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Louder CN, Meyer ML, Del Rey GM, Franklin AR. Elevating community-driven socioecological participation and action: A case study with Black youth. AMERICAN JOURNAL OF COMMUNITY PSYCHOLOGY 2023; 72:145-156. [PMID: 37166061 DOI: 10.1002/ajcp.12679] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/07/2022] [Revised: 04/03/2023] [Accepted: 04/18/2023] [Indexed: 05/12/2023]
Abstract
Context is important when considering how racism acts to harm Black youth. Hence, social scientists developed socioecological theories that consider both the individual and the context(s) which shapes them. We used these theories to make sense of the challenges facing Black youth and identify points for intervention. However, these theories were rarely shared with community participants. Theory, at its core, is a way to make sense of the world. Theory shared in an age-appropriate manner can help youth make sense of their experiences in a way that promotes psychological wellness. This paper describes the intentional sharing of socioecological theory with community members engaged in two community-based mental health programs. Our team has collaborated closely with community stakeholders to implement and iteratively improve these programs. This first-person account presents the doctoral students' experiences in engaging community members in using socioecological theory to improve the programs with which they have identified as useful to their community. The article underscores the importance of elevating community voices when engaging in community-based research and how that engagement is more fundamental as programs become well-established.
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Affiliation(s)
- Ceewin N Louder
- Department of Educational and Psychological Studies, University of Miami, Miami, Florida, USA
| | - Marisol L Meyer
- Department of Educational and Psychological Studies, University of Miami, Miami, Florida, USA
| | - Gabrielle M Del Rey
- Department of Educational and Psychological Studies, University of Miami, Miami, Florida, USA
| | - Alexis R Franklin
- Department of Educational and Psychological Studies, University of Miami, Miami, Florida, USA
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2
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Muacevic A, Adler JR, O. Omar ZT, Segun E, Evbayekha EO, Abolurin A, Egberuare EO, Ezegbe HC, Adegbosin A, Adedeji AG, Angaye EG, Izundu IC, Oyelade BO. Impact of Adverse Childhood Experiences on Resilience and School Success in Individuals With Autism Spectrum Disorder and Attention-Deficit Hyperactivity Disorder. Cureus 2022; 14:e31907. [PMID: 36579285 PMCID: PMC9792122 DOI: 10.7759/cureus.31907] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/26/2022] [Indexed: 11/27/2022] Open
Abstract
Adolescents with emotional and behavioral disorders face known academic challenges and poor life outcomes. It was imperative to explore and find if the new diagnostic criterion for diagnosing autism profoundly affects educational outcomes and resilience in individuals diagnosed with co-occurring autism spectrum disorder (ASD) and attention-deficit hyperactivity disorder (ADHD). The literature is robust on the impact of adverse childhood experiences (ACEs) on educational outcomes and resilience in adolescents with no history of disability. Still, there remains a dearth of literature explaining, with no ambiguity, the complex relationships between ACEs and resilience, school engagement, and success in individuals with co-occurring ASD and ADHD. This study reviews the existing scholarships on the topic. The significance of this review is that it informs healthcare providers, rehabilitation counselors, and educators about the need for early identification of individuals with ASD and ADHD with a background in ACEs. This will enable interventions early enough to ensure they are more resilient and can obtain improved success in school-related and outside-school activities and eventually improved quality of life.
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Damian AJ, Ponce D, Ortiz-Siberon A, Kokan Z, Curran R, Azevedo B, Gonzalez M. Understanding the Health and Health-Related Social Needs of Youth Experiencing Homelessness: A Photovoice Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:9799. [PMID: 36011440 PMCID: PMC9408072 DOI: 10.3390/ijerph19169799] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/18/2022] [Revised: 08/02/2022] [Accepted: 08/05/2022] [Indexed: 05/16/2023]
Abstract
PURPOSE Homelessness is a major public health problem facing millions of youths across the United States (U.S.), with lesbian gay, bisexual, transgender, questioning (LGBTQ+) youths and youths of color being disproportionately at higher risk. This study obtains an understanding of the health and health-related social needs of youths experiencing homelessness during the coronavirus disease (COVID-19) pandemic. METHODS A total of 14 youths between the ages of 14 and 24 who (a) lived, worked, or attended school in New Britain, Connecticut (CT) and (b) had at least one experience of homelessness or housing insecurity worked with the research team to conduct a needs assessment regarding youth homelessness. Using photovoice, a community-based participatory research method, participants created photo narratives to share their stories and recommendations for community change. The main goals of photovoice are to enable participants to (1) record and represent their everyday realities; (2) promote critical dialogue and knowledge about person and community strengths and concerns; and (3) reach policy makers. RESULTS Most of the participants identified as youths of color, and half of the participants identified as members of the LGBTQ+ community. Three major themes that appeared in the youths' narratives include the following: mental health and substance use challenges, trouble accessing basic human needs, and lack of a social support system. CONCLUSION This study uplifts and empowers a vulnerable population to increase visibility around a major public health challenge from their own lived experiences. Despite the challenges that were voiced, many participants shared a sense of hope and resiliency. The major themes endorsed by the youths has the potential of informing practitioners and policy makers of how to better address the needs of youths experiencing homelessness, particularly those most at risk.
