1
|
Rajaei A, Lattenhauer T. Inclusion and anti-racism work as performance or deep work? It literally is either-or: A qualitative study in the CFT field. FAMILY PROCESS 2024; 63:577-593. [PMID: 38279182 DOI: 10.1111/famp.12971] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/06/2023] [Revised: 11/13/2023] [Accepted: 12/27/2023] [Indexed: 01/28/2024]
Abstract
This study explores the experience of promoting inclusion and anti-racism work as either performance or deep work in the couple and family therapy (CFT) field through narrative qualitative analysis. While performance-based approaches focus on meeting external expectations and diversity quotas, deep work involves critical self-reflection, ongoing learning, and a commitment to addressing systemic inequalities. The paper prioritizes how deep inclusion assists with developing new approaches to creating meaningful and lasting change in teaching, research, and clinical work in the CFT field. Some professionals in the field include educators, researchers, and therapists who are engaged in anti-racism work, a recognition of the impact of systemic racism on family dynamics and therapeutic interventions, and a commitment to centering the voices and experiences of marginalized individuals and communities. Implications present a need for ongoing education, training, and support for professionals in the CFT field and other family science and family mental health-related professions. This study also identifies limitations and future directions for research in promoting inclusion and anti-racism work in family science and family mental health-related fields. It is essential to promote inclusion and anti-racism as deep work to create more inclusive and equitable teaching, research, and therapeutic environments that value the experiences of all individuals and communities. Challenges include resistance from shaking systems and making ourselves and others vulnerable with uncomfortable and continuous conversations. Our primary goal is to contribute to and inspire dialogue about the perspectives CFTs and other mental health-related professionals are taking in the relationship to inclusion and anti-racism work.
Collapse
Affiliation(s)
- Afarin Rajaei
- California School of Professional Psychology, Alliant International University, San Diego, California, USA
| | - Tyler Lattenhauer
- California School of Professional Psychology, Alliant International University, San Diego, California, USA
| |
Collapse
|
2
|
Abubakar A, Brandelli Costa A, Cui L, Koller SH, Nwafor CE, Raval VV. Towards a decolonial developmental science: Adolescent development in the Majority World taking center stage. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2024; 34:246-256. [PMID: 38773708 DOI: 10.1111/jora.12956] [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: 04/15/2024] [Accepted: 04/16/2024] [Indexed: 05/24/2024]
Abstract
While aspiring to be a diverse and global science, developmental science continues to be dominated by EuroAmerican epistemologies, researchers, and communities in its published scholarship. Adolescents in communities across Africa, Asia, the Middle East, and Latin America comprise 85% of the world's adolescent population, and yet their experiences and perspectives are marginalized in our science. Adolescents in the Majority World live in highly diverse social, cultural, political, economic, educational and healthcare contexts that contribute to their development, and we have much to learn from their experiences. This article situates the marginalization of the global majority within coloniality embedded in developmental science. The article describes the impetus for this special issue Towards a decolonial developmental science and the process of putting it together, along with providing an overview of the 18 articles in this collection that push us towards decoloniality. The special issue serves as a call to transform developmental science to be decolonial by empowering adolescent development in Majority World communities to take center stage. Adolescent development research from Majority World communities has the potential to challenge the knowledge base generated from Minority World samples, contributing to a science that is comprehensive, inclusive, and can inform prevention and intervention efforts to support the well-being of adolescents globally.
