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1.
Run Jin Xiaojia Ge Gene H. Brody Ronald L. Simons Carolyn E. Cutrona Frederick X. Gibbons 《Journal of youth and adolescence》2008,37(5):493-505
This study included three waves of data, collected from approximately 890 African-American children and their families. Antecedents
and consequences of psychiatric disorders among this population were examined. Children’s temperament, pubertal timing, and
experience of stressful life events were tested as antecedents of psychiatric disorders. Several aspects of school functioning
were then tested as consequences of psychiatric disorders. In addition, children with a single psychiatric disorder and those
with comorbid disorders were statistically compared. Results showed that (1) children with at least one disorder, compared
to those with no disorder, exhibited significantly more difficult temperament, experienced puberty earlier, and underwent
greater numbers of stressful life events; (2) those with at least one disorder had significantly poorer school outcomes than
those with no disorder; (3) children with comorbid disorders, compared with those who had only one disorder, displayed lower
educational aspirations and poorer school commitment.
相似文献
Run JinEmail: |
2.
Rural African American children living in poverty have a higher prevalence rate of mental health disorders than their urban
counterparts. While access to mental health services is lacking in resource scarce rural communities, African American rural
residents may also be the most likely to confront significant barriers to care and help-seeking. Studies of mental health
help-seeking behavior among rural families are rare, even rarer are studies of African Americans living in these areas. To
address this gap, the current study examined perceptions about help-seeking for adolescents with mental health problems among
rural African American families. Data were obtained from African American mothers in rural Georgia to assess their perceptions
of the mental health service system, help-seeking processes, and service experiences. A mixed-method approach was implemented,
integrating a quantitative survey (n = 163) with qualitative interviews (subsample n = 21). Most of the mothers expressed
confidence in mental health care providers’ to help. Preferred sources of support, however, were family, church, and schools.
Community stigma towards children with mental health problems and their families was a frequently endorsed perceived barrier
to help-seeking. Although cultural mistrust was one of the two most frequently endorsed barriers in the survey, it did not
emerge as a universal barrier to help-seeking for the mothers in this sample. Implications for research, policy, and practice
include addressing family concerns about stigma, preferences for informal support and non-specialty services in addressing
adolescents’ mental health problems, and building community resources to enable all youth to participate in community life. 相似文献
3.
Development and Validation of the Adolescent Racial and Ethnic Socialization Scale (ARESS) in African American Families 总被引:2,自引:2,他引:0
Racial and ethnic socialization are an integral part of African American parenting strategies. Varied conceptualizations and
operationalizations of racial and ethnic socialization exist within the literature with limited evidence of the validity of
existing measures. The purpose of this study is to develop a comprehensive definition of racial and ethnic socialization and
to validate a new measure termed the Adolescent Racial and Ethnic Socialization Scale (ARESS). Using Confirmatory Factor Analysis
(CFA), findings from 218 African American adolescents (grades 9–12) support the multidimensional nature of racial and ethnic
socialization. Results also indicate that racial and ethnic socialization are distinct constructs reflecting the utility of
this instrument for African American youth.
相似文献
Tiffany L. BrownEmail: |
4.
Journal of Youth and Adolescence - Racial equality requires coalitions and solidarity across racial groups, but there continues to be racially colorblind and anti-Black attitudes within the Asian... 相似文献
5.
The present study examined contextual influences on the relationship between racial discrimination (individual, cultural,
and collective/institutional) and psychological well-being. Two hundred and fifty two African American adolescents (46% male
and 54% female, average age = 16) completed measures of racial discrimination, self-esteem, depressive symptoms and life satisfaction.
Archival information regarding the racial/ethnic composition of the participants’ neighborhoods and schools was used and increased
school diversity was linked to increased perceptions of cultural discrimination. Regardless of school and neighborhood diversity,
high perceptions of collective/institutional discrimination were linked to lower self-esteem for students in high diversity
settings. Further, high levels of collective/institutional discrimination were associated with lower life satisfaction for
African American youth in low diversity settings.