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Affiliation(s)
- April Joy Damian
- Weitzman Institute, Community Health Center, Inc., 19 Grand Str., Middletown, CT 06457, USA
- Department of Mental Health, Johns Hopkins Bloomberg School of Public Health, 624 N. Broadway, Baltimore, MD 21205, USA
| | - Delilah Ponce
- Department of Mental Health, Johns Hopkins Bloomberg School of Public Health, 624 N. Broadway, Baltimore, MD 21205, USA
| | - Angel Ortiz-Siberon
- Weitzman Institute, Community Health Center, Inc., 19 Grand Str., Middletown, CT 06457, USA
| | - Zeba Kokan
- Weitzman Institute, Community Health Center, Inc., 19 Grand Str., Middletown, CT 06457, USA
| | - Ryan Curran
- Weitzman Institute, Community Health Center, Inc., 19 Grand Str., Middletown, CT 06457, USA
| | - Brandon Azevedo
- Weitzman Institute, Community Health Center, Inc., 19 Grand Str., Middletown, CT 06457, USA
| | - Melanie Gonzalez
- Weitzman Institute, Community Health Center, Inc., 19 Grand Str., Middletown, CT 06457, USA
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Turner EA, Harrell SP, Bryant-Davis T. Black Love, Activism, and Community (BLAC): The BLAC Model of Healing and Resilience. JOURNAL OF BLACK PSYCHOLOGY 2022. [DOI: 10.1177/00957984211018364] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
The purpose of this article is to describe the Black Love, Activism, and Community (BLAC) model of healing and resilience. The assumption of the BLAC model is that Black activism is inspired and sustained by love and community. Building on empirical research, liberation psychology, and African-centered psychology, the BLAC model identifies four culturally grounded domains of resilience (relationships, spirituality, identity, and active expression) that are hypothesized to serve as protective factors. These domains are also postulated to be critical components of culturally centered healing practices. Within the context of anti-Black racism, it is important to understand how activism can mitigate mental health outcomes among Black activists. The BLAC model also describes culturally centered intervention approaches for healing and wellness. Finally, applications of the BLAC model are discussed.
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Paidipati CP, Deatrick JA, Eiraldi RB, Ulrich CM, Lane JM, Brawner BM. Caregivers' perspectives on the contextual influences within family management for ethnically diverse children with ADHD. J SPEC PEDIATR NURS 2022; 27:e12365. [PMID: 34962094 DOI: 10.1111/jspn.12365] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/21/2021] [Revised: 11/15/2021] [Accepted: 12/08/2021] [Indexed: 12/01/2022]
Abstract
PURPOSE Attention deficit hyperactivity disorder (ADHD) is a common neurodevelopmental disorder affecting over 9% of children in the United States. Family caregivers are often responsible for the management of their child's ADHD. Contextual influences, such as healthcare providers, systems, and resources, are factors contributing to the ease or difficulty of family management. The purpose of this article is to qualitatively describe the major contextual influences that impact family management for ethnically diverse children with ADHD. DESIGN AND METHODS This analysis is part of a mixed methods study using a concurrent nested design (QUAL + quant) to understand the phenomenon of family management from a contextual and socioecological perspective. In this analysis, cross-sectional data from caregivers of children with ADHD (N = 50) within a large northeastern city in the United States were collected, analyzed, and interpreted in the qualitative descriptive tradition. Semistructured interviews were conducted with participants to understand the contextual influences within family management. Conventional content analysis resulted in the emergence of barrier and facilitator domains and subdomains. RESULTS Caregivers were predominantly female (98%) and between 24 and 61 years with a mean age of 37.54 (SD = 1.18). Caregivers identified their children as Black or African American (56%), White (26%), Multi-Racial (16%), Hispanic or Latinx (8%), and Asian (2%). Contextual influences within family management emerged as barrier or facilitator domains. Barrier domains included: (1) family, (2) healthcare systems, (3) educational systems, (4) stigma, and (5) financial, insurance, and policy issues. Facilitator domains included: (1) family and community, (2) healthcare providers, and (3) educational providers. Subdomains within each domain are expanded in the article. PRACTICE IMPLICATIONS Specialists in pediatric nursing should consider contextual influences within family management for ethnically diverse children with ADHD. As healthcare providers, it is important to recognize system-level barriers or facilitators for caregivers and their children and find creative ways to overcome obstacles and leverage strengths within families, communities, and care systems. Another important area for pediatric specialists to consider is understanding how stigma impacts children with ADHD. Policy-level engagement and advocacy should maximize the political will of nurses, families, and educators to create change within communities.
