Rashid Al Mukaddim, Emily Mackay, Nils Gessert, Ramon Erkamp, Shriram Sethuraman, Jonathan Sutton, Shyam Bharat, Melanie Jutras, Cristiana Baloescu, Christopher L Moore, Balasundar Raju
Spatiotemporal Deep Learning-Based Cine Loop Quality Filter for Handheld Point-of-Care Echocardiography
IEEE transactions on ultrasonics, ferroelectrics, and frequency control
decades social science researchers studying programs services settings explicitly designed influence children eg mental health services children school classrooms school programs families neighborhoods researchers concerned contexts children develop social issues influence children andor social justice generally define evaluate problem related programs settings sometimes create assess intervention consequently researchers often ones determine problem definition common definitions include poor developmental educational outcomes child abuse child labor violations forth problem definitions subsequent conceptualizations become part larger narrative needs fixing seidman rappaport 1986 frequently problems studied collecting survey data adults observing children generally measures observational procedures designed adult researchers field community psychology however broad consensus community members also involved defining problems solutions participation improves research benefits community thinking issues affect children community psychologists frequently conceptualized important stakeholders parents extended family members family advocates teachers mental health professionals adults childrens lives adults may consulted interviews focus groups usually responding problem conceptualized researcher increasingly adult stakeholders older youth may take participatory roles rarely however children consulted asked help formulate problem definition proximate solution indeed research typically done children children special issue collection papers participatory action research children middle school age younger intended stimulate dialogue offer alternatives conducting research affects children community psychology challenges us create spaces structurally denied voice democracy begin build power civic engagement mandate utmost importance group systematically excluded civil society structural exclusion tends breed injustice historically community psychologists engaged specific populations fit description including labeled seriously mentally ill eg fairweather et al 1969 recently researchers also worked incarcerated fine et al 2003 recent immigrants solis 2003 surezorozco 2000 undocumented dominguez et al 2009 youth watts flanagan 2007 children also fit description children often consulted even asked participate civil society research lives omissions likely consequences researchers views children informed societal beliefs example dominant narratives many societies hold children able participate making important decisions affect yet empowerment perspective demands question dominant narratives seek alternative stories challenge assumptions childrens capacities rappaport 2000 perspective enables us imagine shifting roles relationships well possibility meaningful partnerships adults children may envision children collaborative change agents settings contexts lives developmental research supports vision children taking active roles second order setting change suggesting children hold complex cognitions earlier presumed kellett et al 2004 rogoff 2003 research generated multifaceted understanding active ongoing transactions individual children social worlds indeed sociocultural approach directed attention childrens changing participation time meaningful routine cultural practices families neighborhoods schools key settings lives rogoff 2003 researchers studying timing childrens acquisition various skills competencies become aware great variation different cultural communities adult goals expectations well routine activities children exposed influence development skills competencies responsible others participating apprentices research team another growing area research known sociology childhood childhood studies also raised many questions children viewed within many communities especially western societies critique offered within perspectives childhood socially culturally constructed construction child innocent child becoming leaves children without say important matters affecting durand lykes 2006 kellett et al 2004 instead sociology childhood perspective encourages us listen childrens perspectives view children experts lives childrens expertise cultivated teaching specific skills participating research example help gain control resources affect lives children therefore become advocates others sociocultural findings childhood studiessociology childhood perspectives combined research indicates benefits learning community members theorized lay important groundwork epistemological innovation especially relates knowledge generated understood collaborative methodologies consistent community psychology values eg collaboration valuing human diversity social justice theories eg empowerment civic participation example research asked homeless people services need resulted different perspective understanding compared research asks case workers needs homeless acosta toro 2000 research dealing children lives similarly transformed embracing role children social actors collaboratorscoresearchers research affects children reinvigorated reconceptualizing research process intervention children learn skills guided participation active engagement words research intervention separate steps rather components praxis embodied theory agenda creating conditions facilitate individual group empowerment well social change using theoretical framework participatory action research children potential strengthen research findings interventions social action special issue brings together eclectic set papers engage childrenfrom around world middle school age younger different races ethnicities generally financially poor communitiesin participatory action research par process par theoretical standpoint collaborative methodology designed ensure voice affected research project nelson et al 1998 cycles par project may engage participants following helping formulate problem definition assessing problem determining intervention implementing intervention assessing intervention multiple methods often used par including surveys focus groups interviews photovoice projects observations community mapping although par research engaged adults older youth process little par research especially united states included role child social actor collaborator researcher andor change agent state affairs problematic given participatory action researchers community psychologists argue problem definitions interventions valid effective stakeholders involved process happens people concern children afforded rights society researchers researchers interested empowerment obligated collaborate communities ways enhance power people lives rappaport 1981 obligation hold participants children special issue addresses questions tests expands theoretical underpinnings empowerment par collaborating embodied theory children compilation articles quite diverse terms disciplinary backgrounds authors well countries settings research takes place addition academic contributors practitioners chen et al 2010 maglajlic 2010 newman phillips et al issue porter et al 2010 child patel highlighted kellett 2010 beyond psychology primary authors anthropology newman phillips et al issue childhood studies clark 2010 kellett 2010 social work maglajlic 2010 education van sluys 2010 social studies ren langhout 2010 geography porter et al 2010 