Journal articles: 'Latinx youth adjustment'

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Kiang, Lisa, Kathy Espino-Pérez, and Gabriela L. Stein. "Discrimination, Skin Color Satisfaction, and Adjustment among Latinx American Youth." Journal of Youth and Adolescence 49, no. 10 (May 9, 2020): 2047–59. http://dx.doi.org/10.1007/s10964-020-01244-8.

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Kiang, Lisa, Marianna Broome, Michele Chan, Gabriela L. Stein, Laura M. Gonzalez, and Andrew J. Supple. "Foreigner objectification, English proficiency, and adjustment among youth and mothers from Latinx American backgrounds." Cultural Diversity and Ethnic Minority Psychology 25, no. 4 (October 2019): 461–71. http://dx.doi.org/10.1037/cdp0000216.

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Anhalt, Karla, Russell B. Toomey, and Maura Shramko. "Latinx sexual minority youth adjustment in the context of discrimination and internalized homonegativity: The moderating role of cultural orientation processes." Journal of Latinx Psychology 8, no. 1 (February 2020): 41–57. http://dx.doi.org/10.1037/lat0000134.

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Espinoza, Guadalupe, Hannah Schacter, and Jaana Juvonen. "Peer Victimization and School Adjustment Among Ethnically Diverse Middle School Students: Does Ethnic Ingroup Representation Matter?" Journal of Early Adolescence 39, no. 4 (April 30, 2018): 499–519. http://dx.doi.org/10.1177/0272431618770829.

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Although research has shown that peer victimization is related to negative school outcomes, whether ethnic ingroup size alters victimization-adjustment links is unclear. This study examines whether smaller ethnic ingroup representation amplifies the negative associations between peer victimization and school adjustment. We also examine whether ingroup representation may be more salient for some ethnic groups than others. The ethnically diverse sample includes 4,577 students from 26 schools spanning from the fall of sixth grade to spring of seventh grade (41% Latino, 26% White, 17% Asian American, 16% African American). An interaction between victimization and ethnic ingroup representation emerged only among Latino students. Latino youth victimized in the sixth grade, who attended a school with fewer same-ethnic peers, showed increases in negative seventh-grade climate perceptions and decreases in engagement. Our findings highlight that for Latino youth, ethnic ingroup representation is an important factor to consider when examining the school-related adjustment of victimized youth.

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Gonzales-Backen, Melinda. "Parenting Practices and Adjustment Profiles among Latino Youth in Rural Areas of the United States." Social Sciences 8, no. 6 (June 12, 2019): 184. http://dx.doi.org/10.3390/socsci8060184.

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On average, Latino adolescents in the United States (U.S.) are at an elevated risk for developing internalizing symptoms, externalizing behaviors, and engaging in binge drinking. Latino youth in rural U.S. contexts may be particularly at risk. Parent–adolescent relationships may be associated with each of these indicators of maladjustment, as well as the co-occurrence of these issues. In the current study, adjustment profiles based on internalizing symptoms, externalizing behaviors, and binge drinking among 198 Latino adolescents (Mage = 15.90, SD = 1.47) living in rural areas of the United States were examined. Further, the association of adjustment profiles with parental behavioral involvement, parental monitoring, and familial ethnic socialization was tested. Four adjustment profiles emerged from a cluster analysis (i.e., low risk, internalizing risk, externalizing risk, co-occurring risk). Results indicated that adolescents in the co-occurring risk profile reported the lowest levels of parental monitoring compared to the other three profiles, lower familial ethnic socialization compared to the low risk and internalizing risk profiles, and lower parental behavioral involvement compared to the internalizing risk profile. The findings have implications for family-based, culturally informed interventions to encourage positive adjustment among Latino adolescents in rural areas of the United States.

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Bámaca-Colbert, Mayra Y., Melinda Gonzales-Backen, Carolyn S. Henry, Peter S. Y. Kim, Martha Zapata Roblyer, Scott W. Plunkett, and Tovah Sands. "Family Profiles of Cohesion and Parenting Practices and Latino Youth Adjustment." Family Process 57, no. 3 (August 10, 2017): 719–36. http://dx.doi.org/10.1111/famp.12314.

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Lee, Bethany R., Adeline Wyman Battalen, David M. Brodzinsky, and Abbie E. Goldberg. "Parent, Child, and Adoption Characteristics Associated with Post-Adoption Support Needs." Social Work Research 44, no. 1 (March 2020): 21–32. http://dx.doi.org/10.1093/swr/svz026.

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Abstract The purpose of this study is to (a) identify whether there are meaningful subgroups of families with distinct post-adoption needs and (b) determine which parent, youth, and adoption characteristics are associated with these collections of needs. Using data from the Modern Adoptive Families study, authors conducted a three-step latent class analysis with a sample of 1,414 families who rated the importance of 16 areas of parent education and support, based on their current level of need. A five-class solution best fit the data. Descriptively, the classes reflect families with low needs, families with needs related to adoption adjustment, families with adoption-specific needs, families wanting support specific to their youths’ special needs, and families with needs that are both adoption-specific and related to youth special needs. Results from the multinomial logistic regression model found class membership differences based on parent, youth, and adoption characteristics. These classes may help adoption professionals to recognize the types of post-adoption services different families may need and to develop targeted interventions for specific types of families.

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LeCroy, Madison N., Garrett M. Strizich, Linda C. Gallo, Krista P. Perreira, Guadalupe X. Ayala, Mercedes R. Carnethon, Alan M. Delamater, et al. "The Association of the Parent–Child Language Acculturation Gap with Obesity and Cardiometabolic Risk in Hispanic/Latino Youth: Results from the Hispanic Community Children’s Health Study/Study of Latino Youth (SOL Youth)." Annals of Behavioral Medicine 55, no. 8 (January 15, 2021): 734–45. http://dx.doi.org/10.1093/abm/kaaa114.

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Abstract Background Hispanic/Latino youth are disproportionately burdened by obesity and have a high prevalence of prediabetes and dyslipidemia. Differences in parent and child acculturation related to language use and preference (i.e., language acculturation) are associated with adverse cardiometabolic health behaviors, but no study has examined associations with cardiometabolic markers. Purpose To determine whether discordance in parent–child language acculturation (parent–child acculturation gap) was associated with poor youth cardiometabolic health. Methods Hispanic/Latino 8–16-year-olds (n = 1,466) and parents from the Hispanic Community Children’s Health Study/Study of Latino Youth (SOL Youth) were examined. Mean scores for the Brief ARSMA-II’s Anglo (AOS) and Latino (LOS) Orientation Scales represented language acculturation. Cardiometabolic markers included youth body mass index (BMI) percentile, blood pressure percentiles, and dysglycemia and hyperlipidemia measures. Missing data were imputed. Survey-weighted multivariable linear regression examined the association of youth, parent, and youth × parent (the acculturation gap) AOS and LOS scores separately with each cardiometabolic marker. Results Youth reported greater English and lower Spanish use than parents. Greater discordance in AOS scores was associated with elevated BMI percentile only (p-for-interaction < .01). The LOS acculturation gap was not associated with any outcome. Adjustment for acculturative stress, family functioning and closeness, parenting style, and youth’s diet and physical activity did not alter findings. Removal of nonsignificant acculturation gaps did not indicate an association between individual youth or parent AOS or LOS scores and any cardiometabolic marker. Conclusions Discordance in Hispanic/Latino parent–child dyads’ English use may relate to increased risk for childhood obesity. Future studies should identify mediators of this association.

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Lovato-Hermann, Kristina. "Crossing the border to find home: A gendered perspective on the separation and reunification experiences of Mexican immigrant young adults in the United States." International Social Work 60, no. 2 (July 9, 2016): 379–93. http://dx.doi.org/10.1177/0020872815611197.

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For many Latino immigrants, family separation due to migration is common. Children who experience family separation and reunify with their parents in the United States experience profound outcomes. Research is limited in understanding how these youth adjust to life in the host country. Through in-depth interviews, this study investigated the adjustment processes of 10 Mexican immigrant youth who reunified with their parents. Findings indicated that male participants experienced low levels of familial, social support and had low academic achievement. Female participants received greater familial, social support and had high academic achievement. Recommendations for research and social work practice are provided.

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Taylor, Zoe E., Blake L. Jones, Laura Y. Anaya, and Carly D. Evich. "Effortful control as a mediator between contextual stressors and adjustment in Midwestern Latino youth." Journal of Latina/o Psychology 6, no. 3 (August 2018): 248–57. http://dx.doi.org/10.1037/lat0000091.

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Arslan, Gökmen, and Muhammet Coşkun. "Student subjective wellbeing, school functioning, and psychological adjustment in high school adolescents: A latent variable analysis." Journal of Positive School Psychology 4, no. 2 (October 4, 2020): 153–64. http://dx.doi.org/10.47602/jpsp.v4i2.231.

