Positive youth development among African American adolescents: examining single parents as a factor

Over the past few decades researchers have begun to examine the importance of understanding positive youth development and the many contexts in which youth find themselves. The social contexts in which adolescent development occurs are varied and complex, particularly the development among African American youth. African American youth are faced with a number of challenges including living in single-parent homes, high teen pregnancy rates, and poor neighborhoods, yet many of these youth continue to thrive. The purpose of this study was to examine the relationship between family structure (single-parenting) and adolescent outcomes such as educational aspirations and sexual activity among African American adolescent youth aged 12-17. Approximately 462 African American youth were surveyed. A number of positive results emerged; for instance, there was a negative correlation between family structure and educational aspirations. The number of parents in the home did not interfere with youth wanting to complete high school and go on to college (r?=?-?.218, r2?=?.04, p?相似文献   

The Power of Aspirations and Expectations: The Connection Between Educational Goals and Risk Behaviors Among African American Adolescents

Numerous studies and interventions have been designed to either reduce the prevalence of risky behaviors (substance use, sexual activity, etc.) or increase the level of educational activity for adolescents. Research suggests that these two constructs may be related yet little is known about this relationship among African American youth. Archival data from the Risk Reduction Project was used to explore the connection between the protective factors of educational aspirations/expectations and recent participation in risky behavior. Results suggest that recent use of marijuana, alcohol to the point of intoxication, and sexual activity predicted lower aspirations and expectations among African American youth. From a positive youth development perspective, this study suggests the development of holistic interventions that build educational assets in youth, in addition to working to minimize risk behaviors. Limitations and suggestions for future research are also discussed.     

The power of aspirations and expectations: the connection between educational goals and risk behaviors among African American adolescents

Numerous studies and interventions have been designed to either reduce the prevalence of risky behaviors (substance use, sexual activity, etc.) or increase the level of educational activity for adolescents. Research suggests that these two constructs may be related yet little is known about this relationship among African American youth. Archival data from the Risk Reduction Project was used to explore the connection between the protective factors of educational aspirations/expectations and recent participation in risky behavior. Results suggest that recent use of marijuana, alcohol to the point of intoxication, and sexual activity predicted lower aspirations and expectations among African American youth. From a positive youth development perspective, this study suggests the development of holistic interventions that build educational assets in youth, in addition to working to minimize risk behaviors. Limitations and suggestions for future research are also discussed.     

Promoting Positive Youth Development by Examining the Career and Educational Aspirations of African American Males: Implications for Designing Educational Programs

African American males experience poor academic performance, high absenteeism at school, and are at increased risk of being involved in violence than other racial groups. Given that the educational outlook for African American males appears bleak, it is important to assess the aspirations of these adolescent males in order to find the gap between aspirations and educational attainment. In order to promote positive development within this population, it is essential that factors that affect African American males be identified. A survey was administered to male students attending elementary, middle, and high schools in a local school district. A cross-sectional study was conducted to examine the career and educational aspirations of African American males. A total of 473 males were surveyed: 45% African American, 22% Caucasian, 13% biracial, and 19% Other (including Asian American, Hispanic, Native American). The results revealed that African American males aspired to attend college at the same rate as other ethnic groups. Also, African American males were more likely to aspire to be professional athletes than males from other ethnic groups. Important factors to consider when designing a program are discussed as well as future research and limitations.     

Promoting positive youth development by examining the career and educational aspirations of African American males: implications for designing educational programs

African American males experience poor academic performance, high absenteeism at school, and are at increased risk of being involved in violence than other racial groups. Given that the educational outlook for African American males appears bleak, it is important to assess the aspirations of these adolescent males in order to find the gap between aspirations and educational attainment. In order to promote positive development within this population, it is essential that factors that affect African American males be identified. A survey was administered to male students attending elementary, middle, and high schools in a local school district. A cross-sectional study was conducted to examine the career and educational aspirations of African American males. A total of 473 males were surveyed: 45% African American, 22% Caucasian, 13% biracial, and 19% Other (including Asian American, Hispanic, Native American). The results revealed that African American males aspired to attend college at the same rate as other ethnic groups. Also, African American males were more likely to aspire to be professional athletes than males from other ethnic groups. Important factors to consider when designing a program are discussed as well as future research and limitations.     

