Co-PIs: Emily Emmott, UCL, Masahito Morita, University of Tokyo. Funding: ESRC-AHRC
We are working to lay the foundations for an ambitious project on adolescent sociality in Japan and the UK, with focus on adolescent social networks and communication. Using participatory methods, we are establishing 4 field sites across the two nations. Drawing on ideas/feedback from our Adolescent Sociality Research Network as well as adolescents themselves, we are designing a cross-national survey to be piloted in the next phase of our project.
Social support and feeding your baby
Co-PIs: Emily Emmott, Abigail Paige, Sarah Myers, UCL. Funding: European Human Behaviour and Evolution Society
While the public health literature demonstrates a positive association between social support and breastfeeding, research has generally focused on informational and emotional support, overlooking practical help. Research also overlook wider sources of support, such as grandparents. Informed by evolutionary theory, we investigate how different types of support from different allomothers are associated with breastfeeding outcomes.
Exploring the interface between health services and children's social care
PI: Jenny Woodman, UCL. Funding: Academy of Medical Science, Wellcome Trust
Using the Children in Need census, we are investigating the causes and consequences of referrals from health services, and whether this varies around England. Through a mixed method approach, we are paying particular attention to the meaning we can derive from the Children in Need census - what does the existing data actually tell us about the interface between health and children's social care?
A time of change? Harmonising the meaning of 'adolescence' between young people and researchers
PI: Emily Emmott, Co-I: Sarah-Jane Blakemore, UCL; Larissa Pople, The Children’s Society. Funding: UCL Grand Challenges
Public health researchers have highlighted the significance of adolescence as a developmental period, with suggestions that adolescence in developed populations should be extended to 24 years. But what do young people make of such scientific understandings of adolescence? Through an interactive workshop with young people, we explore if and how the scientific understanding of adolescence complements and/or conflicts with their own views and identities.