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Well-being is a multi-faceted construct that encompasses all aspects of healthy and successful human functioning across multiple domains. The purpose of the present study was to investigate the predictive power of student subjective wellbeing on several specific adolescent school and psychological adjustment indicators: school achievement, academic satisfaction, prosocial behavior, and internalizing and externalizing problems. Participants included 223 adolescents, comprising of 54.9% girls, ranging in age from 13 to 18 years (M= 15.67, SD= 1.21). Findings from the LVPA indicated that student subjective wellbeing was significantly associated with youth school functioning and adjustment outcomes, ranging from small-to-large effect size (R2 range = .05 to .42). Student subjective wellbeing had the strongest predictive effect on prosocial behavior, followed by academic satisfaction, psychological health problems, and school achievement. With regard to the first-order models, school connectedness and joy of learning significantly predicted student academic satisfaction, prosocial behavior, and psychological adjustment problems. However, the predictive effect of these variables on student school achievement was non–significant. Educational purpose and academic efficacy were significant predictors of all adolescent outcomes. Taken together, these results suggest that student subjective wellbeing is an essential resource for improving youth academic functioning and psychological health.

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Grzywacz, Joseph G., Jason B. Belden, Amy M. Robertson, Daphne C. Hernandez, Fiorella L. Carlos Chavez, and Michael J. Merten. "Parenting, Pesticides and Adolescent Psychological Adjustment: A Brief Report." International Journal of Environmental Research and Public Health 19, no. 1 (January 4, 2022): 540. http://dx.doi.org/10.3390/ijerph19010540.

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Pesticides used to control insects, such as pyrethroids, are neurotoxicants, yet adolescent researchers often overlook their potential role in adolescent psychological adjustment. This brief report is guided by bioecological theory and considers the possible independent and interactive effects of environmental pyrethroid pesticide exposure for adolescent depressive symptoms. Self-reported adolescent appraisals of the parent–child relationship and depressive symptoms were obtained from a convenience sample of impoverished, predominantly Latino urban youth (n = 44). Exposure to environmental pyrethroids was obtained from wipe samples using a standardized protocol. Parent–adolescent conflict was higher in households with bifenthrin than those without, and adolescent depressive symptoms were elevated in homes where cypermethrin was detected. In addition, the presence of bifenthrin in the home attenuated the protective effects of parental involvement on adolescent depressive symptoms. The current results suggest that adolescent mental health researchers must consider the synergistic combinations of adolescents’ environments’ physical and social features. Given the endemic presence of pesticides and their neurotoxic function, pesticide exposure may demand specific attention.

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Chithambo, Taona P., Stanley J. Huey, and Yolanda Cespedes-Knadle. "Perceived discrimination and Latino youth adjustment: Examining the role of relinquished control and sociocultural influences." Journal of Latina/o Psychology 2, no. 1 (February 2014): 54–66. http://dx.doi.org/10.1037/lat0000012.

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Balkin, Richard S., Javier Cavazos, Arthur E. Hernandez, Roberto Garcia, Denise L. Dominguez, and Alexandra Valarezo. "Assessing At-Risk Youth Using the Reynolds Adolescent Adjustment Screening Inventory With a Latino Population." Journal of Addictions & Offender Counseling 34, no. 1 (April 2013): 30–39. http://dx.doi.org/10.1002/j.2161-1874.2013.00012.x.

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Canivez, Gary L., and Katie Sprouls. "Adjustment Scales for Children and Adolescents: Factorial Validity Generalization with Hispanic/Latino Youths." Journal of Psychoeducational Assessment 28, no. 3 (November 22, 2009): 209–21. http://dx.doi.org/10.1177/0734282909349213.

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Yates, Tuppett M., and Izabela K. Grey. "Adapting to aging out: Profiles of risk and resilience among emancipated foster youth." Development and Psychopathology 24, no. 2 (April 17, 2012): 475–92. http://dx.doi.org/10.1017/s0954579412000107.

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AbstractThis investigation employed latent profile analysis to identify distinct patterns of multiform competence among 164 emancipated foster youth (Mage = 19.67 years, SD = 1.12; 64% female). Fit indices and conceptual interpretation converged on a four-profile solution. A subset of emancipated youth evidenced a maladaptive profile (16.5%; n = 27), which was characterized by low educational competence, low occupational competence, low civic engagement, problematic interpersonal relationships, low self-esteem, and high depressive symptoms. However, the largest group of emancipated youth exhibited a resilient profile in which they were faring reasonably well in all domains despite marked adversity (47%; n = 77). Two additional groups evidenced discordant adjustment patterns wherein they exhibited high levels of psychological competence despite behavioral difficulties (i.e., internally resilient; 30%; n = 49) or significant emotional difficulties despite manifest competence (i.e., externally resilient; 6.5%; n = 11). The obtained profiles were validated against independent measures of behavioral and socioemotional adjustment. Exploratory analyses examined etiological differences across profiles with respect to child welfare variables, such as age at entry into care, placement disruption, reason for placement, and severity of child maltreatment. The findings highlight the need for multidimensional models of risk and resilience and illustrate the importance of heretofore underappreciated heterogeneity in the adaptive outcomes of emancipated foster youth.

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Strizich, Garrett, Robert C. Kaplan, Daniela Sotres-Alvarez, Keith M. Diaz, Amber L. Daigre, Mercedes R. Carnethon, Denise C. Vidot, et al. "Objectively Measured Sedentary Behavior, Physical Activity, and Cardiometabolic Risk in Hispanic Youth: Hispanic Community Health Study/Study of Latino Youth." Journal of Clinical Endocrinology & Metabolism 103, no. 9 (June 26, 2018): 3289–98. http://dx.doi.org/10.1210/jc.2018-00356.

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Abstract Context Time spent in moderate-to-vigorous physical activity (MVPA), but not in sedentary behavior (SB), is related to cardiometabolic risk among non-Hispanic white youth. Objective Examine associations of SB and MVPA with cardiometabolic risk factors among Hispanic/Latino youth. Design Cross-sectional analysis. Setting Four US communities. Participants Hispanic/Latino youth (N = 1,426) ages 8 to 16 years. Measurements Associations of MVPA and SB, measured using 7-day accelerometer data (independent variables), with markers of glucose and lipid metabolism, inflammation, and endothelial function (dependent variables), were assessed in multivariable linear regression models while adjusting for sociodemographic characteristics and accelerometer wear time. Additional models controlled for obesity measures. Results SB comprised a mean (SD) of 75% (13%) of accelerometer wear time; mean (SD) time of MVPA was 35 min/d (22 min/d). Deleterious levels of high-density lipoprotein–cholesterol (HDL-C), triglycerides, insulin resistance, C-reactive protein, and plasminogen activator inhibitor-1 were associated with lower levels of MVPA and higher levels of SB (all P < 0.05). Associations of MVPA with log-transformed triglyceride concentrations (β per 15-min/d increment, −0.039; SE, 0.018; P = 0.037) and SB with HDL-C (β per 30-min/d increment, −0.63; SE, 0.26; P = 0.018), but not those with other markers, remained significant after adjusting for MVPA or SB and further adjustment for body mass index and waist circumference. Higher SB tertiles were associated with lower soluble receptor for advanced glycation end products in fully adjusted models (P for trend = 0.037). Conclusions Physiological precursors of diabetes and cardiovascular disease were associated with MVPA and SB among US Hispanic/Latino youth, a group that bears a disproportionate burden of metabolic disorders.

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Prelow, Hazel M., Alexandra Loukas, and Lisa Jordan-Green. "Socioenvironmental Risk and Adjustment in Latino Youth: The Mediating Effects of Family Processes and Social Competence." Journal of Youth and Adolescence 36, no. 4 (July 22, 2006): 465–76. http://dx.doi.org/10.1007/s10964-006-9106-x.

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Denner, Jill, Steve Bean, Shannon Campe, Jacob Martinez, and David Torres. "Negotiating Trust, Power, and Culture in a Research–Practice Partnership." AERA Open 5, no. 2 (April 2019): 233285841985863. http://dx.doi.org/10.1177/2332858419858635.

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This article describes the role of culture and power in building a research–practice partnership (RPP). The original aims that drove the building of the RPP were to generate and use research to inform the programs and services provided by the youth-serving organization to Latinx youth and to use the findings to inform research on how to broaden participation in computing. In this article, we describe how the RPP evolved. Data include documentation from meeting notes, e-mails, and observations as well as interviews with practitioners. The results suggest that the research goals and process changed when the partners began to critically analyze and discuss the role of power and culture, and adjustments to the methods and theoretical grounding of the research were made as a result. The lessons learned are summarized in terms of their implications for generating research that has both theoretical and social justice implications.

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Valdivia-Salas, Sonsoles, José Martín-Albo, Pablo Zaldivar, Andrés S. Lombas, and Teresa I. Jiménez. "Spanish Validation of the Avoidance and Fusion Questionnaire for Youth (AFQ-Y)." Assessment 24, no. 7 (February 17, 2016): 919–31. http://dx.doi.org/10.1177/1073191116632338.

