Purpose: Developmental research suggests that children's early non-compliance can be understood as "resistance", an agentic response to parental control where children express their autonomy within a close relationship context. Research with toddlers and adolescents suggests that children's resistance strategies can be differentiated using the dimensions of assertiveness, social skill, and overt versus covert expression. This study explores children's strategies for expressing resistance during the neglected period of middle childhood. Method: Forty children, 9-13 years of age, participated for 1 week in a study focused on children's experiences of socialization and parent-child relationships. Procedures included a 5-day event diary, and a 1-hour semi-structured interview about the rules and expectations in their home and their strategies of resistance. Results: Thematic analysis identified a rich repertoire of strategies for resisting unwelcome parental demands. These included overt resistance, such as negotiation, argument, and expressions of non-acceptance and covert resistance such as covert transgressions and cognitive non-acceptance of parental demands when compelled to comply. Conclusion: The findings were interpreted as reflecting children's development of assertiveness and social skill as they expressed their autonomy in the interpersonal context of the interdependent but asymmetrical relationship with their parents.

Knowledge Translation (KT) is increasingly a requirement for scholars and non-academics working in applied settings. However, few programs provide explicit training in KT. In this article we systematically explore our experiences as a multi-disciplinary group of course facilitators and students in a newly redeveloped graduate course in Evidence Based Practice and Knowledge Translation. The course was designed to emphasize hands-on learning, collaboration and community engagement. We reflect on the challenges we faced and the skills, knowledge and opportunities that students gained as they developed and implemented community-based KT strategies relating to refugee resettlement, young carers, and consumer attitudes, behaviour and values around food purchasing decisions. We conclude by providing recommendations for instructors and institutions for implementing learning experiences in KT that are designed for real-world impact. L’application des connaissances (AC) est devenue une exigence de plus en plus fréquente pour les chercheurs et les personnes qui travaillent dans les milieux non universitaires. Toutefois, peu de programmes offrent une formation explicite en AC. Dans cet article, nous explorons systématiquement nos expériences en tant que groupe pluridisciplinaire formé de responsables de cours et d’étudiants dans un cours de cycle supérieur nouvellement remanié portant sur la pratique fondée sur les données probantes et l’application des connaissances. Le cours a été conçu pour mettre en valeur l’apprentissage pratique, la collaboration et l’engagement communautaire. Nous réfléchissons aux défis auxquels nous avons été confrontés ainsi qu’aux compétences, aux connaissances et aux opportunités que les étudiants ont acquis en développant et mettant en pratique des stratégies d’AC en milieu communautaire sur les thèmes de la réinstallation des réfugiés, des jeunes aidants et des attitudes, comportements et valeurs des consommateurs en matière d’achat de produits alimentaires. En conclusion, nous présentons des recommandations à l’intention des enseignants et des établissements pour la mise en pratique d’expériences en AC qui soient conçues pour avoir un effet dans le monde réel.