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Icenogle, G., Steinberg, L., Duell, N., Chein, J., Chang, L., Chaudhary, N., . . . Bacchini, D. (2019). Adolescents’ cognitive capacity reaches adult levels prior to their psychosocial maturity: Evidence for a "maturity gap" in a multinational, cross-sectional sample. Law and human behavior, 43(1), 69-85
Åpne denne publikasjonen i ny fane eller vindu >>Adolescents’ cognitive capacity reaches adult levels prior to their psychosocial maturity: Evidence for a "maturity gap" in a multinational, cross-sectional sample
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2019 (engelsk)Inngår i: Law and human behavior, ISSN 0147-7307, E-ISSN 1573-661X, Vol. 43, nr 1, s. 69-85Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

All countries distinguish between minors and adults for various legal purposes. Recent U.S. Supreme Court cases concerning the legal status of juveniles have consulted psychological science to decide where to draw these boundaries. However, little is known about the robustness of the relevant research, because it has been conducted largely in the U.S. and other Western countries. To the extent that lawmakers look to research to guide their decisions, it is important to know how generalizable the scientific conclusions are. The present study examines 2 psychological phenomena relevant to legal questions about adolescent maturity: cognitive capacity, which undergirds logical thinking, and psychosocial maturity, which comprises individuals' ability to restrain themselves in the face of emotional, exciting, or risky stimuli. Age patterns of these constructs were assessed in 5,227 individuals (50.7% female), ages 10-30 (M = 17.05, SD = 5.91) from 11 countries. Importantly, whereas cognitive capacity reached adult levels around age 16, psychosocial maturity reached adult levels beyond age 18, creating a "maturity gap" between cognitive and psychosocial development. Juveniles may be capable of deliberative decision making by age 16, but even young adults may demonstrate "immature" decision making in arousing situations. We argue it is therefore reasonable to have different age boundaries for different legal purposes: 1 for matters in which cognitive capacity predominates, and a later 1 for matters in which psychosocial maturity plays a substantial role. © 2019 American Psychological Association.

sted, utgiver, år, opplag, sider
American Psychological Association (APA), 2019
Emneord
Law, juveniles, legal status
HSV kategori
Forskningsprogram
SAMHÄLLSVETENSKAP, Psykologi; Barn- och ungdomsvetenskap
Identifikatorer
urn:nbn:se:hv:diva-13743 (URN)10.1037/lhb0000315 (DOI)2-s2.0-85061617264 (Scopus ID)
Merknad

Funders: Eunice Kennedy Shriver National Institute of Child Health and Human Development, RO1-HD054805