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Psychological inflexibility (PI) refers to the overarching and nonadaptive avoidance of thoughts and feelings. PI is a transdiagnostic process that is present in numerous psychopathologies, such as anxiety and mood disorders, addictive behaviors, and chronic pain, as presented by American adults and adolescents. Despite the high rates of depression and depressed mood among Spanish and Latino adolescents and the observed relation between PI and adjustment problems at this age, an instrument assessing PI in Spanish-speaking adolescents is lacking. In this study, we assessed the psychometric properties of a Spanish adaptation of the Avoidance and Fusion Questionnaire for Youth with 483 students from Spain (mean age 13.89 years). The Spanish Avoidance and Fusion Questionnaire for Youth proved to be a two-factor psychometrically sound instrument. Total PI scores correlated positively with depression and negatively with satisfaction with life. The predictive validity results showed cognitive fusion and experiential avoidance to be two interrelated but distinct processes that characterize PI.

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Tan, Tony Xing, and Zhiyao Yi. "Is Adoption Equally Beneficial to Different Aspects of Youth’s Behavioral Health? Findings From Comparing Adopted Chinese Youth With Non-Adopted American and Chinese Youth." Youth & Society 53, no. 1 (May 16, 2019): 153–69. http://dx.doi.org/10.1177/0044118x19849742.

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To test whether adoption differentially benefited adopted youth’s behavioral health, 243 female American youth who were adopted from China were compared with 234 non-adopted American peers, and 955 non-adopted Chinese peers living in China on four composite scales: School Problems, Internalizing Problems, Attention-Deficit/Hyperactivity Disorder (ADHD), and Personal Adjustment. The adopted youth were from high socioeconomic status (SES) families, while the two comparison groups were from average SES families. Self-report data were collected with the third edition of the Behavior Assessment System for Children (BASC-3). Effect sizes showed that the adopted youth outperformed their non-adopted American and Chinese peers. Latent mean comparison using Mplus 8 showed that, controlling for age difference, the adopted youth’s advantages over the comparison groups in some subscales dissipated. These findings were explained with possible compensating effects afforded by growing up in high SES adoptive environment, as well as on children’s differential susceptibility to the benefit of intervention.

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Memmott‐Elison, Madison K., Kristin L. Moilanen, and Laura M. Padilla‐Walker. "Latent Growth in Self‐Regulatory Subdimensions in Relation to Adjustment Outcomes in Youth Aged 12–19." Journal of Research on Adolescence 30, no. 3 (February 20, 2020): 651–68. http://dx.doi.org/10.1111/jora.12550.

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Glatz, Terese, Melissa Lippold, Todd M. Jensen, Gregory M. Fosco, and Mark E. Feinberg. "Hostile Interactions in the Family: Patterns and Links to Youth Externalizing Problems." Journal of Early Adolescence 40, no. 1 (January 23, 2019): 56–82. http://dx.doi.org/10.1177/0272431618824718.

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In line with family systems theory, we examined patterns of hostile interactions within families and their associations with externalizing problems among early-adolescent children. Using hostility scores based on observational data of six dyadic interactions during a triadic interaction ( n = 462; i.e., child-to-mother, mother-to-child, child-to-father, father-to-child, mother-to-father, father-to-mother)—latent profile analysis supported three distinct profiles of hostility. The low/ moderate hostile profile included families with the lowest levels of hostility across dyads; families in the mutual parent-child hostile profile scored higher on parent-child hostility, but lower on interparental hostility; the hostile parent profile showed higher levels of parent-to-child and interparental hostility, but lower child-to-parent hostility. Concerning links to youth outcomes, youth in the mutual parent-child hostile profile reported the highest level of externalizing problems, both concurrently and longitudinally. These results point to the importance of examining larger family patterns of hostility to fully understand the association between family hostility and youth adjustment.

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Knight, Andrea M., Ming Xie, and David S. Mandell. "Disparities in Psychiatric Diagnosis and Treatment for Youth with Systemic Lupus Erythematosus: Analysis of a National US Medicaid Sample." Journal of Rheumatology 43, no. 7 (May 1, 2016): 1427–33. http://dx.doi.org/10.3899/jrheum.150967.

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Objective.To estimate the national prevalence and racial/ethnic differences in psychiatric diagnoses and pharmacologic treatment in a US Medicaid beneficiary population of youth with systemic lupus erythematosus (SLE).Methods.We included youth aged 10 to 18 years with a diagnosis of SLE (defined as ≥ 3 outpatient visit claims with an International Classification of Diseases, 9th ed. code of 710.0, each > 30 days apart) in the US Medicaid Analytic Extract database from 2006 and 2007. This database contains all inpatient and outpatient Medicaid claims from 49 states and the District of Columbia. We calculated the prevalence of psychiatric diagnoses and treatment, and used logistic regression to compare depression and anxiety diagnoses, antidepressant, and anxiolytic use among racial/ethnic groups.Results.Of 970 youth with SLE, 15% were white, 42% were African American, 27% were Latino, and 16% were of other races/ethnicities. Diagnoses of depression were present for 19%, anxiety for 7%, acute stress/adjustment for 6%, and other psychiatric disorders for 18%. Twenty percent were prescribed antidepressants, 7% were prescribed anxiolytics, 6% were prescribed antipsychotics, and 5% were prescribed stimulants. In adjusted analyses, African Americans were less likely than whites to be diagnosed with depression (OR 0.56, 95% CI 0.34–0.90) or anxiety (OR 0.49, 95% CI 0.25–0.98), or to be prescribed anxiolytics (OR 0.23, 95% CI 0.11–0.48).Conclusion.We present population-level estimates showing high psychiatric morbidity in youth with SLE, but less prevalent diagnosis and treatment in African Americans. Mental health interventions should address potential racial/ethnic disparities in care.

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Kuperminc, Gabriel P., Adam J. Darnell, and Anabel Alvarez-Jimenez. "Parent involvement in the academic adjustment of Latino middle and high school youth: Teacher expectations and school belonging as mediators." Journal of Adolescence 31, no. 4 (August 2008): 469–83. http://dx.doi.org/10.1016/j.adolescence.2007.09.003.

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Loukas, Alexandra, Marie-Anne Suizzo, and Hazel M. Prelow. "Examining Resource and Protective Factors in the Adjustment of Latino Youth in Low Income Families: What Role Does Maternal Acculturation Play?" Journal of Youth and Adolescence 36, no. 4 (September 30, 2006): 489–501. http://dx.doi.org/10.1007/s10964-006-9124-8.

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Updegraff, Kimberly A., Adriana J. Umaña-Taylor, Katharine H. Zeiders, Diamond Y. Bravo, and Laudan B. Jahromi. "Familism values across the transition to adolescent motherhood: Links to family functioning and Mexican-origin adolescent mothers’ adjustment." Development and Psychopathology 30, no. 5 (November 19, 2018): 1589–609. http://dx.doi.org/10.1017/s0954579418000986.

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AbstractFamilism values are conceptualized as a key source of resilience for Latino adolescents’ psychosocial adjustment. The current study addressed the developmental progression and correlates of familism within the context of the transition to adolescent motherhood. Participants were 191 Mexican-origin pregnant adolescents (15 to 18 years of age at first pregnancy; Mage = 16.76 years; SD = 0.98) who were having their first child. Adolescents completed interviews during their third trimester of pregnancy and annually for 5 years after (Waves 1 through 6). We examined changes in familism values across the transition to adolescent motherhood and the moderating role of age at pregnancy. Moderation analyses revealed differences in familism trajectories for younger versus older adolescents. We also examined whether familism values were related to family relationship dynamics (i.e., adolescents’ relationships with their own mother figures) and adolescents’ psychosocial adjustment, respectively, using multilevel models to test both between-person and within-person associations. Adolescents’ stronger familism values were related to adolescent–mother figure warmth and conflict, coparenting communication, and three dimensions of social support from mother figures, but no associations emerged for coparental conflict, adolescents’ depressive symptoms, or self-esteem. Discussion addresses these findings in the context of culturally grounded models of ethnic–racial minority youth development and psychopathology.

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Adrian, Molly, Jessica L. Jenness, Kevin S. Kuehn, Michele R. Smith, and Katie A. McLaughlin. "Emotion regulation processes linking peer victimization to anxiety and depression symptoms in adolescence." Development and Psychopathology 31, no. 3 (May 17, 2019): 999–1009. http://dx.doi.org/10.1017/s0954579419000543.

