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14 - Research and Policy: Second Looks at Views of Development, Families, and Communities, and at Translations into Practice

Published online by Cambridge University Press:  05 June 2012

By
Jacqueline J. Goodnow
Edited by
Alison Clarke-Stewart  and
Judy Dunn
Jacqueline J. Goodnow
Affiliation:
Macquarie University, Sydney, Australia
Alison Clarke-Stewart
Affiliation:
University of California, Irvine
Judy Dunn
Affiliation:
Institute of Psychiatry, London
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Summary

Cutting across the several chapters in this book and marking many current articles about development is an interest in translating what we know about development into actions that will benefit children, youth, and families. Of particular interest are actions in the form of policies, regulations or guidelines – actions that affect the demands, difficulties, opportunities, or resources encountered by both individuals and groups.

This kind of interest raises questions about what we know – about the way families function and how they influence development. These questions have been a major part of the earlier chapters in this book, taking us well beyond any need to demonstrate further that families do matter.

Questions are raised also about the models brought to bear on possible actions. Do we see development, for example, as a steady progression from a pattern established in early childhood or as marked more by fits and starts, digressions and time-outs, recoveries, second chances, and changes in path? Do we regard families as a world apart from what happens “outside” (“havens in a heartless world,” to use one description), or as more interwoven with that “outside world”? Do we see families as functioning well only if there is a conventional structure and total harmony or as containing ample room for varied forms and changing relationships?

My emphasis in this chapter will be on models. Models shape the way we view development, the research questions we ask, and the kinds of advice we offer to policy makers.

Type
Chapter
Information
Families Count
Effects on Child and Adolescent Development
 , pp. 337 - 360
Publisher: Cambridge University Press
Print publication year: 2006

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