Bullying,peer victimization,and emotional problems in Cypriot adolescents referred to mental health services—a comparison of normative and clinical data

This study explores the prevalence of bullying and victimization among Cypriot adolescents diagnosed with mental health problems. Their psychosocial adjustment in relation to bullying is studied. The sample consisted of 187 adolescents (60.2% boys; M age = 13.2) and their parents. The present sample reported significantly higher rates of victimization than existing published normative values χ² (1, N = 187) = 27.0, p < .001. An alarming finding was that a total of 25.8% reported to be involved in bullying. There was a significant positive correlation between bullying and emotional symptoms (r = 0.36, p < .001), conduct problems (r = 0.35, p < .001), hyperactivity (r = 0.23, p < .003) and peer problems (r = 0.48, p < .001). The study suggests that there is increased victimization and psychosocial difficulties among Cypriot clinical population in regards to bullying.     

Economic Stress and Psychological Distress Among Urban African American Adolescents

SUMMARY

The present study tested the hypothesis that maternal depression and negative parenting mediate the relationship between economic stress and psychological symptoms among urban African American youth. Two distinct economic Stressors were examined: (1) acute economic loss and (2) chronic economic strain. Each of these economic Stressors was expected to predict maternal depression, which, in turn, was expected to predict negative parenting, which, finally, was expected to predict adolescent symptoms. Results suggest that maternal depression and negative parenting partially mediate the relationship between economic stress and adolescent psychological symptoms among urban African American youth. Directions for future research and intervention implications are outlined.     

Pathways to aggression and violence among African American adolescent males: the influence of normative beliefs, neighborhood, and depressive symptomatology

Youth violence continues to present a serious public health challenge in the United States, particularly so for African American adolescent males. The present study utilized a multilevel approach to predict aggression within a community sample of low-income, urban African American adolescent males (n?=?80). Participants' self-report data on normative beliefs about aggression, exposure to community violence, and depressive symptoms were used in multiple regression equations to predict (a) self-reported interpersonal aggression and (b) self-reported aggressive response style when angered. Results of this study indicate that all three of the independent variables contributed significantly to the prediction of interpersonal aggression and aggressive response style when angered. The findings are important for increasing our understanding of pathways to various types of youth aggression and guiding the development of evidence-based approaches to violence prevention among African American adolescent males.     

Antipsychotic Use and Foster Care Placement Stability Among Youth With Attention-Deficit Hyperactivity/ Disruptive Behavior Disorders

The objective of this study was to investigate the association between antipsychotic initiation and placement transitions among youth in foster care with attention-deficit/hyperactivity disorder and other disruptive behavior disorders (ADHD/DBD). Data were obtained from child welfare administrative records and Medicaid claims in one Mid-Atlantic state from January 1, 2010, through March 31, 2014. Cox proportional hazard model was conducted to estimate the risk of time to first placement transition during the 180-day follow-up among new antipsychotic users and propensity score matched nonusers. Results showed youth initiating antipsychotics had no significant reduction in foster placement transitions within the 180-day follow up (Hazard Ratio = 1.1; 95% CI = 0.7–1.6). Although antipsychotics are widely used for aggressive behaviors, a better understanding of clinical management of youth in foster care is needed to promote stable foster placement.     