public health wong et al 2010 also par represented many places around world allowing readers examine par situated across several countries outside us places include subsaharan africa porter et al 2010 bosnia herzegovina maglajlic 2010 canada liegghio et al 2010 uk clark 2010 kellett 2010 diversity allows rich comparisons respect methods age children social cultural contexts settings research conducted course number ways special issue could organized chose group articles according whether primary focus theory methods schoolbased examples communitybased examples read articles many issues arose across three subsets articles particularly struck observation although papers deal children par papers positioned differently terms guiding paradigm theoretical tradition engaging children collaborators given many papers draw multiple paradigms theoretical traditions intention sort papers mutually exclusive groups rather examine papers along two dimensions papers draw upon three broad guiding paradigms postpositivism social constructivism critical theory range perspectives within special issue important reminder par method choice andor epistemological choice par method used course paradigm method simply tool collecting data par taken researchers primarily method choice often used conjunction postpositivist perspective cases reason using par generally increase validity data often provide evidence support structural changes within specific settings example multisite study reported chen colleagues 2010 girls five us cities served evaluators afterschool programs authors found par promising evaluation tool girls determined offerings worked well could improved make afterschool programming engaging additionally staff learned girls capable engaging research challenged assumptions girls implications future programming finally authors recommend par practices integrated future program evaluation across organizations many us sites way improve data collection showcase skills talents girls alter relationships girls staff another large scale study discussed porter colleagues 2010 children ghana malawi south africa used variety methods including interviewing weighing carried loads learn children travel transportation problems safety concerns longterm goal project improve childrens safety travel one place next papers authors part community studied yet also case papers authors argue convincingly children able collect better data positioned ie insiders children contribute strength integrity research findings epistemological choice par closely aligned social constructivism critical theory indeed epistemology deals know things definition includes relationship researcher knowledge well relationship connected knowledge generation social constructivism critical theory argue knowledge coconstructed produced relationships researchers participants relationships mediated values within frameworks par highlights relationship researcher researched reflexive examination researcher also brings question knowledge constructed like paradigms social constructivism critical theory bring specific sets assumptions values shape research action eg critical theory importance working toward social justice several papers special issue emphasize importance attending power relationships affect knowledge construction par children example liegghio colleagues 2010 caution working children diagnosed mental health issues adult roles need carefully scrutinized respect power privilege additionally adult roles need change aligned social justice values see children active responsible agents coconstructors knowledge view par tool changing way children diagnosed mental health issues viewed treated power knowledge construction also forefront kellett 2010 paper featuring original research 11 year old girl argues childhood emancipation using par helps us imagine world childrens perspectives center stage children power contribute social change liegghio et al 2010 kellett 2010 papers among others special issue urge us contemplate empowerment social change connected research process beginning within special issue papers connected empowerment social change connected issues vary based theories change embedded respective guiding paradigms another important distinction related guiding paradigm special issue papers positioned respect best practices best processes goals interventions postpositivist paradigm include looking best practices lead universal claims generalizability knowledge empirically supported interventions number papers issue take goals example drawing upon study designed determine high quality par implementation middle schools entails ozer et al issue propose core components key conditions effective implementation sustainability schoolbased par well challenges implementing best practices also aiming toward best practices fosterfishman et al 2010 offer clear set tools engaging youth qualitative data analysis react method data analysis includes sequence creative activities youth identify important messages organize messages thematic groups wong colleagues 2010 posit new model thinking youth development participation based best practices positive youth development literature using empowerment framework identify five types participation vary along dimension youthadult control relationship optimal child adolescent health promotion goals associated best practices related yet distinct social constructivist critical theory paradigms especially considering interventions belief focus best practices may separate knowledge generation specific contexts words practices work one context cannot moved wholesale another context expected show level efficacy different contextual demands conditions prevent separation social constructivism critical theory focus applicability thick description instead generalizability frameworks practices understood transferable others focus ensuring practices contextually culturally appropriate assumption within paradigms contexts rich varied therefore require flexibility adaptation contextdependent ideas mind focus best processes processes followed enact contextually culturally appropriate intervention maglajlic 2010 contribution takes perspective arguing common way conduct par across several research settings bosnia herzegovina offers timely critique international models community development children three different regions ask one another want communities share learn participation community life adults smaller scale study younger children clark 2010 makes similar point suggesting adult researchers make available accessible multiple methods roles children child researchers choose methods enact roles adult partners may identify build upon strengths child researchers clarks innovative approach 2010 young children create composite picture mosaic lives number different tools including childled tours map making although assumptions standardization generalizability differ across perspectives best practice best process approaches designed lead best outcomes stakeholders case children approaches also emphasize need extensive preparation training child adult research collaborators additionally lessons learned contributors remind us par always situated broader social economic political relational institutional contexts along different guiding paradigms set papers also draws different theoretical traditions inform par children general papers rooted one following literatures positive youth development sociocultural perspectives critical education community psychology positive youth development pyd approach grew dissatisfaction prevention research intervention focusing isolated risk factors eg teen pregnancy substance abuse youth violence