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From Childhood to Adulthood: A Mixed-Methods Exploration of Social Environments and Psychological Well-Being in Predominantly Black American Urban Communities 从童年到成年:以黑人为主的美国城市社区的社会环境和心理健康的混合方法探索。
IF 2 3区 心理学 Q2 PSYCHOLOGY, MULTIDISCIPLINARY Pub Date : 2025-12-09 DOI: 10.1002/jcop.70061
Avah Mousavi-Raad, Alina I. Palimaru, Madhumita Ghosh Dastidar, Andrea L. Rosso, Tamara Dubowitz, Tanisha G. Hill-Jarrett, Tiffany L. Gary-Webb, Sarah L. Pedersen, Wendy M. Troxel

Neighborhood environments may significantly impact psychological well-being, particularly in Black American communities where historical inequities and resilience factors intersect. This mixed-methods study investigates retrospective perceptions of childhood and current neighborhood social environments and their associations with loneliness and psychological distress in adulthood. Data were drawn from the Think PHRESH study, an ancillary project to the Pittsburgh Hill/Homewood Research on Neighborhood Change and Health (PHRESH). A mixed-methods design integrated survey data from 739 participants (77.5% female; mean age = 63.37) and qualitative interviews with 56 residents (60.7% female; mean age = 65.95). Measures assessed childhood and adulthood neighborhood social cohesion, collective child-rearing, current neighborhood safety, satisfaction, loneliness, and distress. A mixed-methods expansion approach was used, where qualitative themes informed quantitative model development. Thematic analysis was applied to qualitative data, and regression analyses examined associations between neighborhood factors and mental health. Participants reported significantly higher childhood social cohesion (M = 4.47, SD = 0.70) than adulthood (M = 3.22, SD = 0.69). Qualitative findings highlighted declines in community engagement and safety. Regression analyses showed greater current social cohesion (b = −0.61, SE = 0.25, p = 0.02), neighborhood safety (b = −0.48, SE = 0.21, p = 0.02), and satisfaction (b = −0.55, SE = 0.18, p = 0.002) were associated with lower distress, while higher satisfaction was linked to lower loneliness (b = −0.08, SE = 0.03, p = 0.002). Findings highlight the importance of policies that enhance neighborhood social environments, particularly in predominantly Black urban communities affected by structural inequities.

邻里环境可能会显著影响心理健康,特别是在历史不平等和弹性因素交叉的美国黑人社区。这项混合方法的研究调查了童年和当前社区社会环境的回顾性认知,以及它们与成年后孤独和心理困扰的关系。数据来自Think PHRESH研究,这是匹兹堡希尔/霍姆伍德社区变化与健康研究(PHRESH)的附属项目。混合方法设计综合了739名参与者(77.5%为女性,平均年龄为63.37岁)的调查数据和56名居民(60.7%为女性,平均年龄为65.95岁)的定性访谈。这些措施评估了童年和成年社区的社会凝聚力、集体育儿、当前社区安全、满意度、孤独和痛苦。使用混合方法扩展方法,其中定性主题通知定量模型开发。主题分析应用于定性数据,回归分析检查邻里因素与心理健康之间的关系。参与者报告儿童时期的社会凝聚力(M = 4.47, SD = 0.70)显著高于成年时期(M = 3.22, SD = 0.69)。定性调查结果强调了社区参与度和安全性的下降。回归分析显示,较高的社会凝聚力(b = -0.61, SE = 0.25, p = 0.02)、社区安全(b = -0.48, SE = 0.21, p = 0.02)和满意度(b = -0.55, SE = 0.18, p = 0.002)与较低的痛苦相关,而较高的满意度与较低的孤独感相关(b = -0.08, SE = 0.03, p = 0.002)。调查结果强调了改善邻里社会环境的政策的重要性,特别是在受结构性不平等影响的以黑人为主的城市社区。
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引用次数: 0
Community Strengthening in Urban Neighborhoods: Psychosocial Dynamics in Vulnerable Contexts 城市社区的社区强化:弱势背景下的社会心理动态。
IF 2 3区 心理学 Q2 PSYCHOLOGY, MULTIDISCIPLINARY Pub Date : 2025-12-09 DOI: 10.1002/jcop.70058
Alba Zambrano Constanzo, Vaite Trujillo, Mauricio García Ojeda, Francisca Román Mella