The Effect of Peer Victimization on Learning

Abstract

Incidents of school violence have prompted calls for school communities to create environments that encourage student by-standers to act responsibly and proactively when they confront a range of violent incidents, from bullying and fights to weapon carrying and other serious threats to school safety. It is not always clear, however, what bystanders would—or should—do when faced with violent or potentially violent situations. This article describes findings from focus groups conducted with 54 middle school students and 97 staff in an urban, predominantly African American school district with relatively high levels of community violence. Discussions addressed bystander norms, attitudes, and behaviors, and identified barriers that prevent youth as well as adult bystanders from taking positive action. Findings inform violence prevention strategies for building consensus and supporting positive bystander responses.     

Social Justice and the University Community: Does Campus Involvement Make a Difference?

We examined perceptions on school sense of community and social justice attitudes among undergraduates (N = 427; 308 women, 115 men; M age = 19.72, SD = 1.91), and how year in school and club membership affected these constructs. Results demonstrated that involvement with a greater number of clubs was associated with having a stronger school sense of community and more positive social justice attitudes. Multiple regression analyses demonstrated that year in school did not significantly predict social justice attitudes. Results suggested that greater involvement and sense of school belonging might be linked to social justice attitudes.     

Barriers to Cross-Systems Collaboration in Child Welfare,Education, and the Courts: Supporting Educational Well-being of Youth in Care Through Systems Change

Cross-systems collaboration between child welfare, education, and the courts benefits when challenges and priorities are identified early. We measured perceptions of educational stability in foster youth with a statewide survey of 1,603 professionals in education, child welfare, and the courts. Results reveal commonalities among perceived challenges to collaboration across systems (e.g., multiple foster care placements; school changes) and differences in perceived importance or significance of a given issue by professional group. Results guided collaborative work in Kansas and may assist other states seeking strategies that inform cross-systems collaboration to improve educational well-being for youth in foster care.     

Developing a Tripartite Prevention Program for Impoverished Young Women Transitioning to Young Adulthood: Addressing Substance Use,HIV Risk,and Victimization by Intimate Partners

Little is known about the transition to adulthood for adolescent females and young women who are impoverished and homeless. Co-occurrence of drug use and abuse, HIV risk, and victimization is notable among homeless women, highlighting the need for comprehensive interventions. Unfortunately, evidence-based prevention approaches addressing these inter-related problems among impoverished women transitioning into adulthood are lacking. To address this gap, we designed an innovative prevention program by utilizing open- and closed-ended interview data from impoverished women (n = 20), focus groups with community experts and providers (2 groups; n = 9), and a theoretical framework to direct the research. Information provided by our focus groups and interviews with women supported our theoretical framework and highlighted the importance of addressing normative information, providing skills training, and utilizing a non-confrontational approach when discussing these sensitive issues.     

A Latent Class Analysis of Victimization Among Middle and High School Students in California

School victimization is associated with negative social-emotional outcomes and risky behaviors. Most studies have provided definitions and measures of victimization, depicting a limited characterization of victimization in schools. More nuanced analyses of school victimization are needed to assess the heterogeneous pattern of victimization in schools. The current study explored distinct victimization configurations in a diverse sample of 418,483 middle and high school students in California, utilizing latent class analyses to account for type and frequency of victimization. The results uncover four classes of victimization, including frequent verbal, physical, and sexual victimization; occasional verbal and physical victimization; verbal and sexual victimization; and no victimization. Older age was associated with a lower likelihood of frequent verbal, sexual, and physical victimization and African American youth were more likely to be classified in this class. Females were more likely to be in the verbal and sexual victimization class than males.     

Scaling the Socioeconomic Ladder: Uyghur perceptions of class status

This paper asks: do most Uyghurs perceive themselves to be middle class or lower class? What are the major determinants of their perceptions? Data are drawn from a 2007 survey (N = 900) conducted in Ürümchi in China. This paper focuses on individualized and subjective hierarchical differentiation and reports three main findings about class identity among Uyghurs. Firstly, class identity is not closely linked to occupational attainment and income among Uyghurs. However, education is a key determinant of Uyghur class identification. Secondly, psychological well-being measures are not predictors of the choice of class label by Uyghurs. Thirdly, ethnic consciousness is closely related to class identification among Uyghurs, holding main background characteristics constant. Uyghurs give more attention to their group concerns (discrimination, prejudices, intergroup inequality, etc.) than to their individual worries (such as unemployment or stress) when choosing a class label.     