Collapse
Affiliation(s)
| | | | | | - Silvia H Koller
- Universidade Federal do Rio Grande, Porto Alegre, Brazil
- North West University, Potchefstroom, South Africa
| | | | | |
Collapse
|
3
|
Douglas RD, Alli JO, Gaylord-Harden N, Opara I, Gilreath T. Examining the integrated model of the interpersonal-psychological theory of suicide and intersectionality theory among Black male adolescents. Suicide Life Threat Behav 2024. [PMID: 38411036 DOI: 10.1111/sltb.13066] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/30/2023] [Revised: 02/01/2024] [Accepted: 02/10/2024] [Indexed: 02/28/2024]
Abstract
INTRODUCTION Guided by Opara et al.'s (2022), Integrated Model of the Interpersonal Psychological Theory of Suicide and Intersectionality Theory, the current study examined contextual stressors experienced disparately by Black youth (racial discrimination, poverty, and community violence) as moderators of the association between individual motivating factors for suicidal thoughts and behaviors (perceived burdensomeness, thwarted belongingness, and hopelessness) and active suicidal ideation. METHOD Participants were 457 Black adolescent boys (mean age = 15.31, SD = 1.26) who completed self-report surveys. RESULTS As predicted, the association between perceived burdensomeness and active suicidal ideation was significantly moderated by economic stress. In addition, the association between peer belongingness and suicidal ideation was significantly moderated by racial discrimination, but there were no moderating effects for school belongingness. Finally, the association between hopelessness and suicidal ideation was significantly moderated by both racial discrimination and witnessing community violence. CONCLUSION These findings highlight the need for research, interventions, and policy work devoted to using integrated approaches of individual and socioeconomically relevant patterns of suicidal thoughts and behaviors to support Black youth exposed to various forms of structural oppression.
Collapse
Affiliation(s)
- Robyn D Douglas
- Department of Psychological and Brain Sciences, Texas A&M University, College Station, Texas, USA
| | - Jasmine O Alli
- Department of Psychological and Brain Sciences, Texas A&M University, College Station, Texas, USA
| | - Noni Gaylord-Harden
- Department of Psychological and Brain Sciences, Texas A&M University, College Station, Texas, USA
| | - Ijeoma Opara
- School of Public Health, Yale University, New Haven, Connecticut, USA
| | - Tamika Gilreath
- School of Public Health, Texas A&M University, College Station, Texas, USA
| |
Collapse
|
4
|
Kover ST, Abbeduto L. Toward Equity in Research on Intellectual and Developmental Disabilities. AMERICAN JOURNAL ON INTELLECTUAL AND DEVELOPMENTAL DISABILITIES 2023; 128:350-370. [PMID: 37644865 PMCID: PMC10786180 DOI: 10.1352/1944-7558-128.5.350] [Citation(s) in RCA: 6] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/01/2022] [Accepted: 08/19/2022] [Indexed: 08/31/2023]
Abstract
Lack of diversity in IDD research is typically conceptualized only in terms of (1) recruitment of samples that do not appropriately represent the sociodemographics of the population, or (2) the limited number of researchers from historically marginalized backgrounds. Critically, the field also suffers from over-reliance on perspectives and social systems of dominant culture-both in how disability is regarded and in relation to other dimensions of identity and culture. These lenses lead to research findings that reinforce, rather than reduce, social inequities. We propose a framework that minimizes reliance on diagnostic categories, shifts from deficit- to person-centered models, acknowledges people's multiple identities, and includes self-advocates and diverse communities as partners in the research enterprise. The systems change necessary to support this framework is described.
Collapse
|
5
|
Hurd NM, Brence M, Armstrong C. Youth advancing anti-racism in the 2020s. Curr Opin Psychol 2023; 52:101612. [PMID: 37354570 DOI: 10.1016/j.copsyc.2023.101612] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/09/2023] [Revised: 05/27/2023] [Accepted: 05/28/2023] [Indexed: 06/26/2023]
Abstract
In this review, we highlight articles on youth anti-racist action undertaken alongside the COVID-19 pandemic. Three contexts for youth anti-racism development are reviewed: educational settings, out-of-school programs, and youth-led participatory action research. The burden and costs of these undertakings are substantial for youth (particularly racially and ethnically marginalized youth), and pandemic-related stressors have exacerbated the costs and toll of this work. Accordingly, the current review centers opportunities to better scaffold and support youth-led anti-racist action with a focus on systemic and programmatic supports including engaging youth in research as a vehicle for racial justice. We conclude with a call to action for adult activists, scholars, and allies committed to partnering with youth to envision and create a more equitable and just future as we collectively emerge from a global pandemic.