Tilgjengelig fra: 2019-03-21 Laget: 2019-03-21 Sist oppdatert: 2019-12-10bibliografisk kontrollert
Nilsson, L. A. & Sorbring, E. (2019). Att forska i samverkan och gemensamt skapa kunskap. In: Lena Nilsson & Emma Sorbring (red.) (Ed.), Samverkansforskning: att främja barns och ungas välfärd (pp. 19-24). Stockholm: Liber
Åpne denne publikasjonen i ny fane eller vindu >>Att forska i samverkan och gemensamt skapa kunskap
2019 (svensk)Inngår i: Samverkansforskning: att främja barns och ungas välfärd / [ed] Lena Nilsson & Emma Sorbring (red.), Stockholm: Liber, 2019, s. 19-24Kapittel i bok, del av antologi (Annet vitenskapelig)
sted, utgiver, år, opplag, sider
Stockholm: Liber, 2019
Emneord
Forskning, samarbete, kunskapsteori
HSV kategori
Forskningsprogram
Barn- och ungdomsvetenskap; VÅRD- OCH HÄLSOVETENSKAP, Folkhälsovetenskap; SAMHÄLLSVETENSKAP, Psykologi
Identifikatorer
urn:nbn:se:hv:diva-13457 (URN)9789147127009 (ISBN)
Tilgjengelig fra: 2019-02-07 Laget: 2019-02-07 Sist oppdatert: 2019-12-10bibliografisk kontrollert
Nilsson, L. A. & Sorbring, E. (2019). Barns och ungas välfärd och ett kunskapsbaserat arbetssätt. In: Lena Nilsson & Emma Sorbring (red.) (Ed.), Samverkansforskning: att främja barns och ungas välfärd (pp. 25-28). Stockholm: Liber
Åpne denne publikasjonen i ny fane eller vindu >>Barns och ungas välfärd och ett kunskapsbaserat arbetssätt
2019 (svensk)Inngår i: Samverkansforskning: att främja barns och ungas välfärd / [ed] Lena Nilsson & Emma Sorbring (red.), Stockholm: Liber, 2019, s. 25-28Kapittel i bok, del av antologi (Annet vitenskapelig)
sted, utgiver, år, opplag, sider
Stockholm: Liber, 2019
Emneord
Välfärd, barn, ungdomsforskning
HSV kategori
Forskningsprogram
Barn- och ungdomsvetenskap; VÅRD- OCH HÄLSOVETENSKAP, Folkhälsovetenskap; SAMHÄLLSVETENSKAP, Psykologi
Identifikatorer
urn:nbn:se:hv:diva-13458 (URN)978-91-47-12700-9 (ISBN)
Tilgjengelig fra: 2019-02-07 Laget: 2019-02-07 Sist oppdatert: 2019-12-10bibliografisk kontrollert
Deater-Deckard, K., Godwin, J., Lansford, J. E., Tirado, L. M., Yotanyamaneewong, S., Alampay, L. P., . . . Tapanya, S. (2019). Chaos, Danger, and Maternal Parenting in Families: Links with Adolescent Adjustment in Low- and Middle-Income Countries. Developmental Science, 22(5), Article ID e12855.
Åpne denne publikasjonen i ny fane eller vindu >>Chaos, Danger, and Maternal Parenting in Families: Links with Adolescent Adjustment in Low- and Middle-Income Countries
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2019 (engelsk)Inngår i: Developmental Science, ISSN 1363-755X, E-ISSN 1467-7687, Vol. 22, nr 5, artikkel-id e12855Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

The current longitudinal study is the first comparative investigation across Low- and Middle- Income Countries (LMICs) to test the hypothesis that harsher and less affectionate maternal parenting (child age 14 years, on average) statistically mediates the prediction from prior household chaos and neighborhood danger (at 13 years) to subsequent adolescent maladjustment (externalizing, internalizing, and school performance problems at 15 years). The sample included 511 urban families in six LMICs: China, Colombia, Jordan, Kenya, the Philippines, and Thailand. Multigroup structural equation modeling showed consistent associations between chaos, danger, affectionate and harsh parenting, and adolescent adjustment problems. There was some support for the hypothesis, with nearly all countries showing a modest indirect effect of maternal hostility (but not affection) for adolescent externalizing, internalizing, and scholastic problems. Results provide further evidence that chaotic home and dangerous neighborhood environments increase risk for adolescent maladjustment in LMIC contexts, via harsher maternal parenting. This article is protected by copyright. All rights reserved.

Emneord
low-income and middle-income countries, adolescence, internalizing, externalizing, academic achievement, parenting
HSV kategori
Forskningsprogram
SAMHÄLLSVETENSKAP, Psykologi; Barn- och ungdomsvetenskap
Identifikatorer
urn:nbn:se:hv:diva-13859 (URN)10.1111/desc.12855 (DOI)000483697700008 ()2-s2.0-85066500076 (Scopus ID)
Tilgjengelig fra: 2019-05-16 Laget: 2019-05-16 Sist oppdatert: 2020-01-27bibliografisk kontrollert
Sorbring, E. & Kuczynski, L. (2019). Children´s agency in the family, in school and in society: implications for health and well-being. International Journal of Qualitative Studies on Health and Well-being, 13(sup 1 Equal Health), Article ID 1634414.
Åpne denne publikasjonen i ny fane eller vindu >>Children´s agency in the family, in school and in society: implications for health and well-being
2019 (engelsk)Inngår i: International Journal of Qualitative Studies on Health and Well-being, ISSN 1748-2623, E-ISSN 1748-2631, Vol. 13, nr sup 1 Equal Health, artikkel-id 1634414Artikkel i tidsskrift, Editorial material (Fagfellevurdert) Published
sted, utgiver, år, opplag, sider
Taylor and Francis Ltd., 2019
HSV kategori
Forskningsprogram
SAMHÄLLSVETENSKAP, Psykologi
Identifikatorer
urn:nbn:se:hv:diva-14711 (URN)10.1080/17482631.2019.1634414 (DOI)2-s2.0-85073162778 (Scopus ID)
Tilgjengelig fra: 2019-11-14 Laget: 2019-11-14 Sist oppdatert: 2020-01-08bibliografisk kontrollert
Molin, M., Sorbring, E. & Löfgren-Mårtenson, L. (2019). Del@ktighetens digitalisering: Om identitetsskapande aktiviteter på internet bland unga med intellektuell funktionsnedsättning. Trollhättan: Högskolan Väst
Åpne denne publikasjonen i ny fane eller vindu >>Del@ktighetens digitalisering: Om identitetsskapande aktiviteter på internet bland unga med intellektuell funktionsnedsättning
2019 (svensk)Rapport (Annet vitenskapelig)
Abstract [sv]