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Affiliation(s)
- Cynthia P Paidipati
- Marcella Niehoff School of Nursing, Loyola University Chicago, Chicago, Illinois, USA
| | - Janet A Deatrick
- School of Nursing, University of Pennsylvania, Philadelphia, Pennsylvania, USA
| | - Ricardo B Eiraldi
- Department of Child and Adolescent Psychiatry and Behavioral Sciences, Children's Hospital of Philadelphia, Perelman School of Medicine, University of Pennsylvania, Philadelphia, Pennsylvania, USA
| | - Connie M Ulrich
- School of Nursing, Department of Medical Ethics and Health Policy, Perelman School of Medicine, University of Pennsylvania, Philadelphia, Pennsylvania, USA
| | - Jamil M Lane
- Warner Graduate School of Education and Human Development, University of Rochester, Rochester, New York, USA
| | - Bridgette M Brawner
- School of Nursing, University of Pennsylvania, Philadelphia, Pennsylvania, USA
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Banyard V, Jefferson GC, Segura A, Forman SG, Haviland M, McMahon S, DeSilva AR, Frye V, Sarkar S. Feasibility and Acceptability of Engaging Significant Adults in Youth Sexual and Relationship Violence Prevention Work. Violence Against Women 2021; 28:2540-2565. [PMID: 34874216 DOI: 10.1177/10778012211034201] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Relationship and sexual violence (RSV) disproportionately affect youth in immigrant and other marginalized communities yet few prevention initiatives are truly grounded in their experiences. The current study represents a pilot implementation evaluation of youth-led workshops to engage significant adults (parents, grandparents, aunts, adult siblings, community leaders) as RSV prevention partners in diverse communities in a large urban area. The current mixed methods evaluation examined the perceptions of 66 adults and six youth leaders of four, day-long adult training workshops. Results showed high feasibility and acceptability and an important role for significant adults in enhancing RSV prevention.
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Affiliation(s)
| | - Gena C Jefferson
- 139042New York City Alliance Against Sexual Assault and Just As I Am Youth Empowerment, New York, USA
| | - Anna Segura
- Rutgers University and Universitat de Vic-Universitat Central de Catalunya, New Brunswick, USA
| | | | - Mary Haviland
- New York City, Alliance Against Sexual Assault, New York, USA
| | | | | | - Victoria Frye
- City University of New York Medical School, New York, USA
| | - Saswati Sarkar
- New York City, Alliance Against Sexual Assault, New York, USA
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Timpe Z, Clayton HB, Andrzejewski J, Phillips C, Conklin S, Bohm MK. Cumulative protective factors are associated with decreased risk for prescription opioid misuse among high school students. J Epidemiol Community Health 2021; 75:987-993. [PMID: 33685965 PMCID: PMC10519145 DOI: 10.1136/jech-2020-214218] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/01/2020] [Revised: 01/14/2021] [Accepted: 02/23/2021] [Indexed: 11/03/2022]
Abstract
BACKGROUND Multiple protective factors at the individual and environmental levels have been associated with prescription opioid misuse (POM) among adolescents. The literature may benefit by extending this research to consider the association between cumulative protective factors and current (ie, within the past 30 days) POM. METHODS The 2017 Virginia Youth Survey (part of the Youth Risk Behaviour Surveillance System) (N=3697) was used to investigate recent POM and the presence of individual and cumulative protective factors among high school students. Youth were asked to indicate whether they had engaged POM within the past 30 days. A set of protective factors representing youths' internal assets (eg, aspirational plans for education) and external resources (eg, family meals, safe school environment) were investigated as predictors of current POM, followed by testing of a cumulative protective factor score. Logistic regression models estimated ORs and 95% CIs. RESULTS When including demographics and risk factors in the model, none of the individual protective factors were significantly associated with current POM. Alternatively, the cumulative protective factor score was significantly associated with a decrease in the odds of current POM. CONCLUSIONS The cumulative protective factor score was significantly associated with a decrease in the odds of current POM among high school students in Virginia. Programmes designed to provide multiple forms of support may be effective strategies for preventing current POM.