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AbstractDifficulties with emotion regulation can take many forms, including increased sensitivity to emotional cues and habitual use of maladaptive cognitive or behavioral regulation strategies. Despite extensive research on emotion regulation and youth adjustment, few studies integrate multiple measures of emotion regulation. The present study evaluated the underlying structure of emotion regulation processes in adolescence using both task- and survey-based measures and determined whether differences in these emotion regulation latent factors mediated the association between peer victimization and internalizing psychopathology. Adolescents aged 16–17 years (n= 287; 55% female; 42% White) recruited in three urban centers in the United States completed baseline and follow-up assessments 4 months apart. Three models of emotion regulation were evaluated with confirmatory factor analysis. A three-factor model fit the data best, including cognitive regulation, behavioral regulation, and emotional reactivity latent factors. Task-based measures did not load onto these latent factors. Difficulties with behavioral regulation mediated the association between peer victimization and depression symptoms, whereas cognitive regulation difficulties mediated the association with anxiety symptoms. Findings point to potential targets for intervention efforts to reduce risk for internalizing problems in adolescents following experiences of peer victimization.

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Schwartz, David, Andrea Hopmeyer, Tana Luo, Alexandra C. Ross, and Jesse Fischer. "Affiliation With Antisocial Crowds and Psychosocial Outcomes in a Gang-Impacted Urban Middle School." Journal of Early Adolescence 37, no. 4 (July 27, 2016): 559–86. http://dx.doi.org/10.1177/0272431615617292.

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This longitudinal study examined the psychosocial adjustment of adolescents who affiliate with antisocial crowds in a gang-impacted urban environment. We followed 405 adolescents (219 boys, 186 girls; average age of 11.51 years, SD = .61; 84% Latino, 9% Asian, and 7% other or unclassified) for one academic year. These youth attended a middle school located in an economically distressed neighborhood with documented high rates of gang violence. We assessed crowd membership with a structured focus group procedure. In addition, we administered a peer nomination inventory to assess aggression and social standing, obtained self-reports of depressive symptoms, and derived grade point averages (GPA) directly from school records. Adolescents used gang-related imagery to describe antisocial crowds in their school, referring to “cholos” and “taggers.” Membership in these crowds was associated with aggression and low GPA but, paradoxically, predicted small decreases in depression and increases in popularity over time. Taken together, our results highlight the complex role of affiliations with antisocial crowds in high-risk settings.

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Killoren, Sarah E., Sue A. Rodríguez De Jesús, Kimberly A. Updegraff, and Lorey A. Wheeler. "Sibling relationship quality and Mexican-origin adolescents’ and young adults’ familism values and adjustment." International Journal of Behavioral Development 41, no. 2 (July 10, 2016): 155–64. http://dx.doi.org/10.1177/0165025415607084.

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We examined profiles of sibling relationship qualities in 246 Mexican-origin families living in the United States using latent profile analyses. Three profiles were identified: Positive, Negative, and Affect-Intense. Links between profiles and youths’ familism values and adjustment were assessed using longitudinal data. Siblings in the Positive profile reported the highest familism values, followed by siblings in the Affect-Intense profile and, finally, siblings in the Negative profile. Older siblings in the Positive and Affect-Intense profiles reported fewer depressive symptoms than siblings in the Negative profile. Further, in the Positive and Negative profiles, older siblings reported less involvement in risky behaviors than younger siblings. In the Negative profile, younger siblings reported greater sexual risk behaviors in late adolescence than older siblings; siblings in opposite-sex dyads, as compared to same-sex dyads, engaged in riskier sexual behaviors. Our findings highlight sibling relationship quality as promotive and risky, depending on sibling characteristics and adjustment outcomes.

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Yeon, Bora, and Kyungkeun Kim. "The Longitudinal Relationship between Social Capital of North Korean Migrant Youths and School Adjustment: A Latent Growth Modeling Approach." Korea Educational Review 23, no. 1 (March 30, 2017): 205–30. http://dx.doi.org/10.29318/ker.23.1.9.

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Arslan, Gökmen. "School belonging in adolescents: Exploring the associations with school achievement and internalising and externalising problems." Educational and Child Psychology 36, no. 4 (December 2019): 22–33. http://dx.doi.org/10.53841/bpsecp.2019.36.4.22.

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Aim(s)School belonging is critically important for both school-based outcomes and psychosocial adjustment of adolescents. The purpose of this study is to present further validation evidence for the School Belongingness Scale (SBS) and investigate the predictive effect of the school belonging on school achievement and mental health outcomes (i.e. internalising and externalising problems) in elementary school students.MethodParticipants included 223 students from a public elementary school in an urban city, Turkey (51.1 per cent female and 48.9 per cent male ranging in age from 10 to15 years (M = 12.09; SD = 1.03)).FindingsFindings of the study revealed that the scale had excellent data-model fit statistics, supporting the higher-order school belonging latent structure, comprising of two first-order constructs (i.e. social inclusion and exclusion), adequate–to–strong factor loadings, and adequate latent construct (H) and internal (α) reliability coefficients. Further outcomes indicated that school belonging had a strong predictive effect on school achievement, internalising and externalising behaviours among elementary school students.LimitationsWhile the study utilised a cross-sectional approach and is unable to provide causality, the preliminary findings have implications for schools and future research.ConclusionsThe study results provide further evidence supporting the impacts of school belonging in promoting youth academic functioning and mental health.

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Eichler, Lutz, and Andreas Fischer. "Widersprüchliche Adoleszenz." Vierteljahrsschrift für wissenschaftliche Pädagogik 96, no. 3 (September 1, 2020): 413–30. http://dx.doi.org/10.30965/25890581-09603007.

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Abstract Contradictions of Adolescence. Narcissism and Triangulation in Postfordism Based on the actuality of conservative values, aspirations for security and for adjustment and status maintenance among (post-)adolescents, the article examines possible reasons for the failure of educating for more democracy, social competences, and tolerance. It is the latent messages and general conditions of socialization in postfordism, that neutralize or even thwart the pedagogical efforts. To investigate the subjective effect of this hidden curriculum, we recommend making use of the quite unattended hermeneutic adolescence research. For that purpose, the concept of the moratorium is extended by its sociopsychological dimension. Narcissism and Triangulation as developmental psychological concepts proved particularly helpful in this case. Contradictory normative requirements in adolescence socialization attack the already labile narcissistic balance as well as the triangulation of youths.

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Olaisen, Rho Henry, Susan Flocke, and Thomas Love. "Learning to swim: role of gender, age and practice in Latino children, ages 3–14." Injury Prevention 24, no. 2 (April 26, 2017): 129–34. http://dx.doi.org/10.1136/injuryprev-2016-042171.

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ObjectiveWe evaluate the effectiveness of a swim skill acquisition intervention among Latino youths, ages 3–14, a minority population at increased risk of drowning.MethodsParents were recruited through community institutions to have their children participate in group swim lessons. Each child's swim ability was assessed at baseline, and they were then exposed to swim lessons over an 8-week period, taught by trained professionals. The swim skill curriculum focused on water safety, flotation and endurance, at five levels of increasing skill acquisition. Final swim ability was assessed on the last day of the child's participation. Programme effectiveness was measured using direct pre–post comparisons with and without adjustment for key moderators (age and gender) and a mediator (number of practices). We also present a bias-adjusted estimate comparing low with high practice volume relying on a propensity score analysis.ResultsAmong the 149 participating children, average acquisition was 12.3 swim skills (95% CI 10.7 to 14.1). Skill acquisition varied by age category (3–5, 6–9 and 10–14 years) and by gender. We found a strong practice intensity effect, with skill acquisition accelerated for those participating in 10 or more swimming lessons. The propensity-adjusted estimate of the impact of 10 or more compared with 9 or fewer lessons was 8.2 skills (95% CI 4.8 to 11.8).ConclusionsAn 8-week swim intervention is effective at building skills in a community-based sample of Latino children, ages 3–14 years. The number of swimming lessons was a far stronger correlate of skill acquisition than were age or gender.

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Endrika, Sujarwo, and Said Suhil Achmad. "Relationship between Socio-Economic Status, Interpersonal Communication, and School Climate with Parental Involvement in Early Childhood Education." JPUD - Jurnal Pendidikan Usia Dini 14, no. 2 (November 30, 2020): 361–78. http://dx.doi.org/10.21009/jpud.142.14.