Även om forskning om ungdomar och internet är ett växande område finns det relativt få studier som illustrerar förhållanden för ungdomar med intellektuell funktionsnedsättning. Tidigare studier har visat att ungdomar med intellektuell funktionsnedsättning är oroliga för att bli marginaliserade, och att många upplever sig mer ensamma än andra ungdomar. Därför kan sociala nätverkssajter på internet vara av avgörande betydelse för att skapa ett utrymme för nya sociala kontakter men även för utforskande av alternativa och mindre stigmatiserade identiteter.

Projektet syftade till att beskriva och analysera hur ungdomar (16-20 år) med lindrig intellektuell funktionsnedsättning interagerar och deltar på internet. Närmare bestämt har vi utifrån elev-, personal- och föräldraperspektiv studerat de ungas självpresentationer, sociala relationer och delaktighet inom ramen för olika gemenskaper på internet. Projektets mål var att generera kunskap om dessa komplexa processer, som kan vara användbara för hur den närmaste omgivningen av vuxna kan stödja och hjälpa unga med intellektuell funktionsnedsättning med sin internetanvändning.

Projektet omfattade kvalitativa intervjuer med ungdomar med intellektuell funktionsnedsättning (n=27), föräldrar till ungdomar med intellektuell funktions-nedsättning (n=22) och personal i gymnasiesärskolan (n=17). De transkriberade intervjuerna analyserades med hjälp av tematisk innehållsanalys (Braun & Clarke 2006). Projektet har erhållit etiskt godkännande från Regionala etikprövnings-nämnden i Göteborg (Dnr 048-15).

Ett framträdande resultat i studien rör de unga informanternas sätt att tala om sin medvetenhet om både risker och möjligheter med internet och sociala medier. Dock noterades att ju mer de interagerade med icke-funktionshindrade kamrater, desto mer upplevde de negativa och oönskade konsekvenser av internet-användningen (att bli lurad, hotad, mobbad etc). En slutsats var att dessa omständigheter snarare leder till att de växlade ner sitt internetanvändande och som i sin förlängning innebar mindre delaktighet på internet och sociala medier.

Även om Internet kan vara en "frizon" där den unga personen kan utveckla sociala band och konstruera sin identitet fri från vuxenövervakning, så är föräldrar och yrkesverksamma ofta mycket närvarande och engagerade, medan ungdomarna uttrycker att de inte är i behov av stöd. Professionella och föräldrar anser att internet är en arena för positiva möjligheter men även risker.

Professionella verkade vara mer oroliga för riskerna än föräldrarna som säger att möjligheterna uppväger nackdelarna. Föräldrarna är mest bekymrade över risken för ensamhet och social isolering. Sammantaget beskrivs de unga med intellektuell funktionsnedsättning som en mer heterogen grupp av både föräldrar och personal jämfört med tidigare forskning. Informanternas erfarenheter diskuteras i studiens publikationer i begreppsliga ramverk som rör social identitet, deltagande, positivt risktagande, sexualitet och frigörelse.