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Affiliation(s)
| | - Heather B Clayton
- Division of Adolescent and School Health, Centers for Disease Control and Prevention, Atlanta, Georgia, USA
| | - Jack Andrzejewski
- Health Behavior, San Diego State University-University of California, San Diego Joint Doctoral Program in Public Health, San Diego, California, USA
| | | | - Sarah Conklin
- Virginia Department of Health, Richmond, Virginia, USA
| | - Michele K Bohm
- Division of Population Health, Centers for Disease Control and Prevention, Atlanta, Georgia, USA
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Jones N, Pincock K, Emirie G, Gebeyehu Y, Yadete W. Supporting resilience among young people at risk of child abuse in Ethiopia: The role of social system alignment. CHILD ABUSE & NEGLECT 2021; 119:105137. [PMID: 34144860 DOI: 10.1016/j.chiabu.2021.105137] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/30/2020] [Revised: 05/14/2021] [Accepted: 05/21/2021] [Indexed: 06/12/2023]
Abstract
PURPOSE Many Ethiopian adolescents experience different forms of violence and abuse at home, at school, and in their communities. There are very limited referral, case management, and justice services, especially outside of urban areas, so young people draw largely on protective and promotive interpersonal resources. This article explores the extent to which available support systems promote processes of resilience among young people at risk of age- and gender-based violence and abuse. METHODS The article draws on data from Gender and Adolescence: Global Evidence (GAGE), a longitudinal research study. Qualitative data were collected in 2017-2018 and 2019-2020 through individual interviews and focus group discussions with 595 adolescents and their families, and 77 service provider, community and governmental key informants. RESULTS In the absence of effective and at-scale formal protection services, young people who experience age- and gender-based violence draw on support from family members and diverse peer networks. These range from informal friendship groups to organized groups, school-based girls' clubs, and recently formed youth movements linked to the current political transformation in the country. However, given the complex economic, political and social drivers of age- and gender-based violence and abuse, we find that social systems drawn upon by adolescents are often misaligned with formal services and have limited capacity to enable their resilience. CONCLUSIONS The findings underline the need to invest in multi-systemic effective, low-cost and accessible social protection, justice, and referral services to address the multiple factors that drive intersecting forms of violence and support young people in preventing and overcoming the effects of abuse.
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Affiliation(s)
| | - Kate Pincock
- Gender and Adolescence: Global Evidence (GAGE) Research Programme, UK
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Mancinelli E, Liberska HD, Li JB, Espada JP, Delvecchio E, Mazzeschi C, Lis A, Salcuni S. A Cross-Cultural Study on Attachment and Adjustment Difficulties in Adolescence: The Mediating Role of Self-Control in Italy, Spain, China, and Poland. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:8827. [PMID: 34444575 PMCID: PMC8391841 DOI: 10.3390/ijerph18168827] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/06/2021] [Revised: 07/31/2021] [Accepted: 08/17/2021] [Indexed: 01/19/2023]
Abstract
From a socio-ecological perspective, individuals are influenced by the interplay of individual, relational, and societal factors operating as a broader system. Thereby, to support youth adjustment during the critical adolescence period, the interplay between these factors should be investigated. This study aimed to investigate cross-cultural differences in adolescents' maternal and paternal attachment, adolescents' adjustment difficulties and self-control, and in their association. N = 1000 adolescents (mean (M) age = 16.94, SD = 0.48; 45.90% males) from China, Italy, Spain, and Poland participated by completing self-report measures. Results showed cross-country similarities and differences among the considered variables and their associative pattern. Moreover, conditional process analysis evaluating the association between maternal vs. paternal attachment and adjustment difficulties, mediated by self-control, and moderated by country, was performed. Maternal attachment directly, and indirectly through greater self-control, influenced adjustment difficulties in all four countries. This association was stronger among Spaniards. Paternal attachment influenced directly, and indirectly through self-control, on adolescents' adjustment difficulties only in Italy, Spain, and Poland, and was stronger among Polish adolescents. For Chinese adolescents, paternal attachment solely associated with adjustment difficulties when mediated by self-control. Thus, results highlighted both similarities and differences across countries in the interplay between maternal vs. paternal attachment and self-control on adolescents' adjustment difficulties. Implications are discussed.