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Parental Involvement in their children's schooling has long been recognized as a critical component of good education. This study aims to find out the relationship between socioeconomic status, interpersonal communication, and school climate with parental involvement in early childhood education. Using survey and correlational research design, data collection was carried out through accumulation techniques with tests and questionnaires. The data analysis technique used statistical analysis and multiple regressions. The findings in the socio-economic context of parents show that the measure of power is an indicator in the very high category with a total score of 5, while the measures of wealth, honour and knowledge are included in the high category with a total score of 4 in relation to parental involvement. The form of interpersonal communication, the openness of parents in responding happily to information / news received from schools about children is a finding of a significant relationship with parental involvement in early childhood education. The school climate describes the responsibility for their respective duties and roles, work support provided, and interpersonal communication relationships, parents at home and teachers at school. Keywords: Socio-economic Status, Interpersonal Communication, Climate School, Parental Involvement, Early Childhood Education References Amato, P. R. (2005). The Impact of Family Formation Change on the Cognitive, Social, and Emotional Well-Being of the Next Generation. The Future of Children, 15(2), 75–96. https://doi.org/10.1353/foc.2005.0012 Arnold, D. H., Zeljo, A., Doctoroff, G. L., & Ortiz, C. (2008). Parent Involvement in Preschool: Predictors and the Relation of Involvement to Preliteracy Development. School Psychology Review, 37(1), 74–90. https://doi.org/10.1080/02796015.2008.12087910 Barbato, C. A., Graham, E. E., & Perse, E. M. (1997). Interpersonal communication motives and perceptions of humor among elders. Communication Research Reports, 14(1), 48–57. https://doi.org/10.1080/08824099709388644 Barbato, C. A., Graham, E. E., & Perse, E. M. (2003). Communicating in the Family: An Examination of the Relationship of Family Communication Climate and Interpersonal Communication Motives. Journal of Family Communication, 3(3), 123–148. https://doi.org/10.1207/S15327698JFC0303_01 Barnard, W. M. (2004). Parent involvement in elementary school and educational attainment. Children and Youth Services Review, 26(1), 39–62. https://doi.org/10.1016/j.childyouth.2003.11.002 Benner, A. D., Boyle, A. E., & Sadler, S. (2016). Parental Involvement and Adolescents’ Educational Success: The Roles of Prior Achievement and Socioeconomic Status. Journal of Youth and Adolescence, 45(6), 1053–1064. https://doi.org/10.1007/s10964-016-0431-4 Berkowitz, R., Astor, R. A., Pineda, D., DePedro, K. T., Weiss, E. L., & Benbenishty, R. (2021). Parental Involvement and Perceptions of School Climate in California. Urban Education, 56(3), 393–423. https://doi.org/10.1177/0042085916685764 Berkowitz, R., Moore, H., Astor, R. A., & Benbenishty, R. (2017). A Research Synthesis of the Associations Between Socioeconomic Background, Inequality, School Climate, and Academic Achievement. Review of Educational Research, 87(2), 425–469. https://doi.org/10.3102/0034654316669821 Brand, S., Felner, R. D., Seitsinger, A., Burns, A., & Bolton, N. (2008). A large-scale study of the assessment of the social environment of middle and secondary schools: The validity and utility of teachers’ ratings of school climate, cultural pluralism, and safety problems for understanding school effects and school improvement. Journal of School Psychology, 46(5), 507–535. https://doi.org/10.1016/j.jsp.2007.12.001 Brand, S., Felner, R., Shim, M., Seitsinger, A., & Dumas, T. (2003). Middle school improvement and reform: Development and validation of a school-level assessment of climate, cultural pluralism, and school safety. Journal of Educational Psychology, 95(3), 570–588. https://doi.org/10.1037/0022-0663.95.3.570 Culp, A. M., Hubbs-Tait, L., Culp, R. E., & Starost, H.-J. (2000). Maternal Parenting Characteristics and School Involvement: Predictors of Kindergarten Cognitive Competence Among Head Start Children. Journal of Research in Childhood Education, 15(1), 5–17. https://doi.org/10.1080/02568540009594772 Dearing, E., McCartney, K., Weiss, H. B., Kreider, H., & Simpkins, S. (2004). The promotive effects of family educational involvement for low-income children’s literacy. Journal of School Psychology, 42(6), 445–460. https://doi.org/10.1016/j.jsp.2004.07.002 Desforges, C., Abouchaar, A., Great Britain, & Department for Education and Skills. (2003). The impact of parental involvement, parental support and family education on pupil achievements and adjustment: A literature review. DfES. El Nokali, N. E., Bachman, H. J., & Votruba-Drzal, E. (2010). Parent Involvement and Children’s Academic and Social Development in Elementary School: Parent Involvement, Achievement, and Social Development. Child Development, 81(3), 988–1005. https://doi.org/10.1111/j.1467-8624.2010.01447.x Englund, M. M., Luckner, A. E., Whaley, G. J. L., & Egeland, B. (2004). Children’s Achievement in Early Elementary School: Longitudinal Effects of Parental Involvement, Expectations, and Quality of Assistance. Journal of Educational Psychology, 96(4), 723–730. https://doi.org/10.1037/0022-0663.96.4.723 Epstein, J. L. (Ed.). (2002). School, family, and community partnerships: Your handbook for action (2nd ed). Corwin Press. Fan, X. (2001). Parental Involvement and Students’ Academic Achievement: A Growth Modeling Analysis. The Journal of Experimental Education, 70(1), 27–61. https://doi.org/10.1080/00220970109599497 Fan, X., & Chen, M. (2001). Parental Involvement and Students’ Academic Achievement: A Meta-Analysis. Educational Psychology Review, 23. Georgiou, S. N., & Tourva, A. (2007). Parental attributions and parental involvement. 10. Gorski, P. (2008). The Myth of the Culture of Poverty. Educational Leadership, 65(7), 32–36. Hamre, B. K., & Pianta, R. C. (2005). Can Instructional and Emotional Support in the First-Grade Classroom Make a Difference for Children at Risk of School Failure? Child Development, 76(5), 949–967. https://doi.org/10.1111/j.1467-8624.2005.00889.x Hill, N. E., & Taylor, L. C. (2004). Parental School Involvement and Children’s Academic Achievement: Pragmatics and Issues. Current Directions in Psychological Science, 13(4), 161–164. https://doi.org/10.1111/j.0963-7214.2004.00298.x Hong, S., & Ho, H.-Z. (2005). Direct and Indirect Longitudinal Effects of Parental Involvement on Student Achievement: Second-Order Latent Growth Modeling Across Ethnic Groups. 11. Hornby, G., & Lafaele, R. (2011). Barriers to parental involvement in education: An explanatory model. Educational Review, 63(1), 37–52. https://doi.org/10.1080/00131911.2010.488049 Hoy, W. K., Tarter, C. J., & Hoy, A. W. (2006). Academic Optimism of Schools: A Force for Student Achievement. American Educational Research Journal, 43(3), 425–446. https://doi.org/10.3102/00028312043003425 Jeynes, W.H. (2014). Parent involvement for urban youth and student of color. In Handbook of urban education (In H. R. Milner&K. Lomotey (Eds.)). NY: Routledge. Jeynes, William H. (2005). Effects of Parental Involvement and Family Structure on the Academic Achievement of Adolescents. Marriage & Family Review, 37(3), 99–116. https://doi.org/10.1300/J002v37n03_06 Jeynes, William H. (2007). The Relationship Between Parental Involvement and Urban Secondary School Student Academic Achievement: A Meta-Analysis. Urban Education, 42(1), 82–110. https://doi.org/10.1177/0042085906293818 Kaplan, D. S., Liu, X., & Kaplan, H. B. (2010). Influence of Parents’ Self-Feelings and Expectations on Children’s Academic Performance. 12. Kuperminc, G. P., Leadbeater, B. J., & Blatt, S. J. (2001). School Social Climate and Individual Differences in Vulnerability to Psychopathology among Middle School Students. Journal of School Psychology, 39(2), 141–159. https://doi.org/10.1016/S0022-4405(01)00059-0 Kutsyuruba, B., Klinger, D. A., & Hussain, A. (2015). Relationships among school climate, school safety, and student achievement and well-being: A review of the literature. Review of Education, 3(2), 103–135. https://doi.org/10.1002/rev3.3043 Long, H., & Pang, W. (2016). Family socioeconomic status, parental expectations, and adolescents’ academic achievements: A case of China. Educational Research and Evaluation, 22(5–6), 283–304. https://doi.org/10.1080/13803611.2016.1237369 Loukas, A. (2007). High-quality school climate is advantageous for all students and may be particularly beneficial for at-risk students. 3. Mattingly, D. J., Prislin, R., McKenzie, T. L., Rodriguez, J. L., & Kayzar, B. (2002). Evaluating Evaluations: The Case of Parent Involvement Programs. Review of Educational Research, 72(4), 549–576. https://doi.org/10.3102/00346543072004549 McWayne, C., Hampton, V., Fantuzzo, J., Cohen, H. L., & Sekino, Y. (2004). A multivariate examination of parent involvement and the social and academic competencies of urban kindergarten children. Psychology in the Schools, 41(3), 363–377. https://doi.org/10.1002/pits.10163 Miedel, W. T., & Reynolds, A. J. (1999). Parent Involvement in Early Intervention for Disadvantaged Children: Does It Matter? Journal of School Psychology, 24. N.A., A., S.A., H., A.R., A., L.N., C., & N, O. (2017). Parental Involvement in Learning Environment, Social Interaction, Communication, and Support Towards Children Excellence at School. Journal of Sustainable Development Education and Research, 1(1), 77. https://doi.org/10.17509/jsder.v1i1.6247 Poon, K. (2020). The impact of socioeconomic status on parental factors in promoting academic achievement in Chinese children. International Journal of Educational Development, 75, 102175. https://doi.org/10.1016/j.ijedudev.2020.102175 Porumbu, D., & Necşoi, D. V. (2013). Relationship between Parental Involvement/Attitude and Children’s School Achievements. Procedia - Social and Behavioral Sciences, 76, 706–710. https://doi.org/10.1016/j.sbspro.2013.04.191 Potvin, R. D. P., & Leclerc, D. (1999). Family Characteristics as Predictors of School Achievement: Parental Involvement as a Mediator. MCGILLJOURNAL OF EDUCATION, 34(2), 19. Reynolds, A. J. (1991). Early Schooling of Children at Risk. 31. Reynolds, A. J. (1992). Comparing measures of parental involvement and their effects on academic achievement. Early Childhood Research Quarterly, 7(3), 441–462. https://doi.org/10.1016/0885-2006(92)90031-S Reynolds, A. J., Ou, S.-R., & Topitzes, J. W. (2004). Paths of Effects of Early Childhood Intervention on Educational Attainment and Delinquency: A Confirmatory Analysis of the Chicago Child-Parent Centers. Child Development,75(5), 1299–1328. https://doi.org/10.1111/j.1467-8624.2004.00742.x Reynolds, A. J., Temple, J. A., Ou, S.-R., Arteaga, I. A., & White, B. A. B. (2011). School-Based Early Childhood Education and Age-28 Well-Being: Effects by Timing, Dosage, and Subgroups. 333, 6. Shute, V. J., Hansen, E. G., Underwood, J. S., & Razzouk, R. (2011). A Review of the Relationship between Parental Involvement and Secondary School Students’ Academic Achievement. Education Research International, 2011, 1–10. https://doi.org/10.1155/2011/915326 Simons-Morton, B. G., & Crump, A. D. (2003). Association of Parental Involvement and Social Competence with School Adjustment and Engagement Among Sixth Graders. 6. Steinberg, L., Lamborn, S. D., Dornbusch, S. M., & Darling, N. (1992). Impact of Parenting Practices on Adolescent Achievement: Authoritative Parenting, School Involvement, and Encouragement to Succeed. Child Development, 63(5), 1266. https://doi.org/10.2307/1131532 Sun, S., Hullman, G., & Wang, Y. (2011). Communicating in the multichannel age: Interpersonal communication motivation, interaction involvement and channel affinity. 9. Sy, S., & Schulenberg, J. (2005). Parent beliefs and children’s achievement trajectories during the transition to school in Asian American and European American families. International Journal of Behavioral Development, 29(6), 505–515. https://doi.org/10.1080/01650250500147329 Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A. (2013). A Review of School Climate Research. 29. Turney, K., & Kao, G. (2009). Barriers to School Involvement: Are Immigrant Parents Disadvantaged? The Journal of Educational Research, 102(4), 257–271. https://doi.org/10.3200/JOER.102.4.257-271 Wong, S. W., & Hughes, J. N. (2006). Ethnicity and Language Contributions to Dimensions of Parent Involvement. School Psychology Review, 35(4), 645–662. https://doi.org/10.1080/02796015.2006.12087968