I en jämförande analys av resultaten från de olika delstudierna visas hur den sociala delaktigheten på ett dialektiskt sätt förhandlas och konstrueras mellan ungdomar med och utan intellektuell funktionsnedsättning men också mellan de unga i studien och vuxna personer i den närmaste omgivningen. Genom att anlägga ett intersektionellt perspektiv på frågor om identitetsskapande aktiviteter och risktagande på internet kan en mer relationell förståelse av den digitala delaktighetens problem och möjligheter synliggöras. En relationell förståelse av att hamna i svårigheter implicerar att risk och utsatthet inte alltid behöver bero på funktionsnedsättningen utan på kontextuella förutsättningar och andra samvarierande faktorer.

Med tanke på unga människors behov av självständighet är det av stor vikt att vuxna reflekterar över och balanserar stödet beroende på den unga människans behov. Att ge stöd till positivt risktagande på internet innebär vuxna tillsammans med unga reflekterar över hur eventuella risker kan hanteras snarare än hur risk kan undvikas.

Abstract [en]

Although research on young people and the Internet is a growing field, there are few studies that illustrate conditions for young people with intellectual disabilities (ID). Previous studies have shown that young people with ID are worried about being marginalized, and that many in fact are lonelier than other young people. Social networking sites might be of vital importance as a space for exploring alternative and less stigmatized identities.

This project aimed to describe and analyse how young people (age 16-20) with a mild ID interact and participate on the Internet. More precisely, drawing upon the perspectives of young people with ID, parents, and school staff, we have studied self-presentations, social relations, and participation within different kinds of Internet communities. Hence, the goal of the project was to generate knowledge concerning these complex processes, which could be useful for the involved adults, who support and help young people with ID in their Internet use. The project comprised qualitative interviews with young people with ID (n=27), parents of young people with ID (n=22), and professionals in special schools (n=17). The transcribed interviews were analysed, using a thematic content analysis. The project has been granted ethical approval by the Ethical Board of West Sweden (Dnr 048-15).

A prominent finding in the study concerned the young informants being well aware of both the risks and opportunities in using Internet and Social Networking Sites. Consequently, the more they interacted with non-disabled peers, the more they experienced negative consequences of Internet use. One conclusion was that these circumstances lead to downsizing rather than upsizing Internet use, and as prolongation, less participation on Social Networking Sites.

Although the Internet can be a 'free-zone' where the young person can develop social bonds and construct their identity away from adult oversight, parents and professionals are highly present. Young people mostly feel confident and also in no need of support. Professionals and parents do consider the Internet an arena for positive opportunities, but also with risks. The professionals seemed to be more worried about the risks than the parents who state that the opportunities outweigh the disadvantages. For parents, the real risk is described as the risk of loneliness and social isolation. That parents consider the Internet to be an arena for relationships is an interesting change compared to previous research where both parents and professionals were worried about the risks of abuse, etc. Overall,6the young people with ID are described as a more heterogeneous group by both parents and professionals, compared to previous research. The experiences of the informants are discussed in a conceptual framework of social identity, participation, positive risk-taking, sexuality, and emancipation.

A comparative analysis of the results shows how social participation is negotiated and constructed dialectically between young people with and without ID, but also between the young people in the study and adults in their imme-diate surroundings. By applying an intersectional perspective to issues about identity formation and risk-taking on the Internet, a more relational under-standing of the problems and opportunities of digital participation can be made visible. A relational understanding of getting into difficulties implies that risk and vulnerability do not always have to depend on the disability but on contextual conditions and other co-varying factors.

Considering young people's need for autonomy, it is of great importance that parents and professionals reflect upon the ways that support can be arranged in order to empower young people with ID to participate on the Internet. Providing support for positive risk-taking on the Internet means that adults, together with young people, reflect on how possible risks can be managed rather than how risk can be avoided.