Collapse
Affiliation(s)
- Noelle M Hurd
- University of Virginia, Department of Psychology, United States.
| | - Madeline Brence
- University of Virginia, Department of Psychology, United States
| | | |
Collapse
|
6
|
Yousefi Nooraie R, Dadgostar P, Roman G, Cullen JP, Bennett NM. Mapping the distribution of health equity research and practice across a university: a network analysis. J Clin Transl Sci 2023; 7:e142. [PMID: 37396810 PMCID: PMC10308423 DOI: 10.1017/cts.2023.555] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/04/2023] [Revised: 05/05/2023] [Accepted: 05/10/2023] [Indexed: 07/04/2023] Open
Abstract
Introduction Health equity research spans various disciplines, crossing formal organizational and departmental barriers and forming invisible communities. This study aimed to map the nomination network of scholars at the University of Rochester Medical Center who were active in racial and ethnic health equity research, education, and social/administrative activities, to identify the predictors of peer recognition. Methods We conducted a snowball survey of faculty members with experience and/or interest in racial and ethnic health equity, nominating peers with relevant expertise. Results Data from a total of 121 individuals (64% doing research on extent and outcomes of racial/ethnic disparities and racism, 48% research on interventions, 55% education, and 50% social/administrative activities) were gathered in six rounds of survey. The overlap between expertise categories was small with coincidence observed between education and social/administrative activities (kappa: 0.27; p < 0.001). Respondents were more likely to nominate someone if both were involved in research (OR: 3.1), if both were involved in education (OR: 1.7), and if both were affiliated with the same department (OR: 3.7). Being involved in health equity research significantly predicted the centrality of an individual in the nomination network, and the most central actors were involved in multiple expertise categories. Conclusions Compared with equity researchers, those involved in racial equity social/administrative activities were less likely to be recognized by peers as equity experts.
Collapse
Affiliation(s)
- Reza Yousefi Nooraie
- Department of Public Health Sciences, University of Rochester, Rochester, NY, USA
- Clinical and Translational Science Institute, University of Rochester School of Medicine and Dentistry, Rochester, NY, USA
| | - Porooshat Dadgostar
- Department of Public Health Sciences, University of Rochester, Rochester, NY, USA
| | - Gretchen Roman
- Department of Public Health Sciences, University of Rochester, Rochester, NY, USA
- Department of Family Medicine, University of Rochester, Rochester, NY, USA
| | - John P. Cullen
- Clinical and Translational Science Institute, University of Rochester School of Medicine and Dentistry, Rochester, NY, USA
- Susan B. Anthony Center, University of Rochester, Rochester, NY, USA
| | - Nancy M. Bennett
- Clinical and Translational Science Institute, University of Rochester School of Medicine and Dentistry, Rochester, NY, USA
- Center for Community Health and Prevention, University of Rochester Medical Center, Rochester, NY, USA
| |
Collapse
|
7
|
Abstract
Acculturation and psychopathology are linked in integrated, interactional, intersectional, and dynamic ways that span different types of intercultural contact, levels of analysis, timescales, and contexts. A developmental psychopathology approach can be useful to explain why, how, and what about psychological acculturation results in later adaptation or maladaptation for acculturating youth and adults. This review applies a conceptual model of acculturation and developmental psychopathology to a widely used framework of acculturation variables producing an Integrated Process Framework of Acculturation Variables (IP-FAV). This new comprehensive framework depicts major predisposing acculturation conditions (why) as well as acculturation orientations and processes (how) that result in adaptation and maladaptation across the life span (what). The IP-FAV is unique in that it integrates both proximal and remote acculturation variables and explicates key acculturation processes to inform research, practice, and policy.
