Research

Current Research Projects

Research in Lifespan Human Development

Faculty members, including Schiamberg, Griffore, Phenice, Silvey, Qin, Parra, and Villarruel currently utilize an ecological perspective to frame development over the life course by focusing on the lifespan dimensions of current and compelling practical issues of lifespan human development. These issues include elder abuse, long-term care (in the community and in nursing homes) and health care for older adults, the effects of homelessness on development, adolescent bullying, development in inner city schools, immigrant adolescent development, tribal health concerns such as obesity and exercise,  implications of early development on later life, fathering in human development, life course implications of attachment theory on development and relationships, and the design of ecological communities to foster inclusion of special needs children and positive individual/family development.

The hallmark of HDFS research in lifespan human development involves the integration of individual development and the critical contexts of development, using cutting-edge systems science analysis and modeling techniques to appreciate and to better understand the diversity, resilience and strengths of individuals and families over the life course. This research is further enhanced by strong faculty connections, participation and leadership roles in major family and human development professional organizations, including NCFR, SRCD, GSA and SSHD.

Family Diversity

Faculty affiliated with Family Diversity have streams of research that emphasize the impact of socio-cultural influences on and meaning making of diverse families. This includes the intersection between culture and varying economic/social statuses on family processes and child outcomes primarily among diverse ethnic/racial groups in a wide range of ecological contexts. Other lines of research stress cultural adaptation and relevance in applied settings. Faculty in this area may also investigate family diversity as it relates to groups primarily defined by the experiences of disability or poverty. Dr.'s Carolan, Griffore, Johnson, Parra, Phenice, Qin, Silvey, and Villarruel examine African American, Latino, American Indian, Chinese and Chinese American, Sudanese and other immigrant parenting processes in relation to varying contexts such as schools, poverty, neighborhoods, mental health/health services and programs, incarceration, and global settings. The outcomes of children and youth as influenced by these same socio-cultural processes and contexts are also under simultaneous study in many faculty programs of research.