Eleanor K. Seaton is an Assistant Professor in the Department of Psychology at the University of North Carolina at Chapel Hill. She received her Ph.D. in Developmental Psychology from Temple University and completed a postdoctoral fellowship at the University of Michigan. Her research interests examine the influence of perceived discrimination on adolescent development, the development and content of racial identity as it relates to in well-being, and the relation between perceived discrimination and racial identity among Black youth. Tiffany Yip is an Assistant Professor in the Psychometrics Program at Fordham University. She received her Ph.D. in Community Psychology with concentrations in human development and quantitative methods from New York University. She completed a postdoctoral fellowship at the University of Michigan. Her research interests include the role of everyday contexts in adolescent and young adult identity development, the association between identity and psychological adjustment, and mixed method approaches to the study of identity development. 相似文献
Eleanor K. SeatonEmail: |
Eleanor K. Seaton is an Assistant Professor in the Department of Psychology at the University of North Carolina at Chapel Hill. She received her Ph.D. in Developmental Psychology from Temple University and completed a postdoctoral fellowship at the University of Michigan. Her research interests examine the influence of perceived discrimination on adolescent development, the development and content of racial identity as it relates to in well-being, and the relation between perceived discrimination and racial identity among Black youth. Tiffany Yip is an Assistant Professor in the Psychometrics Program at Fordham University. She received her Ph.D. in Community Psychology with concentrations in human development and quantitative methods from New York University. She completed a postdoctoral fellowship at the University of Michigan. Her research interests include the role of everyday contexts in adolescent and young adult identity development, the association between identity and psychological adjustment, and mixed method approaches to the study of identity development. 相似文献
6.
The Role of Language, Parents, and Peers in Ethnic Identity Among Adolescents in Immigrant Families 总被引:2,自引:0,他引:2
Jean S. Phinney Irma Romero Monica Nava Dan Huang 《Journal of youth and adolescence》2001,30(2):135-153
To construct a model of the influences on ethnic identity among adolescents in immigrant families, we surveyed adolescents and their parents from 81 Armenian families, 47 Vietnamese families, and 88 Mexican families. Adolescents completed measures of ethnic language proficiency, in-group peer social interaction, and ethnic identity. Parents completed a measure of support for cultural maintenance. Across all groups, ethnic language proficiency and in-group peer interaction predicted ethnic identity, and parental cultural maintenance predicted adolescent ethnic language proficiency. However, because of differences among the groups, a separate model was required for each ethnic group. The results suggest both common processes and group differences in the factors that influence ethnic identity. 相似文献
7.
Graham Amber A. Mac Giollabhui Naoise Stumper Allison Abramson Lyn Y. Alloy Lauren B. 《Journal of youth and adolescence》2021,50(8):1726-1737
Journal of Youth and Adolescence - Negative inferential style is a cognitive vulnerability for depression. Yet, few studies have explored how this risk factor intersects with culturally-specific... 相似文献
8.
Jennifer M. Wang Mylien Duong David Schwartz Lei Chang Tana Luo 《Journal of youth and adolescence》2014,43(11):1934-1945
Although much is known about peer victimization, the majority of the longitudinal research in this area has been restricted to Western settings. The main objective of this study was to examine the interpersonal (rejection) and personal (withdrawal, aggression) antecedents and consequences of victimization for Chinese children living in Hong Kong. A sample of 1,058 children (501 boys; M age = 9.5 years) in Hong Kong was followed longitudinally from the 3rd and 4th grades to the 7th and 8th grades. Consistent with a transactional framework, rejection and withdrawal contributed to, as well as resulted from, victimization. Although victimization predicted later aggression, aggression was unrelated to later victimization. These findings closely replicate past research conducted in North America and European settings, and suggest considerable correspondence in the links between maladaptive child characteristics and victimization across Western and Hong Kong schools. 相似文献
9.