Collapse
Affiliation(s)
- Gail M Ferguson
- Institute of Child Development, University of Minnesota, Minneapolis, Minnesota, USA;
| | - José M Causadias
- School of Social and Family Dynamics, Arizona State University, Tempe, Arizona, USA
| | - Tori S Simenec
- Institute of Child Development, University of Minnesota, Minneapolis, Minnesota, USA;
| |
Collapse
|
8
|
Hurd NM, Young AS. Introduction to the Special Issue: Advancing Racial Justice in Clinical Child and Adolescent Psychology. JOURNAL OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY : THE OFFICIAL JOURNAL FOR THE SOCIETY OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY, AMERICAN PSYCHOLOGICAL ASSOCIATION, DIVISION 53 2023; 52:311-327. [PMID: 37141558 PMCID: PMC10213141 DOI: 10.1080/15374416.2023.2202255] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/06/2023]
Abstract
Relative to White youth, racially and ethnically marginalized youth in the U.S. are less likely to initiate treatment, stay in treatment, and receive adequate care. This special issue attends to racial injustice in clinical child and adolescent psychology. While numerous factors drive these racial disparities, this special issue focuses specifically on opportunities and responsibilities we have as mental health providers, teachers, mentors, researchers, and gatekeepers to make our field more racially just. In this introduction to the special issue, we review barriers and solutions across multiple contexts including structural, institutional, and practice-based. We also discuss challenges and opportunities to diversify our field and increase the representation of racially and ethnically marginalized practitioners and scholars in clinical child and adolescent psychology. We then briefly review the special issue articles and make final recommendations for how to move the field forward.
Collapse
Affiliation(s)
| | - Andrea S Young
- Department of Psychiatry and Behavioral Sciences, Johns Hopkins School of Medicine
| |
Collapse
|
9
|
Loyd AB, Westberg DW, Williams L, Humphries M, Meca A, Rodil JC. "I Just Want to Be Me, Authentically": Identity Shifting Among Racially and Ethnically Diverse Young Adults. J Youth Adolesc 2023; 52:701-718. [PMID: 36790651 PMCID: PMC9958125 DOI: 10.1007/s10964-023-01744-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/15/2022] [Accepted: 01/31/2023] [Indexed: 02/16/2023]
Abstract
Identity shifting represents a common but complex social, behavioral, and cognitive phenomenon. However, some forms of identity shifting originate in response to structural, institutional, and interpersonal marginalization enacted on lower status groups, such as people of color in the United States. The current study investigated ways young adults from diverse ethnic/racial groups discussed shifting to fit in with White Americans (a dominant group) in the United States and their own ethnic/racial group (a minoritized group) and elucidated self-reported motivations for shifting. Participants consisted of 764 young adults (ages = 18-23) recruited from two large public universities in the Southeast and Southwest regions of the United States. The majority of participants identified as Black/African American (41%), Asian/Asian American (27%), or Hispanic/Latinx (22%). Analysis of participants' qualitative responses identified six types of shifts and two motivations for shifting. The shifts included: behavioral, linguistic, cognitive, physical, food, and affect. Motivations for shifting focused on avoiding risks and obtaining rewards. The discussion offers interpretation of the results and recommendations for future research on identity shifting.
Collapse
Affiliation(s)
| | | | | | | | - Alan Meca
- University of Texas at San Antonio, San Antonio, TX USA
| | | |
Collapse
|
10
|
Crosnoe R, Thorpe J. Twenty-Five Years of National-Level Research on Adolescent and Young Adult Mental Health in the United States. J Adolesc Health 2022; 71:S40-S46. [PMID: 36404018 DOI: 10.1016/j.jadohealth.2022.08.008] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/27/2022] [Revised: 08/02/2022] [Accepted: 08/06/2022] [Indexed: 11/18/2022]
Abstract
The longitudinal, population-level, biosocial data in the National Longitudinal Study of Adolescent to Adult Health (Add Health) have elucidated the developmental course of mental health across early stages of the life course. This data set also has been invaluable for documenting and unpacking disparities in these developmental patterns by race, ethnicity, socioeconomic status, gender, immigration, and sexuality. Reflecting the larger focus of this special supplement on Add Health as a tool for connecting adolescence to adulthood, this article reviews Add Health research since 2000 based on a search of key mental health terms, primarily describing patterns of two key markers of psychopathology (depressive symptoms, suicidal ideation) that were consistently measured across waves. It situates these patterns from adolescence into adulthood within the developmental ecology organized by the proximate settings of everyday life, the larger social structures organized by a highly stratified society, and the relations of these ecological and structural forces to biological processes. Major foci are the dynamic nature of mental health across the life course and the ways that ecological and physiological influences on mental health differ by group identity and social position.