This study aimed to understand the local particularities and common aspects of community psychosocial dynamics in different neighborhoods of the city of Temuco. These neighborhoods share conditions of social vulnerability and established a collaborative agreement with the research team. A participatory evaluation was conducted using mixed methods and participatory data production methodologies. The study involved key informants, members of organizations, and residents from each neighborhood. Both an ongoing analysis of each neighborhood and an integrated analysis were performed to address the study's objectives. In all three neighborhoods, a strong link was identified among their psychosocial dynamics, historical origins, and organizational trajectories associated with ensuring subsistence and urban development. Currently, there is evidence of organizational capacity, a sense of community, and social capital, particularly among older residents, who play more active roles in local organizations and demonstrate greater involvement in community life. However, empowerment is concentrated in individuals holding leadership roles and remains limited within organizations. Although a sense of community prevails, there are no overarching objectives that unite residents in shared goals for the common good. The level of political engagement in organizational life and interactions with public policy is low. In one of the neighborhoods, some female leaders exhibit a broader sociopolitical understanding, fostering a critical stance toward clientelistic relationships with political actors. The participatory evaluation process has shown positive effects on the neighborhoods’ participatory dynamics, alongside other advancements in community strengthening.

本研究旨在了解特穆科市不同社区社区社会心理动态的地方特殊性和共性。这些社区共享社会脆弱性的条件,并与研究团队建立了合作协议。采用混合方法和参与式数据制作方法进行了参与性评价。这项研究涉及关键线人、组织成员和每个社区的居民。为了实现研究目标,对每个社区进行了持续分析和综合分析。在这三个社区中,他们的社会心理动态、历史起源以及与确保生存和城市发展相关的组织轨迹之间存在着密切的联系。目前,有证据表明,组织能力、社区意识和社会资本,特别是老年居民,在地方组织中发挥更积极的作用,并更多地参与社区生活。然而,授权集中在担任领导角色的个人身上,在组织内部仍然有限。虽然社区意识普遍存在,但没有总体目标将居民团结在共同利益的共同目标中。组织生活中的政治参与程度和与公共政策的互动程度都很低。在其中一个社区,一些女性领导人表现出更广泛的社会政治理解,对与政治参与者的裙带关系持批评态度。参与性评估过程对社区的参与性动态产生了积极影响,同时也在社区加强方面取得了其他进展。
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引用次数: 0
The Role of Perceived School Diversity Climate in the School Involvement of Ethnically and Racially Minoritized Parents in Germany and the United Kingdom 感知到的学校多样性气候在德国和英国少数民族和种族家长的学校参与中的作用。
IF 2 3区 心理学 Q2 PSYCHOLOGY, MULTIDISCIPLINARY Pub Date : 2025-12-07 DOI: 10.1002/jcop.70069
Alison E. F. Benbow, Gülseli Baysu, Priscilla Krachum Ott, Maja K. Schachner, Aileen Edele

This cross-sectional online survey considered how school diversity climate and parental involvement are related for ethnically or racially minoritized and majoritized parents of school-aged children (N = 1074) in the United Kingdom and Germany. Cross-group comparisons showed that parents in the United Kingdom reported more multicultural and assimilative, and less discriminatory school climates than parents in Germany. Across countries, minoritized parents reported less multiculturalism, more assimilationism, and more school discrimination than majoritized parents. As expected, multicultural school climate was positively related, and discriminatory school climate was negatively related to parental school involvement. Unexpectedly, assimilationism was positively related to school involvement for minoritized parents in Germany and not related to school involvement in the UK sample. Overall, our findings indicate that parental perceptions of school conditions matter for their school involvement. Consequently, schools may benefit from evaluating, refining, and communicating their diversity approaches to increase parental involvement, promote school adaptation, and reduce educational inequities.

