Experiments 1 and 2, 4-year-olds, 6-year-olds, and adults viewed complex pictures and were tested on memory for isolated parts in the pictures and on the part combinations (combination condition). The results suggested improvement in memory for the combinations between the ages of 4 and 6 years but not in memory for the isolated parts. In Experiments 2 and 3, the authors also examined the developmental relationship between performance in the combination condition and free recall of a naturalistic event, finding preliminary evidence that performance on a memory task that requires binding is positively related to performance in episodic memory. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Mentoring women graduate students: A model for professional psychology.

There is much discussion about the importance of mentoring women graduate students but not an equal amount of practical research-based guidance about how best to do this. This article summarizes a mentoring model that was developed using a pilot survey of 55 women graduate students throughout the United States, followed by grounded theory research by conducting qualitative interviews with 8 eminent women psychologists. It augments current research on mentoring to provide an integrated set of hypotheses about the theory and practice of mentoring; an operational definition of mentor and mentoring; overarching assumptions about mentoring; strategies for forming, structuring, managing, and maintaining mentoring relationships; and the roles and functions of the mentor, the mentee, and the relationship. It describes examples of mentoring practices specifically for use with women mentees and discusses how mentoring relationships may end or change as they mature. While the mentoring model was developed based on research with women, many of the tenants can be applied to both men and women. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An investigation of early research experience and research self-efficacy.

Graduate students in psychology typically report that they either love research or hate research. Despite the fact that most doctoral students in psychology enter some type of clinical practice upon graduation, research is a requirement for all students enrolled in scientist-practitioner programs regardless of their career aspirations beyond graduation. Research advances knowledge in the field of psychology and often guides clinical practice, yet very few psychologists conduct research after graduate school (C. J. Gelso, 1993). Efforts have been undertaken to determine factors that contribute to graduate students' research productivity. One such factor may be research self-efficacy. This study examined the influence of early research experience as a factor to bolster research self-efficacy. Results indicated that supportive peers and mentors contributed to positive research experiences. Additionally, positive team research experiences significantly predicted research self-efficacy. Implications for training programs and students are provided. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A general model for the study of developmental problems.

Various research designs employed in developmental psychology for the investigation of maturational and aging effects are examined. Discrepancies and contradictions in the conclusions derived from cross-sectional and longitudinal studies are consequences of the violation of assumptions implicit in these research designs. The conventional methods are shown to be special cases of a general model for research on behavior change over time. The properties of the general model are explicated and the assumptions for the customary designs are reviewed in the light of these properties. The complete model requires consideration of the components of age, time and cohort differences in the identification of developmental change. Both the longitudinal and cross-sectional methods in this context require strong assumptions which can rarely be met. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A new approach to training in research design.

Many suitable texts are now in existence which describe in detail standard types of research design. It is well known, however, that even a thorough grounding in, and mastery of, these techniques does not, by itself, equip the student to undertake experimental research without avoiding the pitfalls which lie in wait and can afflict even the most distinguished of research workers. This article describes and outlines a course in research design which aims to help the graduate psychology student face and resolve the day-to-day problems which arise during research and in particular to sensitize him to common errors. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An integrative conceptual framework of disability: New directions for research.

Advances in research on disability and rehabilitation are essential to creating equal opportunity, economic self-sufficiency, and full participation for persons with disabilities. Historically, such initiatives have focused on separate and specific areas, including neuroscience, molecular biology and genetics, gerontology, engineering and physical sciences, and social and behavioral sciences. Research on persons with disabilities should examine the broader context and trends of society that affect the total environment of persons with disabilities. This article examines the various disability paradigms across time, assessing the relative contribution of the socioecological perspective in guiding research designed to improve the lives of persons with disabilities. The authors recommend new research directions that include a focus on life span issues, biomedicine, biotechnology, the efficacy and effectiveness of current interventions, an emphasis on consumer-driven investigations within a socioecological perspective of disability, and the implications for research and practice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychology graduate student training in developmental disability: A Canadian survey.

Psychology graduate student training in developmental disability has received very little attention in North America, and no study has examined the state of training for clinical and counselling psychologists in Canada, despite their involvement in the controlled act of diagnosis and their use of standardised instruments used regularly with this population. This study sought to examine psychology graduate student training in the area of developmental disability across Canada. We invited students from every Canadian Psychological Association accredited Clinical Psychology, Clinical Neuropsychology, and Counselling Psychology program to participate in an online survey, distributed through university email lists. Three hundred and three students reported on the developmental disability content within their training and coursework, their perception of the adequacy of that content, and their ideas for program improvement. Results indicated that the majority of students believed it important to have training in developmental disability, yet struggled to obtain adequate didactic and experiential opportunities. The lack of sufficient training was most pronounced for students whose training was adult-focused, but was also high for students with a life span or child focus. We discuss different possibilities for increasing developmental disability training opportunities, including integrating its content within courses on assessment and diagnosis, psychotherapy, and ethics, and providing students with supervision from psychologists who work with this population. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On the extension of Coghill's developmental principles.

It is the thesis of this note that the commonly accepted primary development trends outlined by G. E. Coghill (see record 1929-02195-000) and elaborated on by R. E. Scammon and L. A. Calkins (1929) represent truncated expressions which consider only part of the entire developmental sequence. Development, considered broadly, encompasses the entire period from birth (or perhaps conception) to death. Accepting this definition requires an extension of Coghill's principles. It is contended that these principles may be so expanded as to cover the entire developmental period and that some probable practical implications may be thereby derived. It is noted that the development of motoric control of the cephalic region has been observed to precede control of the caudal region. The final developmental principle to be elaborated upon states that development of motoric control proceeds from the proximal areas to those areas more distal. As we have observed that loss of distal control appears to occur first, we have extended this principle to read, "proximo-distal-proximo." There are numerous observations that seem to support these suggested extension of the familiar developmental sequences. (PsycINFO Database Record (c) 2010 APA, all rights reserved)