Collapse
|
11
|
Wray-Lake L, Witherspoon DP, Halgunseth LC, Morris AS. Dismantling systems of racism and oppression during adolescence: An agenda for anti-racist research. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2022; 32:1285-1297. [PMID: 36519422 DOI: 10.1111/jora.12814] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/24/2022] [Accepted: 10/29/2022] [Indexed: 06/17/2023]
Abstract
In reflecting on the collection of work in the recent Journal of Research on Adolescence special series and what it means for research to dismantle systems of racism and oppression, we call for adolescent development researchers to embrace anti-racist research. We describe a set of strategies for conceptualizing, conducting, and disseminating research with adolescents using an anti-racist lens. These strategies flow from tenets of anti-racist research that include recognizing racism as systemic and being critically self-reflective on power and privilege, committed to doing no harm to adolescents, action-oriented, and community-centered. Despite obstacles to anti-racist research in academic and public ecosystems, anti-racist research is essential if we are interested in equity in adolescent' development and the well-being of all adolescents.
Collapse
Affiliation(s)
- Laura Wray-Lake
- Social Welfare, University of California, California, Los Angeles, USA
| | - Dawn P Witherspoon
- Psychology, The Pennsylvania State University, University Park, Pennsylvania, USA
| | - Linda C Halgunseth
- Human Development & Family Studies, Michigan State University, East Lansing, Michigan, USA
| | | |
Collapse
|
12
|
Seaton EK. What's Whiteness Got to do With it? JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2022; 32:938-942. [PMID: 35980816 DOI: 10.1111/jora.12783] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
Racism is as ubiquitous as the air we breathe and the water we drink. This special section highlights burgeoning research examining White youth's development in a racist society. This research is urgent given the current political context in the United States. Although promising, developmental science needs to catch up with the groundbreaking research being conducted on Whiteness in other disciplines. Developmental science requires a conceptual reset with the utilization of theories that center racism in youth development acknowledging the privileged status of Whiteness. Developmental science should acknowledge that racism is a universal influence for all youth's development, including White youth.
Collapse
|
13
|
Miller AL. Environmental contaminants and child development: Developmentally-informed opportunities and recommendations for integrating and informing child environmental health science. New Dir Child Adolesc Dev 2022; 2022:173-193. [PMID: 36040401 PMCID: PMC9804544 DOI: 10.1002/cad.20479] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/05/2023]
Abstract
Child environmental health (CEH) science has identified numerous effects of early life exposures to common, ubiquitous environmental toxicants. CEH scientists have documented the costs not only to individual children but also to population-level health effects of such exposures. Importantly, such risks are unequally distributed in the population, with historically marginalized communities and the children living in these communities receiving the most damaging exposures. Developmental science offers a lens and set of methodologies to identify nuanced biological and behavioral processes that drive child development across physical, cognitive, and socioemotional domains. Developmental scientists are also experts in considering the multiple, hierarchically-layered contexts that shape development alongside toxicant exposure. Such contexts and the individuals acting within them make up an overarching "child serving ecosystem" spanning systems and sectors that serve children directly and indirectly. Articulating how biobehavioral mechanisms and social-ecological contexts unfold from a developmental perspective are needed in order to inform CEH translation and intervention efforts across this child-serving ecosystem. Developmentalists can also benefit from integrating CEH science findings in their work by considering the role of the physical environment, and environmental toxicants specifically, on child health and development. Building on themes that were laid out by Trentacosta and Mulligan in 2020, this commentary presents recommendations for connecting developmental and CEH science and for translating such work so that it can be used to promote child development in an equitable manner across this child-serving ecosystem. These opportunities include (1) Using Developmentally-Informed Conceptual Models; (2) Applying Creative, Sophisticated, and Rigorous Methods; (3) Integrating Developmentally-Sensitive Intervention Considerations; and (4) Establishing Interdisciplinary Collaborations and Cross-Sector Partnerships.
Collapse
Affiliation(s)
- Alison L. Miller
- School of Public HealthUniversity of MichiganAnn ArborMichiganUSA
| |
Collapse
|