LEADER 05563nam 22007815 450 001 9910983040703321 005 20250224115258.0 010 $a9783031805493 010 $a3031805496 024 7 $a10.1007/978-3-031-80549-3 035 $a(CKB)37702965400041 035 $a(MiAaPQ)EBC31919665 035 $a(Au-PeEL)EBL31919665 035 $a(DE-He213)978-3-031-80549-3 035 $a(OCoLC)1507694784 035 $a(EXLCZ)9937702965400041 100 $a20250224d2025 u| 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aYouth Development in Context $eIntegrating Multiple Informants to Assess Behavior /$fby Bridget A. Makol, Junhui Yang, Mo Wang, Andres De Los Reyes 205 $a1st ed. 2025. 210 1$aCham :$cSpringer Nature Switzerland :$cImprint: Springer,$d2025. 215 $a1 online resource (209 pages) 225 1 $aSpringer Series on Child and Family Studies,$x2570-043X 311 08$a9783031805486 311 08$a3031805488 327 $aChapter 1. Use of Multiple Informants to Assess Behavior in Youth Development -- Chapter 2. Strategies for Integrating Behavioral Data: Rater Bias Models of Youth Development -- Chapter 3. Strategies for Integrating Behavioral Data: Social Context Models of Youth Development -- Chapter 4. Strategies for Integrating Behavioral Data: Research Practices in Youth Development -- Chapter 5. Monte Carlo Simulation of Strategies for Integrating Behavioral Data in Youth Development -- Chapter 6. Situational Specificity and Validity Criteria in Youth Development -- Chapter 7. Criterion-Related Validation Test of Strategies for Integrating Behavioral Data in Youth Development -- Chapter 8. Decision Making About Strategies for Integrating Behavioral Data in Youth Development. 330 $aThis book investigates the most common approach to assessing behavior in youth development. It explores use of multiple informants who each observe youth in the social contexts that typify their everyday lives, including parents, teachers, peers, and youth themselves. The volume characterizes the most common outcome from taking this assessment approach ? the discrepant results or estimates about behavior that informants? reports often produce. Grounded in the Operations Triad Model ? the foundational framework for contemporary scholarship about discrepant results ? this book focuses on strategies that discrepant results compel scholars to implement, namely strategies for integrating these results. The book highlights that the integrative strategies scholars have historically used prevent them from capitalizing on the valid data that discrepant results often contain. This authoritative, thoroughly resourced, and methodologically rigorous book provides readers with integrative strategies that align with scholarship in youth development. In doing so, the book provides readers with a paradigm for testing competing data integration strategies, using a sophisticated suite of Monte Carlo Simulation and measurement validation tools that are applicable to a host of assessment scenarios in scholarship on youth development. Key areas of coverage include: Use of multiple informants to assess behavior in youth development. The frequent observation of discrepant results when assessing behavior in youth development. Theoretical models for explaining discrepant results in behavior assessments and how they inform strategies for integrating assessment data. Key distinctions in the assumptions that underlie the use of competing integrative strategies. Application of Monte Carlo Simulation strategies for testing competing integrative strategies. Implementation of measurement validation strategies that put competing integrative strategies to the test, within data conditions that typify research in youth development. Youth Development in Context is an essential resource for researchers, professors, graduate students as well as clinicians, therapists, and other professionals in developmental psychology, social work, public health, pediatrics, family studies, child and adolescent psychiatry, school and educational psychology, and all interrelated disciplines. 410 0$aSpringer Series on Child and Family Studies,$x2570-043X 606 $aDevelopmental psychology 606 $aSocial psychiatry 606 $aPublic health 606 $aSystemic therapy (Family therapy) 606 $aSchool psychology 606 $aPediatrics 606 $aDevelopmental Psychology 606 $aClinical Social Work 606 $aPublic Health 606 $aSystems or Family Therapy 606 $aSchool Psychology 606 $aPediatrics 615 0$aDevelopmental psychology. 615 0$aSocial psychiatry. 615 0$aPublic health. 615 0$aSystemic therapy (Family therapy) 615 0$aSchool psychology. 615 0$aPediatrics. 615 14$aDevelopmental Psychology. 615 24$aClinical Social Work. 615 24$aPublic Health. 615 24$aSystems or Family Therapy. 615 24$aSchool Psychology. 615 24$aPediatrics. 676 $a155 700 $aMakol$b Bridget A$01785024 701 $aYang$b Junhui$01339051 701 $aWang$b Mo$0851214 701 $aReyes$b Andres De Los$01772046 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910983040703321 996 $aYouth Development in Context$94316641 997 $aUNINA