sted, utgiver, år, opplag, sider
Trollhättan: Högskolan Väst, 2019. s. 89
Serie
Rapport Högskolan Väst, ISSN 2002-6188, E-ISSN 2002-6196 ; 2019:5
Emneord
Participation, Internet, Social network sites, Intellectual disability, Delaktighet, Internet, Sociala medier, Intellektuell funktionsnedsättning
HSV kategori
Forskningsprogram
Barn- och ungdomsvetenskap; SAMHÄLLSVETENSKAP, Psykologi
Identifikatorer
urn:nbn:se:hv:diva-14776 (URN)978-91-88847-49-2 (ISBN)978-91-88847-50-8 (ISBN)
Tilgjengelig fra: 2019-12-16 Laget: 2019-12-16 Sist oppdatert: 2020-01-27
Sorbring, E., Lansford, J. E., Yotanyamaneewong, S., Tapanya, S. & Pastorelli, C. (2019). Education and Parenting: An Introduction. In: Sorbring, Emma; Lansford, Jennifer E. (Ed.), School Systems, Parent Behavior, and Academic Achievement: An International Perspective (pp. 1-14). Springer International Publishing
Åpne denne publikasjonen i ny fane eller vindu >>Education and Parenting: An Introduction
Vise andre…
2019 (engelsk)Inngår i: School Systems, Parent Behavior, and Academic Achievement: An International Perspective / [ed] Sorbring, Emma; Lansford, Jennifer E., Springer International Publishing , 2019, s. 1-14Kapittel i bok, del av antologi (Annet vitenskapelig)
Abstract [en]

Theoretical models and empirical studies suggest that parental involvement and parenting practices are important for adolescents' academic achievement. However, the picture is complicated, and how parents choose to be involved at different ages of the child is critical for how parental involvement is related to students' academic achievement. Furthermore, populations from different cultural backgrounds need to be studied. This chapter lays out the agenda for the rest of the book, presenting an overview of research on parenting and students' academic achievement, as well as presenting the Parenting Across Cultures project, a longitudinal study of mothers, fathers, and children in China, Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, and the United States. These nine countries are the focus of the school-system and country-specific studies in the chapters that follow.

sted, utgiver, år, opplag, sider
Springer International Publishing, 2019
Serie
Young People and Learning Processes in School and Everyday Life, ISSN 2522-5642, E-ISSN 2522-5650
HSV kategori
Forskningsprogram
Barn- och ungdomsvetenskap; SAMHÄLLSVETENSKAP, Psykologi
Identifikatorer
urn:nbn:se:hv:diva-14431 (URN)10.1007/978-3-030-28277-6_1 (DOI)978-3-030-28277-6 (ISBN)978-3-030-28276-9 (ISBN)
Tilgjengelig fra: 2019-09-23 Laget: 2019-09-23 Sist oppdatert: 2019-09-24bibliografisk kontrollert
Lansford, J. E. & Sorbring, E. (2019). Education and Parenting: Conclusions and Implications. In: Sorbring, Emma; Lansford, Jennifer E. (Ed.), School Systems, Parent Behavior, and Academic Achievement: An International Perspective (pp. 139-151). Springer
Åpne denne publikasjonen i ny fane eller vindu >>Education and Parenting: Conclusions and Implications
2019 (engelsk)Inngår i: School Systems, Parent Behavior, and Academic Achievement: An International Perspective / [ed] Sorbring, Emma; Lansford, Jennifer E., Springer, 2019, s. 139-151Kapittel i bok, del av antologi (Annet vitenskapelig)
Abstract [en]

This chapter begins by providing an overview of key points raised in the preceding chapters regarding education and parenting in China, Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, and the United States. We then highlight similarities and differences in education and parenting across the nine countries. For example, many countries have increased access to education in the last decades, but questions of quality remain; socioeconomic and geographic disparities in access and quality characterize many countries. Examples are provided of ways that education systems in different countries have attempted to build bridges between home and school contexts, such as through "mother tongue" education and interventions to increase parent involvement. Countries differ in the extent to which curricula are nationally standardized versus variable within the country and the extent to which learning is primarily teacher- versus student-directed. The countries included in this volume range from those performing among the best to those performing among the worst on international tests of student achievement. Many of the countries have high-stakes testing and entrance exams at different levels of education, which has implications for how parents attempt to help their children succeed in school. Parental education-related involvement, expectations, goal-orientation, and supportiveness are all importantly related to students' academic achievement. The chapter discusses implications for policy and practice, particularly in relation to the Sustainable Development Goals that are guiding the international development agenda through 2030. Understanding how different countries' education systems operate, steps countries have taken to improve access to and quality of education, and how parenting can promote students' academic achievement in the context of different education systems offers the potential for countries to learn from one another to offer quality education to all.