Financial Socialization of First-year College Students: The Roles of Parents,Work, and Education 总被引:1,自引:0,他引:1
This cross-sectional study tests a conceptual financial socialization process model, specifying four-levels that connect anticipatory
socialization during adolescence to young adults’ current financial learning, to their financial attitudes, and to their financial
behavior. A total of 2,098 first-year college students (61.9% females) participated in the survey, representing a diverse
ethnic group (32.6% minority participation: Hispanic 14.9%, Asian/Asian American 9%, Black 3.4%, Native American 1.8% and
other 3.5%). Structural equation modeling indicated that parents, work, and high school financial education during adolescence
predicted young adults’ current financial learning, attitude and behavior, with the role played by parents substantially greater
than the role played by work experience and high school financial education combined. Data also supported the proposed hierarchical
financial socialization four-level model, indicating that early financial socialization is related to financial learning,
which in turn is related to financial attitudes and subsequently to financial behavior. The study presents a discussion of
how the theories of consumer socialization and planned behavior were combined effectively to depict the financial development
of young adults. Several practical implications are also provided for parents, educators and students. 相似文献
10.
Nancy Darling Patricio Cumsille Linda L. Caldwell Bonnie Dowdy 《Journal of youth and adolescence》2006,35(4):659-670
Adolescents’ willingness to share information with parents is a central process through which parents gain knowledge of their adolescents’ lives. This paper addresses four questions important to understanding adolescents’ decisions to voluntarily disclose areas of parent-adolescent disagreement: What are the contribution of parent-adolescent agreement and adolescents’ non-disclosure of disagreement to adolescents’ perceptions of parental knowledge?; Which adolescents are most likely to disclose to parents in case of disagreement?; Under what conditions are adolescents more or less likely to disclose disagreement?; and What type of non-disclosure will different adolescents use and under what conditions? Self-report data from 120 adolescents (M age=15.8) revealed that failure to disclose disagreement, but not overall agreement, predicted perceived parental knowledge. Adolescents from authoritative homes and those less involved in disapproved leisure were more likely to disclose disagreement and less likely to lie. Within-person differences in disclosure were predicted by the presence of explicit rules and adolescents’ beliefs about required obedience.Dr. Darling is a developmental psychologist whose research focuses on social relationships during adolescence, with a special interest in contextual variation in developmental processes. Correspondence should be addressed to Dr. Darling atDr. Cumsille is a developmental methodologist whose research focuses on adolescent well-being.Dr. Caldwell's research focuses on the experience of adolescent leisure, with a particular interest in adolescent boredom and well-being.Dr. Dowdy is a developmental psychologist specializing in adolescent social relations. 相似文献
11.
Meeta Banerjee Zaje A. T. Harrell Deborah J. Johnson 《Journal of youth and adolescence》2011,40(5):595-605
Racial/ethnic socialization has not been studied in the context of other parenting behaviors such as parental involvement in education and its relationship to children??s cognitive outcomes. The present study tested the impact of racial/ethnic socialization and parental involvement in education on cognitive ability and achievement in a sample of African American youth. Two dimensions of racial/ethnic socialization, cultural exposure (i.e., exposure to diverse cultures) and cultural socialization (i.e., in-group pride), were examined in a sample of 92 African American mother?Cchild dyads, of which 50% were female. Maternal reports of involvement during their child??s 5th grade year were examined as a moderator in the relationship between racial/ethnic socialization and cognitive ability and achievement. Hierarchical regression analyses revealed that mothers?? reports of cultural exposure messages measured in 4th grade predicted children??s scores on 5th grade assessments of passage comprehension. There was also a significant interaction indicating that greater cultural exposure and more parental involvement in education predicted better reading passage comprehension scores over time. The implications for assessing dimensions relevant to cognitive ability and achievement in African American children are discussed. 相似文献
12.
Wang Jun Wen Wen Sim Lester Li Xin Yan Jinjin Kim Su Yeong 《Journal of youth and adolescence》2022,51(6):1196-1209
Journal of Youth and Adolescence - Although Mexican-origin youth with first-generation immigrant parents are relatively good at retaining their heritage language of Spanish, limited research has... 相似文献
13.
Xie Mingjun Fowle Jillianne Ip Pak See Haskin Milou Yip Tiffany 《Journal of youth and adolescence》2021,50(6):1173-1188
Journal of Youth and Adolescence - Ethnic-racial identity, ethnic-racial socialization, and racialized experiences are fundamental to the development of youth of color. However, most prior studies... 相似文献
14.
15.