这项横断面在线调查考虑了英国和德国的学龄儿童的少数族裔和多数族裔家长(N = 1074)的学校多样性气候和家长参与之间的关系。跨群体比较表明,与德国家长相比,英国家长报告的学校氛围更具多元文化和同化性,歧视更少。从各个国家来看,与大多数父母相比,少数族裔父母报告的多元文化主义更少,同化主义更多,学校歧视更多。多元文化学校氛围与家长学校参与呈正相关,歧视学校氛围与家长学校参与负相关。出乎意料的是,同化主义与德国少数族裔父母的学校参与呈正相关,而与英国样本中的学校参与无关。总的来说,我们的研究结果表明,父母对学校条件的看法对他们的学校参与很重要。因此,学校可以通过评估、改进和沟通他们的多样化方法来增加家长的参与,促进学校适应,减少教育不公平。
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引用次数: 0
“You got it on you”: How the Experience of Community is Influenced by Stigma “你自找的”:社区经历如何受到耻辱的影响。
IF 2 3区 心理学 Q2 PSYCHOLOGY, MULTIDISCIPLINARY Pub Date : 2025-12-04 DOI: 10.1002/jcop.70072
Kristen Gurdak, Rohini Pahwa, Helle Thorning

This study explores how stigma influences community experiences among individuals with serious mental illness (SMI), using the structural-function-experiential (SFE) model as a guiding framework. Qualitative semi-structured and social network interviews were conducted with 30 participants receiving assertive community treatment (ACT) services in New York state. Modified grounded theory approach guided the analysis. Four themes emerged: (1) “Maybe I'm as crazy as they say I am,” (2) avoiding disclosure and relationships, (3) providers or no one, and (4) longing for connection. These themes illustrate how stigma operates in an ecological framework such as the SFE model consisting of structural, functional, and experiential dimensions of community. Stigma disrupts social relationships, inhibits disclosure, and reinforces social isolation. Applying the SFE model highlights community-level mechanisms through which stigma can be mitigated. Findings inform transformative change efforts to enhance social inclusion and recovery for people with SMI.

本研究以结构-功能-经验(SFE)模型为指导框架,探讨了耻辱感如何影响严重精神疾病(SMI)患者的社区体验。定性半结构化和社会网络访谈进行了30名参与者接受自信的社区治疗(ACT)服务在纽约州。修正的扎根理论方法指导了分析。出现了四个主题:(1)“也许我和他们说的一样疯狂”;(2)避免披露和关系;(3)提供者或没有人;(4)渴望联系。这些主题说明了耻辱如何在生态框架中运作,如由社区结构、功能和经验维度组成的SFE模型。污名会破坏社会关系,抑制信息披露,并加剧社会孤立。应用SFE模型突出了社区层面的机制,通过这些机制可以减轻耻辱。研究结果为加强重度精神障碍患者的社会包容和康复提供了变革变革的努力。
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引用次数: 0
Steps Toward Transformation: Finding Common Ground Between Black Young People and Police to Promote Safety and Equity 迈向转变的步骤:在黑人青年和警察之间寻找共同点以促进安全和公平
IF 2 3区 心理学 Q2 PSYCHOLOGY, MULTIDISCIPLINARY Pub Date : 2025-12-03 DOI: 10.1002/jcop.70064
Rebecca L. Fix, Dylan B. Jackson

It is essential to understand community perspectives about how to promote safe and equitable interactions between Black young people and police. We conducted individual interviews with 35 Black young people (15–22 years) and 10 focus group discussions with 50 police representing multiple ranks/roles. Findings indicated that both young people and police view four policing practices as essential: respect, communication skills, empathy/understanding, and engaging young people in nonenforcement contexts. Young people wanted less use of force, more cultural sensitivity and antiracism, and recognition of youth-positive behavior. Some felt nothing could remediate youth-police ruptures. Police noted the importance of a positive mindset and using developmentally appropriate language with young people. Despite reservations, both groups envisioned a future with more positive interactions and outcomes. If members of these two groups can co-imagine short-term policing solutions, we should invest in such efforts. Moreover, we must prioritize strategies that reduce harm and support young people, namely efforts moving us toward safety and dignity without relying on policing as the primary foundation for justice.