sted, utgiver, år, opplag, sider
Springer, 2019
Serie
Young People and Learning Processes in School and Everyday Life, ISSN 2522-5642, E-ISSN 2522-5650 ; Vol 3
Emneord
Parenting, education
HSV kategori
Forskningsprogram
Barn- och ungdomsvetenskap; SAMHÄLLSVETENSKAP, Psykologi
Identifikatorer
urn:nbn:se:hv:diva-14432 (URN)10.1007/978-3-030-28277-6_11 (DOI)978-3-030-28276-9 (ISBN)978-3-030-28277-6 (ISBN)
Tilgjengelig fra: 2019-09-23 Laget: 2019-09-23 Sist oppdatert: 2019-10-28bibliografisk kontrollert
Gurdal, S. & Sorbring, E. (2019). Education and Parenting in Sweden. In: Sorbring, Emma; Lansford, Jennifer E. (Ed.), School Systems, Parent Behavior, and Academic Achievement: An International Perspective (pp. 95-109). Springer
Åpne denne publikasjonen i ny fane eller vindu >>Education and Parenting in Sweden
2019 (engelsk)Inngår i: School Systems, Parent Behavior, and Academic Achievement: An International Perspective / [ed] Sorbring, Emma; Lansford, Jennifer E., Springer, 2019, s. 95-109Kapittel i bok, del av antologi (Annet vitenskapelig)
Abstract [en]

Swedish children's rights to school and a childhood were discussed as early as 1900 and today nearly all (99.9%) Swedish children from the age of six attend comprehensive school for ten years. Comprehensive school, both private and public, is free of charge and compulsory for everyone. In general, Sweden is described as a country where young people are perceived as individuals with agency, both in the family and in school. It is expected that students should be treated with respect and taught about their rights and how to practice them. Teachers are supposed to encourage young people's agency by, for example, letting them take responsibility and be involved in decisions about the school work and their lives. This is related to the goal of teaching young people more about how to become citizens and about democratic values in society. Although Swedish schools have a high interest in students' own agency and their mental health, politics put pressure on the schools to achieve higher academic success among students. This chapter presents the current Swedish education system and its challenges when it comes to maintaining high values concerning students' mental health and, simultaneously, striving for better academic results, focusing particularly on families belonging to the lower socioeconomic class and with a migration background.

sted, utgiver, år, opplag, sider
Springer, 2019
Serie
Young People and Learning Processes in School and Everyday Life, ISSN 2522-5642, E-ISSN 2522-5650 ; Vol 3
Emneord
Childhood, education, Sweden
HSV kategori
Forskningsprogram
Barn- och ungdomsvetenskap; SAMHÄLLSVETENSKAP, Utbildningsvetenskap
Identifikatorer
urn:nbn:se:hv:diva-14430 (URN)10.1007/978-3-030-28277-6_8 (DOI)978-3-030-28277-6 (ISBN)978-3-030-28277-6 (ISBN)
Tilgjengelig fra: 2019-09-23 Laget: 2019-09-23 Sist oppdatert: 2019-09-30bibliografisk kontrollert
Sorbring, E. (2019). En systematisk samverkansmodell. In: Lena Nilsson & Emma Sorbring (red.) (Ed.), Samverkansforskning: att främja barns och ungas välfärd (pp. 111-114). Stockholm: Liber
Åpne denne publikasjonen i ny fane eller vindu >>En systematisk samverkansmodell
2019 (svensk)Inngår i: Samverkansforskning: att främja barns och ungas välfärd / [ed] Lena Nilsson & Emma Sorbring (red.), Stockholm: Liber, 2019, s. 111-114Kapittel i bok, del av antologi (Annet vitenskapelig)
sted, utgiver, år, opplag, sider
Stockholm: Liber, 2019
Emneord
Forskning, forskningsmetodik
HSV kategori
Forskningsprogram
Barn- och ungdomsvetenskap; Arbetsintegrerat lärande; SAMHÄLLSVETENSKAP, Psykologi
Identifikatorer
urn:nbn:se:hv:diva-13591 (URN)978-91-47-12700-9 (ISBN)
Tilgjengelig fra: 2019-02-22 Laget: 2019-02-22 Sist oppdatert: 2019-12-11bibliografisk kontrollert
Organisasjoner
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0003-3328-6538