Sharon F. Lambert Keith C. Herman Mia Smith Bynum Nicholas S. Ialongo 《Journal of youth and adolescence》2009,38(4):519-531
Experiences with racism are a common occurrence for African American youth and may result in negative self perceptions relevant
for the experience of depressive symptoms. This study examined the longitudinal association between perceptions of racism
and depressive symptoms, and whether perceived academic or social control mediated this association, in a community epidemiologically-defined
sample of urban African American adolescents (N = 500; 46.4% female). Structural equation modeling revealed that experiences with racism were associated with low perceived
academic control, which in turn was associated with increased depressive symptoms. Findings suggest that experiences with
racism can have long lasting effects for African American youth’s depressive symptoms, and highlight the detrimental effects
of experiences with racism for perceptions of control in the academic domain. Implications for intervention are discussed.
相似文献
Sharon F. LambertEmail: |
16.
This study examined perceptions of differential treatment relating to school disciplinary practices in a racially and ethnically diverse sample (Black, South Asian, Asian, White, and other racial/ethnic background) of high school students (N = 1870). Participants completed detailed individual questionnaires assessing general perceptions of school disciplinary practices and various aspects of the school environment. Results indicated that racial/ethnic minority students are much more likely than White students to perceive discrimination with respect to teacher treatment, school suspension, use of police by school authorities, and police treatment at school. Multivariate analyses revealed that such perceptions are particular strong for Black students. In addition, a number of other variables such as gender, socioeconomic status, age of immigration, and views of school climate also predicted students' perceptions of differential treatment toward members of their racial/ethnic group. The implications of these findings are discussed, and suggestions for future research are outlined. 相似文献
17.
Youth from single-parent families report lower educational aspirations than those from two-parent families. This study explored
the influence of background factors (gender, grade, parental education and SES), parental involvement with education, academic self-concept, and peer influences on educational aspirations. The participants
were Canadian adolescents; 2751 from two parent and 681 from single-parent families. ANOVA results showed that adolescents
from single-parent families scored significantly lower than adolescents from intact families on educational aspirations, and
other predictor variables. Hierarchical regression analysis showed that the pattern of relationships between educational aspirations
and other factors was very similar for adolescents from both types of families; namely academic self-concept significantly
predicted educational aspirations. The family involvement and background factors predicted educational aspirations via academic
self-concept. Having academically oriented peers was especially beneficial to adolescents from single-parent families. Implications
for intervention programs are discussed.
The research was supported by a Social Sciences and Humanities Research Council of Canada Grant.
Rashmi Garg is an Associate professor in the Department of Psychology at Laurentian University. She received her PhD in 1983
from the University of Ottawa. Basically she is interested in applied research in the areas of educational and psychological
measurement and testing. More specifically she is interested in the adolescent's education and career development.
Stella Melanson received a master's degree in Human Development from Laurentian University in 2003. She is working as a research
data analysis coordinator for Ontario Early Years Education and Social Planning Council. Her interest is in early childhood
education.
Elizabeth Levin is an Associate Professor and Chair of the Department of Psychology at Laurentian University. She received
her PhD in 1986 from the University of Waterloo. Her major research interests focus on parenting styles and children's conceptions
of parenting. 相似文献
18.
In previous research, family structure variables have been operationalized as family size, birth order, sibling spacing, and sibling density. These structure variables have been linked to parental strictness, reasonableness, and supportiveness [J. S. Kidwell (1981), Number of Siblings, Sibling Spacing, and Birth Order: Their Effects on Perceived Parent–Adolescent Relationships, Journal of Marriage and the Family, Vol. 43, pp. 315–333]. Other research has drawn attention to the link between the amount of time adolescents spend with parents and peers and the influence of family relations variables—intensity, duration, and frequency of conflicts. [R. Montemayor (1982), The Relationship Between Parent–Adolescent Conflict and the Amount of Time Adolescents Spend Alone and with Parents and Peers, Child Development, Vol. 53, pp. 1512–1519]. More recent research has related family structure (family size, sibling spacing, and gender) effects to the amount of time adolescents spend with parents, a measure of relationship quality, and a set of measures of discipline [R. A. Richardson et al. (1986), Parent–Child Relationships in Early Adolescence: Effects of Family Structure, Journal of Marriage and the Family, Vol. 48, pp. 805–811]. To date, the questions asked by researchers have not simultaneously explored whether it is the family relations or the family structure variables that contribute most powerfully to the amount of time that female and male adolescents spend with family members and peers. In this research adolescents were asked to report the amount of time they spend with their mother, father, siblings, and peers, and to respond to a questionnaire that has three factors that define family functioning: Parenting Style (democratic decision making), Intimacy, and Conflict [P. Noller et al. (1992), Parent and Adolescent Perceptions of Family Functioning: A Comparison of Clinic and Nonclinic Family, Journal of Adolescence, Vol. 15, pp. 101–115]. The analyses revealed that complex and interpretable family structure and family functioning factors differentially influence whether males and females spend time with family members and peers. 相似文献
19.