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Affiliation(s)
- Elisa Mancinelli
- Department of Developmental Psychology and Socialization, University of Padova, 35131 Padova, Italy; (A.L.); (S.S.)
| | - Hanna D. Liberska
- Department of Social Psychology and Research on Youth, Kazimierz Wielki University, 85064 Bydgoszcz, Poland;
| | - Jian-Bin Li
- Department of Early Childhood Education, The Education University of Hong Kong, Hong Kong, China;
| | - José P. Espada
- Department of Health Psychology, Universidad Miguel Hernández, 03202 Elche, Spain;
| | - Elisa Delvecchio
- Department of Philosophy, Social Sciences and Education, University of Perugia, 06123 Perugia, Italy; (E.D.); (C.M.)
| | - Claudia Mazzeschi
- Department of Philosophy, Social Sciences and Education, University of Perugia, 06123 Perugia, Italy; (E.D.); (C.M.)
| | - Adriana Lis
- Department of Developmental Psychology and Socialization, University of Padova, 35131 Padova, Italy; (A.L.); (S.S.)
| | - Silvia Salcuni
- Department of Developmental Psychology and Socialization, University of Padova, 35131 Padova, Italy; (A.L.); (S.S.)
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Evaluation of the SPARK Child Mentoring Program: A Social and Emotional Learning Curriculum for Elementary School Students. J Prim Prev 2021; 42:531-547. [PMID: 34402995 PMCID: PMC8384824 DOI: 10.1007/s10935-021-00642-3] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/07/2021] [Indexed: 01/21/2023]
Abstract
Social and Emotional Learning (SEL) programs seek to enhance social and emotional competencies in children, including self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. By means of direct instruction regarding social and emotional competencies, SEL programs have the potential to strengthen resilience in children and thus their capacity to effectively cope with life's challenges. Strengthening resilience in children who are repeatedly exposed to adverse experiences, particularly those from economically disadvantaged minority backgrounds, is of particular importance and has implications for the prevention of a multitude of problems later in life. Our study reports the result of an investigation of the SPARK Child Mentoring program, a resilience-focused SEL program designed to reduce risk factors, uncover innate resilience, promote natural emotional well-being, and facilitate school success. We employed a randomized controlled trial comprising 94 elementary school students that included pre- and post-intervention measurements. After controlling for pre-intervention levels, we found a significant difference between students' understanding of underlying program principles; communication, decision making, and problem-solving skills; emotional regulation; and resilience for students who received the intervention compared to students who did not receive the intervention. These results provide initial evidence for the efficacy of the SPARK Child Mentoring program with a diverse sample of elementary school students and adds to the existing literature base concerning positive outcomes associated with SEL programs. We discuss implications for future research focused on long-term preventive effects of the program and the characteristics of students most likely to benefit from it.
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Standley CJ, Foster-Fishman P. Intersectionality, social support, and youth suicidality: A socioecological approach to prevention. Suicide Life Threat Behav 2021; 51:203-211. [PMID: 33876493 DOI: 10.1111/sltb.12695] [Citation(s) in RCA: 25] [Impact Index Per Article: 8.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/18/2020] [Revised: 07/03/2020] [Accepted: 07/14/2020] [Indexed: 11/30/2022]
Abstract
OBJECTIVE This study examined the relationship between social support and suicidality among youth from a public health perspective by using (1) a socioecological framework and (2) an intersectional approach to social identity. METHODS Secondary analysis of cross-sectional survey data (N = 5058) involved means comparisons and a series of standard and hierarchical regression analyses. RESULTS Youth with intersecting marginalized identities (i.e., females and racial and sexual minority youth) were significantly more likely to report higher suicidality scores. Social support at the family, school, and community levels was significantly associated with lower suicidality scores, and the combination of family and school support was associated with the lowest suicidality scores. Finally, family support significantly reduced the relationship between intersecting marginalized identities and suicidality. CONCLUSIONS Findings highlight the importance of protective factors in every context in which youth live, learn, and play. Measuring and reporting social identities as well as their intersections add to our understanding of both risk and prevention.