了解社区对如何促进黑人青年与警察之间安全、公平互动的看法是至关重要的。我们对35名黑人青年(15-22岁)进行了单独访谈,并与50名代表多个级别/角色的警察进行了10次焦点小组讨论。调查结果表明,年轻人和警察都认为四项警务实践至关重要:尊重、沟通技巧、同情/理解以及让年轻人参与非执法环境。年轻人希望减少使用武力,提高文化敏感度和反种族主义,并认可年轻人的积极行为。一些人认为没有什么可以弥补青年警察之间的裂痕。警方注意到积极的心态和使用与青少年发展相适应的语言的重要性。尽管有所保留,但两组人都设想了一个更积极的互动和结果的未来。如果这两个群体的成员能够共同构想出短期警务解决方案,我们就应该在这方面进行投资。此外,我们必须优先考虑减少伤害和支持年轻人的战略,即努力使我们在不依赖警务作为司法的主要基础的情况下实现安全和尊严。
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引用次数: 0
How Do Preservice Teachers Make Sense of Educational Inequalities? Exploring Critical Consciousness Through Mixed Methods 职前教师如何理解教育不平等?通过混合方法探索批判意识。
IF 2 3区 心理学 Q2 PSYCHOLOGY, MULTIDISCIPLINARY Pub Date : 2025-12-02 DOI: 10.1002/jcop.70070
Yağmur Güleç, Miriam Schwarzenthal, Tuğçe Aral

This study adopted a mixed-methods approach to explore the critical consciousness (CC) of German preservice teachers regarding educational inequalities related to socioeconomic status (SES) and family migration history. We examined how CC manifests in preservice teachers, how the CC subcomponents relate to each other, and what factors predict CC. Preservice teachers (N = 93, Mage = 24.29 years, SDage = 5.77) responded to open-ended questions capturing their CC and completed rating-scale measures of potential predictors (i.e., discrimination, taken classes on diversity and equity, social dominance orientation, subjective SES). Qualitative analysis revealed preservice teachers attributed educational inequalities to individual, structural, and parental capital factors. Proposed actions to reduce educational inequalities included equality and inclusion, individual support, critical action, and multicultural education. Quantitative analysis indicated discrimination experiences predicted critical action intentions. Understanding preservice teachers’ CC can guide targeted interventions and teacher training programs that equip them to effectively address educational inequalities.

本研究采用混合方法探讨德国职前教师对与社会经济地位(SES)和家庭迁移史相关的教育不平等的批判意识(CC)。我们研究了CC在职前教师中的表现、CC子成分之间的关系以及预测CC的因素。职前教师(N = 93,年龄= 24.29,年龄= 5.77)回答了关于他们CC的开放式问题,并完成了潜在预测因素(即歧视、参加过多样性和公平课程、社会优势取向、主观社会地位)的评分量表测量。定性分析显示,职前教师将教育不平等归因于个人因素、结构因素和父母资本因素。减少教育不平等的建议措施包括平等和包容、个人支持、批判行动和多元文化教育。定量分析表明,歧视经历预测临界行为意图。了解职前教师的CC可以指导有针对性的干预措施和教师培训计划,使他们能够有效地解决教育不平等问题。
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引用次数: 0
Stereotype Threat and a Multiple Identity Intervention Among First- and Second-Generation Students of Migrant Descent 第一、二代移民后裔学生的刻板印象威胁与多重身份干预。
IF 2 3区 心理学 Q2 PSYCHOLOGY, MULTIDISCIPLINARY Pub Date : 2025-12-02 DOI: 10.1002/jcop.70065
Haliemah Mocevic, Burkhard Gniewosz