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McGinley, Meredith, Alexandra N. Davis, Gustavo Carlo, Seth J. Schwartz, Elma I. Lorenzo-Blanco, Jennifer B. Unger, José Szapocznik, et al. "A Parallel Process Model of Integration and Multidimensional Prosocial Behaviors in Recent Immigrant U.S. Latinx Adolescents." Psychological Reports, June 2, 2020, 003329412092826. http://dx.doi.org/10.1177/0033294120928268.

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With a growing population of Latinx youth immigrating to the United States, it is important to understand how Latinx youth adapt to mainstream U.S. culture. Given that the majority of research examining social development among recent immigrant adolescents has focused on negative adjustment outcomes, research examining positive social behaviors is needed to avoid deficit approaches to their development, gain a holistic understanding of youth development, and improve interventions with this population.This study examined the associations among trajectories in cultural integration and multiple prosocial behaviors among recent immigrant U.S. Latinx adolescents in Miami, Florida and Los Angeles, California. Adolescents ( N = 302; 53.3% males; M age = 14.51 years) completed measures of integration and prosocial behaviors across six time points. Latent growth curve models indicated that integration significantly increased, though this growth tapered off over time. The growth in prosocial behaviors depended on the specific form of helping assessed. While the growth in altruistic and compliant prosocial behaviors was stagnant, there was an increase in anonymous prosocial behaviors and a decrease in public and dire prosocial behaviors. Emotional behaviors did not linearly change, though slightly tapered off by the final time points. Parallel process latent growth curve model results indicated positive correlations between the slopes of cultural integration and most forms of prosocial behaviors. These findings highlight the positive role of cultural integration as an acculturative process for U.S. Latinx youth and the multidimensionality of prosocial behaviors.

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Trang, Duyen T., and Tuppett M. Yates. "The Development of Maternal Psychological Control in Early Adolescence: Maternal, Youth, and Neighborhood Antecedents." Journal of Youth and Adolescence, June 16, 2022. http://dx.doi.org/10.1007/s10964-022-01642-0.

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AbstractDespite abundant research documenting negative associations between parental psychological control and youth adjustment, little is known about precursors of parental psychological control. The current study evaluated maternal, youth, and neighborhood predictors of changes in maternal psychological control across the transition to adolescence. Mother-youth dyads (N = 211, 50.2% female children; 46.4% Latinx, 17.5% Black, 11.4% white, and 24.7% multiracial) reported on maternal psychological control at youth ages 10 and 12. Controlling for youth ethnicity and race, family income-to-needs, and prior levels of maternal psychological control at age 10, structural equation models showed that maternal problems (i.e., anxiety, alcohol dependence, caregiving helplessness) predicted increases and youth externalizing problems (e.g., attention problems, rule-breaking) predicted decreases in maternal reports of psychological control. Neighborhood risks (i.e., poverty, crime, single-parent households) predicted increases in youth reports of maternal psychological control. Exploratory analyses by gender indicated that neighborhood risks predicted decreases in maternal reports of psychological control for girls, but increases in maternal reports of psychological control for boys. This study identified specific antecedents of maternal psychological control that can be targeted in future intervention efforts to reduce negative parenting to promote positive youth development.

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Miller, Michelle, and Annamaria Csizmadia. "Applying the family stress model to parental acculturative stress and Latinx youth adjustment: A review of the literature." Journal of Family Theory & Review, March 10, 2022. http://dx.doi.org/10.1111/jftr.12448.

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Perez-Brena, Norma J., Kristin M. Anders, Michelle L. Toews, and Jeneé C. Duncan. "Adolescent Parents’ Intersecting Identities and Experiences: A Qualitative Examination of Adolescents’, Grandparents’, and School Staff’s Perspectives." Journal of Child and Family Studies, August 10, 2022. http://dx.doi.org/10.1007/s10826-022-02373-3.

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AbstractThis study aimed to identify the multiple and intersecting identities adolescent parents manage, and the social supports and constraints that inform their adjustment. Adolescents (n = 13; 70% cisgender women; 100% Latinx; Mage = 19.37, SD = 0.92) who became parents between the ages of 14–18, their parents (n = 17; 82% cisgender women; 94% Latinx), and school staff (n = 7; 100% cisgender women; 71% White) provided triangulating information on adolescent parents’ experiences. Using focus group methodology and Qual-to-Qual coding techniques, we found that adolescents inhabit intersecting social identities based on their parenting status, adolescence/youth, student role, child/family role, and gender. These intersecting social identities informed the social and developmental contexts that adolescents navigated, which were experienced as promotive or inhibiting environments. Adolescents described the demands to be engaged in multigenerational familial contexts (e.g., large coparenting teams, power differentials between adolescents and their parents), their exposure to stereotypes, assumptions, and discrimination based on their intersecting identities, and the high social demands/resources imposed on them by family and school supports. These experiences led to contextualized outcomes, such as an increase in growth and maturity. The participants often described their experiences as both stressors and sources of support; therefore, we discuss the duality of these experiences and the implications for future interventions.

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Smith, Michele R., Krystal H. Parrish, Lisa Shimomaeda, Maureen Zalewski, Maya L. Rosen, Alexandra Rodman, Steven Kasparek, et al. "Early-childhood temperament moderates the prospective associations of coping with adolescent internalizing and externalizing symptoms." Frontiers in Psychology 13 (November 10, 2022). http://dx.doi.org/10.3389/fpsyg.2022.1011095.