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Lopez M, Ruiz MO, Rovnaghi CR, Tam GKY, Hiscox J, Gotlib IH, Barr DA, Carrion VG, Anand KJS. The social ecology of childhood and early life adversity. Pediatr Res 2021; 89:353-367. [PMID: 33462396 PMCID: PMC7897233 DOI: 10.1038/s41390-020-01264-x] [Citation(s) in RCA: 44] [Impact Index Per Article: 14.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/03/2020] [Revised: 09/14/2020] [Accepted: 10/12/2020] [Indexed: 01/30/2023]
Abstract
An increasing prevalence of early childhood adversity has reached epidemic proportions, creating a public health crisis. Rather than focusing only on adverse childhood experiences (ACEs) as the main lens for understanding early childhood experiences, detailed assessments of a child's social ecology are required to assess "early life adversity." These should also include the role of positive experiences, social relationships, and resilience-promoting factors. Comprehensive assessments of a child's physical and social ecology not only require parent/caregiver surveys and clinical observations, but also include measurements of the child's physiology using biomarkers. We identify cortisol as a stress biomarker and posit that hair cortisol concentrations represent a summative and chronological record of children's exposure to adverse experiences and other contextual stressors. Future research should use a social-ecological approach to investigate the robust interactions among adverse conditions, protective factors, genetic and epigenetic influences, environmental exposures, and social policy, within the context of a child's developmental stages. These contribute to their physical health, psychiatric conditions, cognitive/executive, social, and psychological functions, lifestyle choices, and socioeconomic outcomes. Such studies must inform preventive measures, therapeutic interventions, advocacy efforts, social policy changes, and public awareness campaigns to address early life adversities and their enduring effects on human potential. IMPACT: Current research does not support the practice of using ACEs as the main lens for understanding early childhood experiences. The social ecology of early childhood provides a contextual framework for evaluating the long-term health consequences of early life adversity. Comprehensive assessments reinforced with physiological measures and/or selected biomarkers, such as hair cortisol concentrations to assess early life stress, may provide critical insights into the relationships between early adversity, stress axis regulation, and subsequent health outcomes.
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Affiliation(s)
- Marcela Lopez
- Pain/Stress Neurobiology Lab, Maternal & Child Health Research Institute, Stanford University School of Medicine
| | - Monica O. Ruiz
- Pain/Stress Neurobiology Lab, Maternal & Child Health Research Institute, Stanford University School of Medicine,Department of Pediatrics, Stanford University School of Medicine, Stanford, CA
| | - Cynthia R. Rovnaghi
- Pain/Stress Neurobiology Lab, Maternal & Child Health Research Institute, Stanford University School of Medicine
| | - Grace K-Y. Tam
- Pain/Stress Neurobiology Lab, Maternal & Child Health Research Institute, Stanford University School of Medicine
| | - Jitka Hiscox
- Pain/Stress Neurobiology Lab, Maternal & Child Health Research Institute, Stanford University School of Medicine,Department of Civil Engineering, Stanford School of Engineering, Stanford, CA
| | - Ian H. Gotlib
- Department of Psychology, Stanford University School of Humanities & Sciences, Stanford, CA
| | - Donald A. Barr
- Department of Pediatrics, Stanford University School of Medicine, Stanford, CA,Stanford University Graduate School of Education, Stanford, CA
| | - Victor G. Carrion
- Department of Psychiatry (Child and Adolescent Psychiatry), Clinical & Translational Neurosciences Incubator, Stanford University School of Medicine, Stanford, CA
| | - Kanwaljeet J. S. Anand
- Pain/Stress Neurobiology Lab, Maternal & Child Health Research Institute, Stanford University School of Medicine,Department of Pediatrics, Stanford University School of Medicine, Stanford, CA
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Marks AK, Woolverton GA, García Coll C. Risk and Resilience in Minority Youth Populations. Annu Rev Clin Psychol 2020; 16:151-163. [DOI: 10.1146/annurev-clinpsy-071119-115839] [Citation(s) in RCA: 19] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Abstract
This review presents current theory and empirical research that address the interplay between risk and resilience processes among minority youth in the United States. To move the clinical sciences forward in their research and treatment approaches to solving minority–majority health and well-being disparities, ecological, intersectional, and emic (within-group) approaches must be adopted. We discuss the consequences of systematic oppression and marginalization for children in the United States, focusing primarily on research regarding xenophobia, discrimination, and racism. Lastly, we provide examples of recent interventions that take emic approaches to closing minority–majority gaps in developmental outcomes.