This study investigates the effects of stereotype threat on academic performance among first- and second-generation students of migrant descent in Austria and evaluates the effectiveness of a multiple identity intervention in mitigating such effects. In a randomized classroom quasi-experiment (N = 452, Mage = 15.15, 67.7% female), students were exposed to stereotype activation or control prompts and assigned to a single or multiple identity reflection condition before completing a standardized test. Moderation analyses examined performance differences across migrant status groups. Second-generation students of migrant descent performed worse under stereotype activation, indicating stereotype threat susceptibility. The multiple identity intervention was associated with better performance for these students, though effects did not depend on stereotype activation and should be interpreted with caution. No significant effects were found for first-generation students of migrant descent. However, given their relatively small sample size, these null findings may also reflect limited statistical power. Findings suggest that stereotype threat poses specific challenges for second-generation students of migrant descent. Multiple identity interventions may enhance performance by activating broader identity resources. These results underline the importance of subgroup-sensitive identity interventions that can be implemented flexibly within diverse educational settings.

本研究调查了刻板印象威胁对奥地利第一代和第二代移民后裔学生学业成绩的影响,并评估了多重身份干预在减轻这种影响方面的有效性。在随机课堂准实验中(N = 452, Mage = 15.15, 67.7%为女性),学生在完成标准化测试之前,先暴露于刻板印象激活或控制提示,并被分配到一个或多个身份反思条件。适度分析考察了移民身份群体之间的表现差异。第二代移民学生在刻板印象激活下表现较差,表明刻板印象威胁易感性。多重身份干预与这些学生更好的表现有关,尽管效果并不依赖于刻板印象激活,应该谨慎解释。对第一代移民后裔的学生没有发现显著的影响。然而,考虑到他们相对较小的样本量,这些无效发现也可能反映了有限的统计能力。研究结果表明,刻板印象威胁给移民后裔的第二代学生带来了具体的挑战。多重身份干预可以通过激活更广泛的身份资源来提高绩效。这些结果强调了亚群体敏感身份干预的重要性,这种干预可以在不同的教育环境中灵活实施。
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引用次数: 0
Exploring Gendered Pathways: Understanding the Connection Between Female Substance Misuse and Offending Behavior 探索性别途径:理解女性药物滥用与犯罪行为之间的联系。
IF 2 3区 心理学 Q2 PSYCHOLOGY, MULTIDISCIPLINARY Pub Date : 2025-12-02 DOI: 10.1002/jcop.70062
Dikoetje Frederick Monyepao

This study, grounded in community psychology, explored the lived experiences of incarcerated women in Gauteng, South Africa, focusing on the links between substance use, victimization, and adverse childhood experiences. Semi-structured interviews were conducted individually with 29 women incarcerated in 2 correctional centers in South Africa: Kgoši Mampuru II and Johannesburg Correctional Centre. Interviews explored participants' family backgrounds, experiences with substance use, and involvement with the criminal justice system. The analysis highlighted that participants frequently described substance use as a way of coping with trauma and adversity. This study highlights the need for community-based interventions that address the social determinants of health and empower women to overcome adversity. Implications for trauma-informed care, community support, and social justice advocacy within a community psychology framework are discussed. Gender-responsive approaches in substance use programs for both practitioners and policymakers are also referenced.

本研究以社区心理学为基础,探讨了南非豪登省被监禁妇女的生活经历,重点关注药物使用、受害和不良童年经历之间的联系。对南非两个惩教中心(Kgoši Mampuru II和约翰内斯堡惩教中心)关押的29名妇女分别进行了半结构化访谈。访谈探讨了参与者的家庭背景、药物使用经历以及与刑事司法系统的关系。分析强调,参与者经常将物质使用描述为应对创伤和逆境的一种方式。这项研究强调需要以社区为基础的干预措施,解决健康的社会决定因素,增强妇女克服逆境的能力。在社区心理学框架内讨论创伤知情护理、社区支持和社会正义倡导的含义。还参考了从业人员和政策制定者在药物使用方案中的性别敏感方法。
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引用次数: 0
Ethnic and Gender Representation in German, Italian and Dutch School Textbooks 德国、意大利和荷兰学校教科书中的种族和性别代表性。
IF 2 3区 心理学 Q2 PSYCHOLOGY, MULTIDISCIPLINARY Pub Date : 2025-12-02 DOI: 10.1002/jcop.70063
Astrid M. C. Jehle, Daudi van Veen, Marleen G. Groeneveld, Lotte D. van der Pol, Judi Mesman