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While appraisal and coping are known to impact adolescent psychopathology, more vulnerable or resilient responses to stress may depend on individual temperament. This study examined early life temperament as a moderator of the prospective relations of pre-adolescent appraisal and coping with adolescent psychopathology. The sample included 226 (62% female, 14–15 years) adolescents with assessments starting at 3 years of age. Adolescents were predominately White (12% Black 9% Asian, 11% Latinx, 4% Multiracial, and 65% White). Observed early-childhood temperament (fear, frustration, executive control, and delay ability) were tested as moderators of pre-adolescent coping (active and avoidant) and appraisal (threat, positive) on internalizing and externalizing symptoms during the pandemic. Interaction effects were tested using regression in R. Sex and family context of stress were covariates. Early-childhood temperament was correlated with pre-adolescent symptoms, however, pre-adolescent appraisal and coping but not temperament predicted adolescent psychopathology. Frustration moderated the relations of active and avoidant coping and positive appraisal to symptoms such that coping and appraisal related to lower symptoms only for those low in frustration. Executive control moderated the associations of avoidant coping with symptoms such that avoidance reduced the likelihood of symptoms for youth low in executive control. Findings underscore the role of emotionality and self-regulation in youth adjustment, with the impact of coping differing with temperament. These findings suggest that equipping youth with a flexible assortment of coping skills may serve to reduce negative mental health outcomes.

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Parrinello, Christina M., Mercedes R. Carnethon, Linda C. Gallo, Robert C. Kaplan, and Carmen R. Isasi. "Abstract P026: Associations of Biomarkers of Endothelial Dysfunction with Hyperglycemia and Insulin Resistance in Hispanic/Latino Youths: Results From the Hispanic Community Children’s Health Study/Study of Latino Youth (SOL Youth)." Circulation 133, suppl_1 (March 2016). http://dx.doi.org/10.1161/circ.133.suppl_1.p026.

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Background: Endothelial dysfunction may contribute to the long-term development of diabetes and cardiovascular disease (CVD). However, little is known about the correlates of biomarkers of endothelial dysfunction in youths, which is significant because early markers of endothelial damage might signal high future CVD risk and could be reversible. Methods: We included 1,318 participants from the Hispanic Community Children’s Health Study/Study of Latino Youth (SOL Youth) (2012-14) aged 8-16 years with complete data who were fasting ≥8 hours. We calculated unadjusted Pearson correlations for e-selectin and PAI-1, biomarkers of endothelial dysfunction, with sociodemographic and clinical variables. We conducted multivariable logistic regression and used predictive margins to obtain prevalence ratios (PRs) and 95% CIs for the association of quartiles of e-selectin and PAI-1, separately and in combination with one another, with fasting glucose≥100 mg/dL, HbA1c≥5.7%, and HOMA-IR≥2.6. Results: Higher levels of e-selectin and PAI-1 were associated with higher body mass index, systolic blood pressure, and dyslipidemia (P<0.05 for all). After adjustment for sociodemographic and clinical variables, higher levels of PAI-1 were associated with elevated fasting glucose and HOMA-IR, and higher levels of e-selectin were associated with elevated HOMA-IR ( Figure ). Associations were relatively unchanged when including both e-selectin and PAI-1 in the same model. Adjusted PR and 95% CI for Q4 of e-selectin with HOMA-IR was 1.36 (1.13, 1.60); and for Q4 of PAI-1 with fasting glucose and HOMA-IR were 2.50 (1.16, 3.85) and 1.59 (1.26, 1.91), respectively. Conclusions: Biomarkers of endothelial dysfunction were independently associated with insulin resistance in Hispanic/Latino youths. Since the endothelium may help regulate insulin secretion, these biomarkers may be useful in risk stratification and prediction of diabetes and CVD in this population.

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Wiesner, Margit, Consuelo Arbona, Deborah M. Capaldi, Hyoun K. Kim, and Charles D. Kaplan. "Mother-Youth Acculturation Gaps and Health-Risking/Emotional Problems among Latin-American Adolescents." Spanish Journal of Psychology 18 (2015). http://dx.doi.org/10.1017/sjp.2015.52.

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AbstractSecond-generation Latin-American adolescents tend to show higher levels of various health-risking behaviors and emotional problems than first-generation Latin-American adolescents. This cross-sectional study of 40 mother-adolescent dyads examined the association of mother-youth acculturation gaps to youth adjustment problems. Intergenerational acculturation gaps were assessed as a bidimensional self-report component and a novel observational measurement component. The Latin-American adolescents were predominantly second-generation of Mexican descent (Mage = 13.42 years, SD = 0.55). Most of the mothers were born in Mexico (Mage = 39.18 years, SD = 5.17). Data were collected from mothers, adolescents, and coders, using questionnaires, structured interviews, and videotaped mother-youth interaction tasks. Findings revealed generally weak support for the acculturation gap-distress hypothesis. In addition, stronger relative adherence to their heritage culture by the adolescents was significantly (p < .05, ES = 0.15) related to less engagement in early health-risking sexual behaviors, possibly reflecting selective acculturation processes. Mother-youth acculturation gaps in orientation to the heritage culture were the most salient dimension, changing the focus on the original formulation of the acculturation gap-distress hypothesis.

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LeCroy, Madison N., Garrett M. Strizich, Linda C. Gallo, Krista M. Perreira, Guadalupe X. Ayala, Mercedes R. Carnethon, Alan M. Delamater, et al. "Abstract MP03: The Association of the Parent-Child Acculturation Gap With Obesity and Cardiometabolic Risk in Hispanic/Latino Youth: Results From the Hispanic Community Children's Health Study/Study of Latino Youth (SOL Youth)." Circulation 141, Suppl_1 (March 3, 2020). http://dx.doi.org/10.1161/circ.141.suppl_1.mp03.

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Introduction: Hispanic/Latino youth are disproportionately burdened by obesity and have a high prevalence of pre-diabetes and dyslipidemia. Acculturation may help explain this elevated cardiometabolic risk. Within immigrant families, parents and children acculturate at different rates. A difference in the degree of acculturation, known as the “acculturation gap”, between parents and their children has been associated with behaviors that may increase cardiometabolic risk in youth. However, no previous studies have investigated the association between the parent-child acculturation gap and cardiometabolic health. Hypothesis: We tested whether greater gaps in parent-child acculturation were associated with worse cardiometabolic health in Hispanic/Latino youth. Methods: Hispanic/Latino youth ( n =1466, 8-16-year-olds) and parents from the Hispanic Community Children’s Health Study/Study of Latino Youth (SOL Youth) were examined. Mean scores on the Brief Acculturation Rating Scale for Mexican Americans-II (ARSMA-II) Anglo and Latino Orientation Scales (AOS and LOS, respectively) were used to represent parent and youth acculturation. The Brief ARSMA-II primarily assesses language use patterns on a 5-point Likert-type scale, with higher scores on the AOS indicating a preference for English and higher scores on the LOS indicating a preference for Spanish. Cardiometabolic markers included youth body mass index (BMI) percentile, blood pressure percentiles, fasting glucose, HOMA-IR, HbA1c, cholesterol, triglycerides, and hsCRP. Missing data were addressed using multiple imputation. Survey-weighted multivariable linear regression examined associations of youth, parent, and youth x parent (the acculturation gap) scores for the AOS and LOS scales separately with each cardiometabolic marker. Results: On average, compared to their parents, youth reported a greater preference for English and a lower preference for Spanish (AOS=4.2 vs. 2.7; LOS=3.1 vs. 4.2, respectively). Greater discordance (i.e., an acculturation gap) in parent and youth AOS scores was associated with elevated BMI percentile only (p-for-interaction≤0.001). The LOS acculturation gap was not associated with any cardiometabolic measures. Adjustment for acculturative stress, family functioning and closeness, parenting style, and youth’s diet and physical activity did not alter the findings. Removal of non-significant acculturation gaps indicated an inverse association between parent AOS score and youth SBP percentile (β=-2.47, 95% CI: -4.73, -0.21) and between parent LOS score and youth total cholesterol (β=-2.87, 95% CI: -5.52, -0.21). Conclusions: Discrepancies in English language use in parent-child dyads may relate to increased obesity risk in Hispanic/Latino youth. Future studies are needed to identify mediators of this association, such as general stress and English language fluency.

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Parrinello, Christina M., Bryan J. Rudolph, Mariana Lazo, Linda C. Gallo, Bharat Thyagarajan, Scott J. Cotler, Qibin Qi, et al. "Abstract P027: Liver Enzymes and Insulin Resistance and Glycemia in Hispanic/Latino Youth: Results From the Hispanic Community Children’s Health Study/Study of Latino Youth (SOL Youth)." Circulation 133, suppl_1 (March 2016). http://dx.doi.org/10.1161/circ.133.suppl_1.p027.