recognizing effective prevention programs directed toward one risk factor instead looked like health promotion skills development strengthsbased approach challenged prevention field think youth resources developed rather problems managed shinn yoshikawa 2008 research grounded pyd focused identifying supporting contexts promote educational achievement healthy outcomes strengths yet healthy outcomes milestones assets traditionally defined adult experts including developmental psychologists youth advocates also pyd approach tends couched best practices perspective looking common solutions models across varied contexts diverse children par programs utilizing tradition focus positive impact individual youth development building cognitive emotional competencies interpersonal skills forth wong colleagues 2010 draw contribute tradition offering heuristic tool interested settings child adolescent health promotion sociocultural perspective children holds move novices experts shaped particular area setting childrens expertise acknowledged community formally eg giving presentation andor informally eg adult telling child good job task par sociocultural approach tends engage adults teaching children sets skills children become experts skills carry research important clarks mosaic method 2010 rooted tradition discusses children become knowledge builders collecting data ie creating artifacts children develop skills enable share expertise others moves labeled novices socially recognized experts working critical education framework argue people come together think critically world position world develop critical consciousness moves action using critical education perspective inform par often take dialogic approach dynamic approach centered dialogue others transform situation focus analysis data collected emphasis data relate broader structural conditions van sluys 2010 deftly uses framework researching adult literacy practices set middle school students facilitate repositioning literacy students within broader structural constraints schooling children take lessons learned research change actions reformulate relations settings finally community psychology approach emphasizes empowerment participation problem definition development solutions par community psychology perspective therefore focus heavily identifying subordinated stakeholders involving groups determining problem definition solutions effort ensure groups control resources affect lives ren langhout 2010 take approach focusing children defining problems elementary school recess time well determining potential solutions many papers special issue draw one theoretical traditions theoretical traditions also inform researchers think participant social change process individual level change par viewed youth development positive youth development approach see ozer et al issue wong et al 2010 skill building identity development sociocultural approach see chen et al 2010 clark 2010 transformational education critical education approach see van sluys 2010 creating empowering setting community psychology approach see fosterfishman et al 2010 ren langhout 2010 respect social change par viewed altering setting policy social geography relationships roles examples special issue include attempts change schools duckett et al 2010 newman phillips et al issue playgrounds ren langhout 2010 afterschool programs chen et al 2010 municipalities function maglajlic 2010 mental health care systems liegghio et al 2010 transportation policies porter et al 2010 one notable point regarding varied research programs papers represent many activities aimed change one level analysis examining different set data project project different point time data different way changes levels analysis could highlighted many papers issue tell similar story limits conceptualizing actualizing par project may useful expedient adult researchers academia communitybased organizations think specific beginning ending point work may necessary establish clear boundaries around particular set events yet par cannot successful without attention roles relationships exist prior project institutional policies norms exist outside project energies required sustain change efforts beyond project projects inextricably connected daily realities children adults example duckett colleagues 2010 describe project uk designed engage children considering concept healthy school building healthier school together university researchers reflected project successful hoped analyzing power relationships concluding institutional strains public schools higher educationacademia led conflicting perspectives ultimately failed project phillips colleagues describe project designed engage children teachers par point broader structural issues created challenges detractors par process include limits timeframe project allow relationship building time inadequate time institutional support teachers feel empowered project climate high stakes testing public schools us papers provide useful critical analysis wellplanned projects faced serious barriers overcoming external stresses another challenge engaging par children conceptualize nature adult child research relationships indeed several ways adults work children within par context likely one right way special issue features wide range childadult collaborations children serve primary problem posers children participate data collection experts studies already clearly defined adults many collaborations feature childadult research relationships somewhere points children often influence within adultguided parameters within special issue children conceptualized novices experts expertise coming lived experience training research processes adults conceptualized novices experts well appreciate clarks 2010 term authentic novice describe stance adult researcher recognizes communication difficulties adults children childrens problems indeed authentic novices seek build bridges childrens lived worlds collaboration cases roles children adults deserve careful attention final set challenges deal political ethical issues challenges addressedusually examining power roles relationships childrenacross many papers special issue papers raise important questions conditions childrens participation may actually increase vulnerability andor subordination also remind us listening children sometimes sounds nice hear say perspectives children may bring conflict challenge adult roles perspectives well institutional norms cultures communities papers highlight potential par projects pose problems raise challenges status quo rather offering easy solutions adultdefined problems special issue poised contribute conversation beginning rich reflections variety orientations methods traditions contexts regions although papers diverse much common together make strong case participatory action research children applying set conceptual methodological lessons par adults older youth younger group people require different skill set exciting work competencies include new ways thinking children research expertise research projects research products note strange produce special issue aimed primarily adult researchers even imagine new ways children adults working together understand obstacles children face realizing goals dreams yet intention facilitate awakening imagination readers children collaborate many thanks meg bond served senior editor special issue ucsc community psychology research action team carefully read offered comments earlier version manuscript article distributed terms creative commons attribution noncommercial license permits noncommercial use distribution reproduction medium provided original authors source credited