Female and/or ethnically minoritized textbook characters are often underrepresented and portrayed in ways that align with negative stereotypes. Previous studies have linked such stereotypes to educational underperformance and to educational choices that diverge from individual skills and preferences. In this study we aim to gain insights into the so-called hidden curriculum; whether students observe a variety of ethnicity and gender among characters in their textbooks. In this cross-national study, one mathematics and one language textbook from Germany, Italy and the Netherlands were analyzed. Ethnically minoritized characters, and specifically female ethnically minoritized characters were proportionally underrepresented. However, such characters were not underrepresented among main characters or those with an occupation. Ethnic and gender underrepresentation was more pronounced in the Italian textbooks than the Dutch and German textbooks. These preliminary results indicate a limited variety of female and/or ethnically minoritized textbook characters, which may reflect and strengthen educational inequalities.

女性和/或少数民族的教科书角色往往代表性不足,并以与负面刻板印象相一致的方式描绘。先前的研究将这种刻板印象与教育表现不佳以及与个人技能和偏好不同的教育选择联系起来。在本研究中,我们旨在深入了解所谓的隐性课程;学生是否观察到教科书中人物的种族和性别差异。在这项跨国研究中,我们分析了来自德国、意大利和荷兰的一本数学和一本语言教科书。少数民族角色,特别是女性少数民族角色的比例不足。然而,这类角色在主角或有职业的角色中并没有被低估。在意大利教科书中,种族和性别代表性不足的情况比荷兰和德国教科书更为明显。这些初步结果表明,教科书中女性和/或少数民族角色的种类有限,这可能反映并加剧了教育不平等。
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引用次数: 0
Holding Together in Hard Times: Family Cohesion as a Moderator of Mental Health Amidst Community Violence 在困难时期团结一致:家庭凝聚力作为社区暴力中心理健康的调节因素。
IF 2 3区 心理学 Q2 PSYCHOLOGY, MULTIDISCIPLINARY Pub Date : 2025-12-02 DOI: 10.1002/jcop.70067
Zainab S. Kabir, Sydni A. Davila, Andrea S. Medrano

This study assessed (1) the prevalence of witnessing violence and personal victimization, (2) links between community violence exposure (CVE) and depressive and PTSD symptoms, and (3) family cohesion as a moderator in these associations among rural Mexican adults. Data were drawn from a larger mixed methods study with 200 Mexican adults (ages of 20–60; Mage = 40.7; 79.5% women) from the State of Mexico. Preliminary analyses indicated that participants reported more experiences of witnessing violence than personal victimization. Hierarchical regression analyses revealed that only witnessing violence was significantly associated with depressive and PTSD symptoms. Family cohesion did not moderate these associations. Qualitative content analysis was conducted to further explore and contextualize a subset of participants' experiences with community violence. Findings underscore the high prevalence of CVE among rural Mexican adults and its significant associations with mental health. This study expands the predominantly urban-focused CVE literature and highlights the need for culturally and contextually informed prevention and intervention efforts.

本研究评估了(1)目睹暴力和个人受害的普遍性,(2)社区暴力暴露(CVE)与抑郁和创伤后应激障碍症状之间的联系,以及(3)家庭凝聚力在墨西哥农村成年人中作为这些关联的调节因素。数据来自一项规模更大的混合方法研究,研究对象为来自墨西哥州的200名墨西哥成年人(年龄在20-60岁之间;年龄≥40.7;79.5%为女性)。初步分析表明,参与者报告的目睹暴力的经历多于个人受害的经历。分层回归分析显示,只有目睹暴力与抑郁和创伤后应激障碍症状显著相关。家庭凝聚力并没有缓和这些关联。进行定性内容分析,以进一步探索和背景的一部分参与者的社区暴力的经验。研究结果强调了CVE在墨西哥农村成年人中的高患病率及其与心理健康的显著关联。这项研究扩展了主要以城市为中心的CVE文献,并强调了文化和背景信息预防和干预工作的必要性。
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引用次数: 0
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Journal of community psychology
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