美國路易斯安那代寫:研究故事 這本書對兒童和年輕人使用十三研究故事研究的現實，包括每一塊發表的研究，來說明涉及兒童和青少年研究（從學齡前兒童到青春期）應進行（Lewis等，2003）。十三個故事是一個研究項目的一個帳戶，和困難，研究者面對的是在研究過程中，例如，關于如何克服這些困難，包括思考研究可以有所不同為了避免一些問題。這本書在兒童和年輕人的研究提供了一個堅實的介紹如何研究人員應該接近兒童和年輕人，在主要的考慮是考慮到當考慮要這樣的個人研究計劃，如法律和倫理方面的考慮，這樣的研究方法的主要挑戰（Fraser等鋁，2004）。本書分為幾個部分，其中第二，關于實證研究，Fraser認為，研究具有局限性，而只有當這些局限性是可以理解的，研究的價值才能真正欣賞；其中一個局限他指出是研究者充分理解孩子者的需要，這樣的研究與兒童和不只是孩子。奇力et al.，3章指出，孩子被理解的非常不同，在不同的時期，這樣孩子可以感知不同作為一個整體，只是由于媒體的影響，例如。這個想法是由馬松擴展在第4章，它著眼于如何研究人員必須在目前的法律制度，在英國的地方，當與兒童受試者工作，即使這些法律體系目前的最低可接受的標準，而不是可接受的最佳實踐。在所有的時間，這本書明確代替，在未來，關于兒童研究、思考未來的研究，向循證實踐，例如，應與兒童（Fraser et al.，2004），例如包括兒童作為研究的積極參與者，而不是僅僅作為研究對象。
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.