Parenting behaviors have been linked to children's self regulation, but it is less clear how they relate to adolescent psychological flexibility. Psychological flexibility is a broad construct that describes an individual's ability to respond appropriately to environmental demands and internal experiences in the service of their goals. We examined the longitudinal relationships between perceived parenting style and psychological flexibility among students at five Australian schools (N= 749) over 6 years, beginning in Grade 7 (50.3% female, mean age 12.39 years). Parenting style was measured in Grades 7 and 12, and psychological flexibility from Grade 9 through 12. Psychological flexibility decreased, on average, with age. Multi-level modelling indicated that authoritarian parenting (low warmth, high control) in Grade 7 predicted later (low) psychological flexibility. Moreover, increases in authoritarian parenting and decreases in authoritative parenting (high warmth and control) were associated with adolescent psychological flexibility across the high school years. Change in parenting predicted future psychological flexibility but did not predict change over time. Structural Equation Modelling revealed that adolescent psychological flexibility in Grade 9 predicted later decreases in authoritarian and increases in authoritative parenting. We discuss the implications of these findings for understanding how parenting changes and the consequences of such change for the development of psychological flexibility. 相似文献
20.
Ana C. Brown Sharlene A. Wolchik Jenn-Yun Tein Irwin N. Sandler 《Journal of youth and adolescence》2007,36(7):927-938
Appraisals about the implications of stressful events that are evaluated as involving a threat to self (negative self-evaluation,
negative evaluation from others, rejection by others) have been shown to place youth at risk for the development of mental
health problems. This longitudinal study tested a protective-stabilizing interactive model, in which high maternal acceptance
was predicted to mitigate the prospective relation between threat to self appraisals and change in adolescents’ mental health
problems six months later. Participants were 89 adolescents from divorced families ages 10–12 and residential mothers. Adolescents
reported on threat to self appraisals from the most stressful event experienced in the past month. Mothers and youth reported
on maternal acceptance and mental health problems. Multiple regression analyses provided support for the protective effects
of maternal acceptance on adolescents’ mental health problems. Intervention implications are discussed.
Ana Brown is a pre-doctoral fellow in prevention research (NIMH 2 T32 MH18387–19) and doctoral student in the Department of
Psychology at Arizona State University, Tempe, AZ. Research interests include the study of children’s appraisals and responses
to stressful events in the prevention of mental health problems.
Sharlene Wolchik is a clinical psychologist and professor in the Department of Psychology at Arizona State University, Tempe,
AZ. Her research focuses on identifying risk and protective factors for children whose parents have divorced. She also has
designed and evaluated the efficacy of preventive interventions for children from divorced families and children who have
experienced parental bereavement.
Jenn-Yun Tein is a research associate professor and Co-Director of the Research Methodology Core of the Prevention Research
Center at Arizona State University, Tempe, AZ. Her research interests include analyses of mediation and moderation of preventive
interventions as well as applications of methodology and statistics in prevention research.
Irwin Sandler is a Regents’ Professor in the Department of Psychology and Director of the Prevention Research Center at Arizona
State University, Tempe, AZ. His research interests focus on understanding resilience for children exposed to stress and on
the development, evaluation and dissemination of programs to promote resilience and prevent mental health problems for children
in stress. 相似文献