美国路易斯安那代写:研究故事 这本书对儿童和年轻人使用十三研究故事研究的现实，包括每一块发表的研究，来说明涉及儿童和青少年研究（从学龄前儿童到青春期）应进行（Lewis等，2003）。十三个故事是一个研究项目的一个帐户，和困难，研究者面对的是在研究过程中，例如，关于如何克服这些困难，包括思考研究可以有所不同为了避免一些问题。这本书在儿童和年轻人的研究提供了一个坚实的介绍如何研究人员应该接近儿童和年轻人，在主要的考虑是考虑到当考虑要这样的个人研究计划，如法律和伦理方面的考虑，这样的研究方法的主要挑战（Fraser等铝，2004）。本书分为几个部分，其中第二，关于实证研究，Fraser认为，研究具有局限性，而只有当这些局限性是可以理解的，研究的价值才能真正欣赏；其中一个局限他指出是研究者充分理解孩子者的需要，这样的研究与儿童和不只是孩子。奇力et al.，3章指出，孩子被理解的非常不同，在不同的时期，这样孩子可以感知不同作为一个整体，只是由于媒体的影响，例如。这个想法是由马松扩展在第4章，它着眼于如何研究人员必须在目前的法律制度，在英国的地方，当与儿童受试者工作，即使这些法律体系目前的最低可接受的标准，而不是可接受的最佳实践。在所有的时间，这本书明确代替，在未来，关于儿童研究、思考未来的研究，向循证实践，例如，应与儿童（Fraser et al.，2004），例如包括儿童作为研究的积极参与者，而不是仅仅作为研究对象。
The book The Reality of Research with Children and Young People uses thirteen research stories, each including a piece of published research, to illustrate how research involving children and young people (from pre-school age to adolescence) should be carried out (Lewis et al., 2003). Each of the thirteen stories is an account of a research project, and the difficulties the researchers were faced with during the research, for example, with tips on how to overcome such difficulties, including reflections on how the research could have been done differently in order to avoid some of the problems. The book Doing Research with Children and Young People provides a solid introduction as to how researchers should approach children and young people, in terms of the main considerations to be taken in to account when thinking of starting a research program with such individuals, such as legal and ethical considerations and the main methodological challenges to such research (Fraser et al., 2004). The book is divided in to several chapters, the second of which, Situating Empirical Research, by Fraser argues that research has limitations, and that it is only when these limitations are understood that the value of the research can be truly appreciated; one of the limitations he points out is the need for researchers to fully empathise with their child subjects, such that the research is conducted with children and not simply about children. Kellett et al., in Chapter 3, point out that children have historically been comprehended very differently across different periods of time, such that children can be perceived differently as a whole simply because of the influence of the media, for example. This idea is extended by Masson in Chapter 4, which looks at how researchers must work within the current legal system in place in the UK, when working with child subjects, even though these legal systems are currently set at the minimum acceptable standard and not the acceptable best practice. At all times, the book makes it clear that instead of, in future, thinking about research on children, future research, to inform evidence-based practice, for example, should be conducted with children (Fraser et al., 2004), for example by including children as active participants in research, and not merely as research subjects.