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Affiliation(s)
- Amy K. Marks
- Department of Psychology, Suffolk University, Boston, Massachusetts 02108, USA;,
| | - G. Alice Woolverton
- Department of Psychology, Suffolk University, Boston, Massachusetts 02108, USA;,
| | - Cynthia García Coll
- Department of Psychology, Carlos Albizu University, San Juan, Puerto Rico 00901, USA
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Henderson DX, Walker L, Barnes RR, Lunsford A, Edwards C, Clark C. A Framework for Race-Related Trauma in the Public Education System and Implications on Health for Black Youth. THE JOURNAL OF SCHOOL HEALTH 2019; 89:926-933. [PMID: 31578726 DOI: 10.1111/josh.12832] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/30/2017] [Revised: 12/02/2018] [Accepted: 12/14/2018] [Indexed: 05/18/2023]
Abstract
BACKGROUND A combination of increased suicide in the past decade, documented high rates of anxiety and depression, and the preponderance of other behavioral and emotional regulation challenges place black youth at risk for school suspension and involvement in the juvenile justice system. Pointing to deficits in black youth and their families negates how forces of racism, whether unconscious or conscious, can disrupt well-being. METHODS A framework for race-related trauma in the public education system illustrates the interplay between macro-level forces, such as institutional and symbolic racism, and micro level forces of racism such as racial discrimination and violence. Identifying causal links between these forces and adverse academic and health outcomes for black youth can inform interventions and strategies to reduce race-related trauma. RESULTS The framework for race-related trauma is a multi-level analysis of racism and recognizes school districts facing economic restraints and school personnel turnover may face significant challenges in designing intervening strategies. CONCLUSION The framework guides change effort towards improving school climate and culture through preparing school professionals to meet the diverse needs of youth, strengthening family and community collaboration, and tackling those policies and behaviors that exclude and disconnect black youth.
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Affiliation(s)
- Dawn X Henderson
- Center for Faculty Excellence, University of North Carolina at Chapel Hill, Chapel Hill, NC, 27599
| | - Larry Walker
- Department of Educational Leadership and Higher Education, University of Central Florida, Orlando, FL, 32816
| | - Rachelle R Barnes
- Department of Psychological Sciences, Winston-Salem State University, Winston-Salem, NC, 27110
| | - Alexis Lunsford
- Department of Psychology, North Carolina Central University, Durham, NC, 27707
| | - Christen Edwards
- Curry School of Education, University of Virginia, Charlottesville, VA, 22904
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15
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Optimal Theory’s Contributions to Understanding and Surmounting Global Challenges to Humanity. JOURNAL OF BLACK PSYCHOLOGY 2018. [DOI: 10.1177/0095798418813240] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
In this article, we discuss challenges to and the triumphs of the production of psychological knowledge pertinent to human health and sustainable well-being, particularly as it relates to persons acknowledging African ancestry in hostile sociohistorical contexts. Primary attention will be paid to the advancement of the theory of optimal psychology, also known as optimal conceptual theory (OCT), a theory of human development culturally grounded in the wisdom tradition of African deep thought, identifiable from ancient civilization to contemporary times. The intention is to accomplish four aims: (a) present an overview based on one theoretical framework and practice of progress achieved in fulfillment of the Association of Black Psychologists mission, (b) provide an example of great successes employing OCT and belief systems analysis in a clinical practice for over 20 years, (c) share a small sampling of areas in the psychological and broader literature illustrating how OCT has been utilized, and (d) highlight areas of advancement in OCT and its expansion in the understanding of human functioning and development.
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