Adolescents’ Reasoning About Peer Conflicts in Schools
With Gabriel Velez, Cecilia Wainryb, and Ana Maria Velásquez
Student Collaborators: Laura Pareja Conto, Vilma Escorcia
Overall, this line of our work examines youths’ reasoning about retributive and restorative justice models in schools. In different studies, we are exploring (a) adolescents’ responses to address peer conflicts in schools, (b) their evaluation of different disciplinary approaches to address peer harms (c) their reasoning for supporting more restorative and/or retributive orientations to harms, and (d) their perception of the role that different community members (e.g., teachers, parents, other peers) have in the resolution of peer harms.
Children’s and Adolescents’ Experiences of Revenge and Forgiveness
Funded by SSHRC
With Monisha Pasupathi, Roberto Posada, and Cecilia Wainryb
Student Collaborators: Olivia Faulconbridge, Fatima Inigo, Angelica Restrepo, Sandra Silva, Daysi Zentner
This line of our work examines youths’ experiences of forgiveness, nonforgiveness, and revenge. In different studies, we are exploring (a) age differences in experiences of forgiveness and nonforgiveness, (b) children’s descriptions of desires for revenge in the aftermath of being hurt by a peer, and the reasons that youth describe for enacting or turning away form these desires, (c) how Colombian youths’ experiences of revenge and forgiveness are related to their exposure to violence and perceptions of school climate, and (d) Colombian adolescents’ reasoning about retributive and restorative justice in the context of the peace process.
Children’s and Adolescents’ Emotional Experiences of Peer Injury
Funded by VPRGS, Concordia University; SSHRC
With Melanie Dirks and Cecilia Wainryb
Student Collaborators: Emmanuelle Adrien, Malene Bodington, Olivia Faulconbridge, Julia Renauld, Monique Riedel
This study examines how children’s and adolescents’ predominant emotions in the aftermath of peer injury (e.g., anger, sadness, shame) are related to their broader understandings of these experiences (e.g., relationship histories, interpretations of and responses to harm).
The Development of Prosocial Behavior between Siblings
With Hildy Ross
Student Collaborators: Julia Renauld, Nasim Tavassoli
Using observations from existing longitudinal study, we are examining the development of helping, sharing, comforting and protecting in interactions between 2- to 6-year-old siblings. We are particularly interested in disentangling birth order and age differences in prosocial behavior, as well as identifying the cues that elicit prosociality.
Parent-Child Conversations about Children’s Morally-Laden Experiences
With Melanie Dirks, Monisha Pasupathi, and Cecilia Wainryb
Funded by SSHRC
Student Collaborators: Mawuena Badasu, Melissa Commisso, Anna Saint-Martin, Alyssa Scirocco
This aspect of our work examines how parents help their children in making sense of and learning from transgressive and prosocial morally-laden experiences. We are currently examining mothers’ moral socialization strategies in conversations about their 6- to 16-year-old children’s experiences of harming and being harmed by agemates, as well as situations in which they have helped their friends. We are also interested in the socialization strategies that parents and children judge to be most effective in supporting children’s moral learning in different contexts.
The Formation of Toddler Peer Relationships
With William Bukowski, Nina Howe, Michal Perlman, and Hildy Ross
Funded by SSHRC
Student Collaborators: Alyssa Scirocco
This project capitalizes on an existing longitudinal dataset to examine the formation and development of relationships between toddler-aged peers. Using a social relations model, we are examining how actor, target, and relationship effects evolve across 18 playdates among 20- and 30-month old peers.
Philosophical Dialogues as Contexts for the Development of Children’s Moral Imagination
With Natalie Fletcher and Baptiste Roucau
Student Collaborators: Miranda Reid, Aliyah Mahon
This collaboration with Brila Youth Projects examines the development of children’s critical, creative, and caring thinking in the context of their participation in philosophical dialogues and creative projects. We are especially interested in how children’s experiences with collaborative philosophical dialogue can support their capacity to engage in deliberate moral imagining, and the role of adult facilitation in supporting children’s development.