Co‐creating developmental science

Whitmore, Lucy; Mills, Kathryn L.

doi:10.1002/icd.2273

Cited by 10 publications

(10 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…By adding a single questionnaire item to an existing statewide health and behavioral risk survey, we were able to systematically identify caregiving students in schools and assess their outcomes for the second time in U.S. history. Indeed, partnerships between researchers and educators and school administrators provide unique opportunities for co-creating science (Whitmore & Mills, 2021) and facilitating research that directly addresses the needs of students and schools. Our findings demonstrate the need for more partnerships specifically focused on caregiving students across the United States.…”

Section: Discussionmentioning

confidence: 99%

Middle and High School Students Who Take Care of Siblings, Parents, and Grandparents: Associations With School Engagement, Belonging, and Well-Being

Armstrong‐Carter

Osborn²,

Smith³

et al. 2023

AERA Open

View full text Add to dashboard Cite

This partnership-based study identified how many middle and high school students take care of parents, siblings, and grandparents at home, via student surveys across Rhode Island public schools (N = 48,508; 46% White non-Latinx; 21% Latinx; 47% girls). Further, we investigated how students’ caregiving for family related to their school engagement, belonging, and emotional well-being. A sizable proportion of students reported caring for family for part (29%) or most of the day (7%). Girls and Black, Asian, Latinx, Native, and multiracial youth were more likely to care for family, compared to boys and White non-Latinx youth. Caregiving students from all demographics were more likely to experience intense sadness compared to noncaregivers, revealing a need to support caregiving youth in schools. In addition, caregiving girls reported lower levels of school engagement and school belonging. However, caregiving for part of the day was related to greater belonging among Black and Native youth.

show abstract

Section: Discussionmentioning

confidence: 99%

Middle and High School Students Who Take Care of Siblings, Parents, and Grandparents: Associations With School Engagement, Belonging, and Well-Being

Armstrong‐Carter

Osborn²,

Smith³

et al. 2023

AERA Open

View full text Add to dashboard Cite

show abstract

“…The academic community tends to collaborate with similar actors due to different institutional conditions (van Rijnsoever and Hessels, 2021). Co-creative initiatives require significant resources and continuous investments in project management, processes, and staff to overcome organizational and knowledge differences (Pinho et al, 2014;Whitmore and Mills, 2021). What complicates the work with non-academic partners even more is the lack of required skills in academia (European Commission, 2021a).…”

Section: Open Relations Between Science and Societymentioning

confidence: 99%

Beyond Open Access: Conceptualizing Open Science for Knowledge Co-creation

Mačiulienė

2022

Front. Commun.

View full text Add to dashboard Cite

Despite the calls from European Union (EU) and global institutions, such as UNESCO and Organization for Economic Co-operation and Development (OECD) for more openness and collaboration between Quadruple Helix actors (government, academia, industry, and civil society), in practice, scientific knowledge creation has been much more closed and fragmented. As an emerging field of study, Open Science (OS) for knowledge co-creation currently requires significantly conceptual and theoretical challenges to be addressed before advancing to practical application. To address this gap, the paper aims to develop a conceptual framework integrating diverse understandings of OS beyond the use of Open Access (OA) and data practices. The author argues that OS should be approached as a complex ecosystem with the potential for knowledge co-creation and social innovations. The underlying premise of the proposed conceptual model is the interdisciplinarity in integrating multiple reference disciplines. Such an approach allows us to learn from other disciplines and contribute to OS research through the emergence of new ideas for theory and practical application. Consequently, a dyadic model is presented where (1) framework conditions regulate how (2) systemic conditions can realize their full potential for knowledge co-creation resulting in outputs (e.g., collaborative projects and citizen science projects) and outcomes (e.g., social innovations, higher quality of science, and democratized knowledge) beneficial for a broad spectrum of stakeholders.

show abstract

“…Peer-led interventions to generate positive behavioral changes can be powerful when the complexity of peer relations and social networks are taken into account as well as social learning (e.g., imitation, norms, and positive reinforcement; Veenstra and Laninga-Wijnen et al, 2022). The next step toward improving these efforts is setting up projects in which adolescents are involved in co-designing and co-creating research (Whitmore and Mills, 2021). Not only does this enrich the context in which scientific findings can be launched and interpreted, but crucially informs researchers in important ways, helping them to improve their research designs and paradigms.…”

Section: Integrating Science and Societymentioning

confidence: 99%

Understanding the Dynamics of the Developing Adolescent Brain Through Team Science

Zanolie

Bos

et al. 2022

Front. Integr. Neurosci.

View full text Add to dashboard Cite

One of the major goals for research on adolescent development is to identify the optimal conditions for adolescents to grow up in a complex social world and to understand individual differences in these trajectories. Based on influential theoretical and empirical work in this field, achieving this goal requires a detailed understanding of the social context in which neural and behavioral development takes place, along with longitudinal measurements at multiple levels (e.g., genetic, hormonal, neural, behavioral). In this perspectives article, we highlight the promising role of team science in achieving this goal. To illustrate our point, we describe meso (peer relations) and micro (social learning) approaches to understand social development in adolescence as crucial aspects of adolescent mental health. Finally, we provide an overview of how our team has extended our collaborations beyond scientific partners to multiple societal partners for the purpose of informing and including policymakers, education and health professionals, as well as adolescents themselves when conducting and communicating research.

show abstract

Co‐creating developmental science

Cited by 10 publications

References 8 publications

Middle and High School Students Who Take Care of Siblings, Parents, and Grandparents: Associations With School Engagement, Belonging, and Well-Being

Middle and High School Students Who Take Care of Siblings, Parents, and Grandparents: Associations With School Engagement, Belonging, and Well-Being

Beyond Open Access: Conceptualizing Open Science for Knowledge Co-creation

Understanding the Dynamics of the Developing Adolescent Brain Through Team Science

Contact Info

Product

Resources

About