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Background: Associations of insulin resistance and glycemia with liver enzymes have not been well studied in a young, heterogeneous Hispanic/Latino population. We aimed to assess these associations, and to examine the role of endothelial dysfunction as a potential mediator. Methods: We examined 1,275 participants aged 8-16 years from the Hispanic Community Children’s Health Study/Study of Latino Youth (SOL Youth) (2012-14). We examined the distribution of liver enzymes (alanine transaminase [ALT], aspartate transaminase [AST], and gamma-glutamyl transpeptidase [GGT]), the pediatric nonalcoholic fatty liver disease (NAFLD) fibrosis index (PNFI), glycemic markers (fasting glucose and hemoglobin A1c [HbA1c]), and insulin resistance (HOMA-IR) by age, sex, and body mass index (BMI). We assessed the adjusted cross-sectional associations of insulin resistance and hyperglycemia (as continuous variables) with elevated liver enzymes and PNFI (as binary variables) using Poisson regression to obtain prevalence ratios (PRs). Results: Boys were more likely than girls to have elevated liver enzyme levels (15 vs 10%, 5 vs 2%, 26 vs 16%, and 12 vs 11% had elevated ALT, AST, GGT, and PNFI, respectively) and hyperglycemia (15 vs 6% and 9 vs 8% had elevated glucose and HbA1c), but less likely to be insulin resistant (47 vs 59%). Obese children (BMI≥95 th percentile) were more likely to have higher liver enzyme levels, hyperglycemia, and insulin resistance than non-obese children. Only HOMA-IR was associated with elevated liver enzymes and PNFI in multivariable models ( Figure ). After additional adjustment for PAI-1, and e-selectin (markers of endothelial dysfunction), only the associations of HOMA-IR with GGT and PNFI remained statistically significant (PRs and 95% CIs: 1.43 [1.03, 1.98] and 1.85 [1.33, 2.56], respectively). Conclusions: Among a large sample of Hispanic/Latino youths, insulin resistance was associated with NAFLD. It is possible that these associations are partially mediated by endothelial dysfunction.

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Lambert, Sharon F., Rachel M. Tache, Sabrina R. Liu, Karen Nylund-Gibson, and Nicholas S. Ialongo. "Individual Differences in Patterns of Community Violence Exposure and Internalizing and Externalizing Behaviors." Journal of Interpersonal Violence, August 12, 2019, 088626051986714. http://dx.doi.org/10.1177/0886260519867148.

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Youth community violence has been linked with depressive and anxious symptoms, and aggressive behavior; however, little research has examined different combinations of emotional and behavioral adjustment among community-violence-exposed youth, or individual characteristics that may account for different patterns of emotional and behavioral adjustment in community-violence-exposed youth. This research used person-centered methods to examine how gender, temperament characteristics, and prior exposure to community violence were linked with classes of community violence exposure and internalizing and externalizing adjustment among a sample of urban African American youth. Participants were 464 African American adolescents (46.7% female; mean age = 14.83, SD = .43) who reported their community violence exposure in Grade 9 and for whom reports of depressive and anxious symptoms, and aggressive behavior were available. Latent class analysis identified four classes of adolescents distinguished by their exposure to community violence exposure and internalizing and externalizing behavior. The two classes with high community violence exposure were characterized by internalizing symptoms or aggressive behavior; the two classes with low community violence exposure had low internalizing symptoms with moderate aggression or had all moderate symptoms. These community violence adjustment classes were distinguished by gender, history of community violence exposure, behavioral inhibition, and fight–flight–freeze systems. Findings highlight heterogeneity in internalizing and externalizing responses of community-violence-exposed youth and suggest factors that explain community violence exposure, repeat exposure, and responses to community violence exposure.

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Safa, M. Dalal, Michaela S. Gusman, and Leah D. Doane. "Bicultural competence and academic adjustment across Latino youth adaptation from high school to college." Child Development, June 20, 2022. http://dx.doi.org/10.1111/cdev.13810.

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Siller, Laura, Katie M. Edwards, and Victoria Banyard. "Violence Typologies Among Youth: A Latent Class Analysis of Middle and High School Youth." Journal of Interpersonal Violence, May 21, 2020, 088626052092236. http://dx.doi.org/10.1177/0886260520922362.

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Research documents high rates of interpersonal violence (e.g., bullying, dating violence, sexual assault) among middle and high school youth, during which time dating and sexual relationships are emerging. Most research to date focuses on one type of violence at a time or examines the co-occurrence of violence within an age group. This study examined interpersonal violence victimization and perpetration (IVVP) within the context of middle and high school with data from 738 middle school students and 1,311 high school students. Results show distinct classes, or groups, of IVVP among middle and high school students. Three classes emerged for the middle school sample and included a normative class (66.8%; n = 493), a victim of bullying class (28.1%; n = 207), and a mixed/poly-victim class (5.2%; n = 38). Five classes emerged for the high school sample and included a normative class (66.7%; n = 975), a victim of bullying class (18.1%; n = 237), a homophobic bully–victim class (11.0%; n = 144), a poly-victim class (3.1%; n = 40), and a sexual assault perpetrator class (1.1%; n = 15). Demographic and adjustment indicators differentiated many of the classes in each age group. The findings illustrate that there are distinct differences between middle and high school student’s exposure to and perpetration of violence. Middle school students may be best served by programs that address victimization experiences while high school may be a developmental moment to introduce sexual assault prevention programs.

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Lan, Xiaoyu. "Perceived parenting styles, cognitive flexibility, and prosocial behavior in Chinese Youth with an immigrant background: A three-group comparison." Current Psychology, May 14, 2022. http://dx.doi.org/10.1007/s12144-022-03140-9.

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Abstract Previous research has revealed cross-cultural differences in parenting styles and in how these may relate to adolescents’ prosocial behavior. Nevertheless, little is known about the role of cognitive flexibility – a key component of executive function –and the immigration context in these associations. Using a person-centered approach, the current study aimed to (1) explore perceived parenting profiles among Chinese immigrant-origin youth in Italy in comparison to their nonimmigrant ethnic majority peers in the country of origin (China) and in the country of destination (Italy), and (2) examine the moderating role of cognitive flexibility in the expected parenting-prosocial behavior link in the three cultural groups. Participants (N = 444; M (Age) = 11.88 years; SD = 1.08; 50.7% girls; 27.4% Chinese immigrant-origin, 35.4% Chinese ethnic majority; 37.2% Italian ethnic majority) completed a parenting questionnaire and a computerized cognitive flexibility task, while teachers rated their prosocial behavior. Latent profile analysis revealed three perceived parenting styles: “harsh” (15.8%), “supportive” (40.5%), and “strict-affectionate” (43.7%). Chinese immigrant-origin, Italian ethnic majority, and Chinese ethnic majority youths were overrepresented in each of these profiles, respectively. In regression analyses, the association between parenting profiles and prosocial behavior varied as a function of adolescents’ cognitive flexibility and cultural group. Specifically, cognitive flexibility strengthened the supportive parenting-prosocial behavior link for Chinese immigrant-origin youth, and buffered against the detrimental effect of harsh parenting on prosocial behavior for their Italian ethnic majority peers. Findings emphasize the influence of cultural and immigration-related factors on adolescents’ perceived parenting styles, and provide further evidence for the beneficial role of cognitive flexibility in the positive adjustment of youth with and without an immigrant background.

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Olivier, Elizabeth, Véronique Dupéré, Isabelle Archambault, Marilou Meilleur, Éliane Thouin, and Anne-Sophie Denault. "Musical extracurricular activities and adjustment among children from immigrant families: A 2-year quasi-experimental study." Frontiers in Education 7 (August 5, 2022). http://dx.doi.org/10.3389/feduc.2022.937983.

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This quasi-experimental study examines the impact on emotional/behavioral functioning (hyperactivity-inattention and internalizing symptoms) and school experiences (school engagement, positive experience in school) of La classe enchantée, a high-quality, non-selective extracurricular music program. Based on the program’s objectives and on the positive youth development model, it was anticipated that elementary school students participating in La classe enchantée would evolve more favorably in terms of these outcomes over the 2-year duration of the program spanning Grades 4 and 5, compared to non-participating schoolmates. The sample includes 72 children (25% in the intervention group, 47% girls, 93% first/second generation immigrants) from one low-income school, followed over 2 years starting in grade four (Mage = 9.30, SD = 0.49). Latent Growth Curve models show that, compared to classmates not in the program, children in La classe enchantée progressed more favorably over time on self-reported measures of internalizing symptoms and positive experiences in school. For teacher-rated hyperactivity-inattention and school engagement, the slopes indicated stability over time in both groups, although hyperactivity-inattention tended to improve among those with relatively high initial levels in the intervention group. These results suggest that engagement in quality musical extracurricular activities might boost emotional and school well-being and potentially reduce hyperactivity-inattention among a specific subgroup of children from immigrant families.

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Chi, Xinli, Liuyue Huang, Junjie Zhang, Enna Wang, and Yizhen Ren. "Latent profiles of multi-dimensionality of self-compassion predict youth psychological adjustment outcomes during the COVID-19: A longitudinal mixture regression analysis." Current Psychology, July 11, 2022. http://dx.doi.org/10.1007/s12144-022-03378-3.

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Journal articles on the topic 'Latinx youth adjustment'

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