A cross-cultural examination of adolescent civic engagement: comparing Italian and American community-oriented and political involvement

The purpose of this study was to investigate community-oriented and political civic engagement activities and intentions among youth in Italy and the United States. Adolescents (N = 566) from academically rigorous schools in both countries completed surveys assessing frequency of civic activity participation, motivation for activity, evaluations of activity, and intentions for future civic engagement. Results suggest that youth in both countries were more likely to participate in community-oriented than political civic activities and that youth in both countries found their civic experiences to be meaningful. American youth reported more past civic activities of both types and higher intentions for future community-oriented civic engagement compared to Italian youth. Finally, a model was tested to examine links between peer and school contexts and civic activities and intentions. Findings highlighted that, in both countries, peer and school contexts had a stronger impact on community-oriented than on political civic activity.     

Over and above Gender Differences in Cyberbullying: Relationship of Gender Typicality to Cyber Victimization and Perpetration in Adolescents

ABSTRACT

The present study used a unique measure of self-perceived gender typicality to better examine the association of gender with cyber victimization and perpetration. Participants were 297 adolescent males and females recruited from independent schools in grade 8 (M_age = 13.8) and grade 10 (M_age = 15.8) who completed a self-report survey. Multiple regression analyses revealed that only for males, high other-gender typicality and low same-gender typicality were associated with high cyber victimization, but when same-gender typicality was high there was no association. Independent associations of same- and other-gender typicality with cyber perpetration were present only for males. Findings highlight that the importance of considering same- and other-gender typicality for adolescent boys’ engagement in cyberbullying.     

African American and Latino Youth and Post-Traumatic Stress Syndrome

Abstract

Post-Traumatic Stress Syndrome (PTSD) is found more frequently in inner-city African American and Latino youth than in European American youth. Previous research on PTSD and its relationship with inner-city violence, minority youth, school violence and institutionalized oppression is examined. School counselor's roles and possible interventions are discussed and an interdisciplinary collaborative model for helping students with PTSD is introduced.     

Total and Marginal Cost Analysis for a High School Based Bystander Intervention

Costs of providing the Green Dot bystander-based intervention, shown to be effective in the reduction of sexual violence among Kentucky high school students, were estimated based on data from a large cluster-randomized clinical trial. Rape Crisis Center Educators were trained to provide Green Dot curriculum to students. Implementing Green Dot in schools (N = 13) randomized to the intervention, over five years, cost $1.6 M and included start-up ($58 K) and ongoing implementation ($1.55 M). Costs for adding a school ($25,510) were calculated based on the final year, where no start-up costs were incurred. Knowing the $25,510 cost estimate for adding Green Dot may be particularly useful for high school administrators or school boards when they were making economic decisions based on strong evidence of program effectiveness to reduce violence.     

Context Matters: Reactive and Proactive Bystander Action to Prevent Sexual and Dating Violence in High Schools

ABSTRACT

Given high rates of relationship violence among adolescents, there is a need to understand variables that influence adolescents’ helping behaviors to reduce risk for dating and sexual violence (reactive) and promote prevention before violence happens or risk factors are evident (proactive). The current paper examined individual and school variables related to greater actionism in a large sample of high school students. Baseline, cross-sectional data used in the current analyses were gathered before intervention as part of a prevention program evaluation across 25 high schools in New England from students in grades 9–12 (N= 3,404). Students who self-reported a greater number of proactive actions taken were students who identified as sexual minorities, had a history of victimization, and were in schools with supportive peer norms. The current findings suggest a model for prevention that might include training individuals and attending to school level variables.