Journal of community psychology最新文献

Co-produced by LGBTIQ+ activists and academic researchers, this study gave voice to an understudied LGBTIQ+ community in Turkey to narrate their lived experiences and examined their exposure to discrimination in various areas of their lives in relation to their mental health. The study utilized a mixed-method design, where 61 individuals who identified as LGBTIQ+, aged 18–47, responded to an online survey. The quantitative tools included questionnaires assessing mental well-being, psychological symptoms, resilience, and perceived discrimination. Qualitatively, participants responded to open-ended questions regarding their lived experiences, such as coming out, access to healthcare, and self-care practices. Participants were frequently exposed to various forms of discrimination, which were associated with lower mental well-being and higher psychological symptoms. However, personal resilience factors lowered or diminished the negative role of discrimination on mental health. Identity-based lived experiences and practices further provided an in-depth picture of life of LGBTIQ+ individuals in this community and how they overcome adversity.

This scoping review examines school-based programs aimed at promoting the adjustment and well-being of recently arrived immigrant adolescents. Following PRISMA-ScR guidelines, five databases (Medline, PsycINFO, CINAHL, SCOPUS, ERIC) were systematically searched for studies published since 2000, focusing on interventions implemented in formal school settings for recently arrived adolescents. The review identified 15 studies evaluating outcomes of 17 programs. Most school-based programs for recently arrived adolescents aimed to promote social-emotional well-being, mitigate mental health problems, strengthen resilience and social support, or address trauma-related symptoms. Around 50% of the reviewed programs had some effects on the intended outcomes. Despite some promising findings, the current literature has several limitations that limit the ability to draw robust conclusions. Future research needs to focus on understanding why, how, and for whom programs lead (or do not lead) to intended outcomes, and on developing effective programs that can be implemented using available resources at school.

Many ethnic minoritized adolescents attend minority-only schools with no ethnic majoritized classmates, but we know little about their acculturation and friendships in such settings. This study examined how early adolescents' heritage and mainstream cultural identities and behaviors associated with friendship ties in minority-only class networks. Early adolescents (N = 146, M_age = 11.24, 54.4% boys) in minority-only primary schools reported their heritage and mainstream cultural identities and behaviors and completed a sociometric measure of their friendship networks. Exponential Random Graph Models revealed that stronger heritage cultural identities and behaviors were associated with more friendships in class. Whereas mainstream cultural behaviors were linked to more friendships, stronger mainstream cultural identities were associated with fewer friendships, however. Early adolescents' cultural orientations were linked to friendship ties in minority-only classes, yet associations differed between cultural identities and behaviors. Our findings highlight the need for a more nuanced approach of acculturation in early adolescence.

Nearly one in three emerging adults experience depression. Past exposure to socioeconomic hardship increases risk, but little research investigates how disparate trajectories of childhood housing insecurity influence mental health in the transition to adulthood. Repeated measures latent class analysis in a sample of youth from families born in 20 large American cities (N = 2,239) identified four unique trajectories of housing insecurity from infancy to adolescence characterized by (1) consistently low housing insecurity (75.4%), (2) early childhood housing insecurity that subsequently stabilizes (5.4%), (3) moderate housing insecurity increasing slightly in adolescence (16.6%), and (4) severe early childhood insecurity that ultimately declines but remains elevated compared to other groups (2.6%). The fourth subgroup displayed significantly elevated risk for depression in emerging adulthood compared to other groups. Findings suggest that severe housing insecurity in early childhood, even with relative improvement over time, threaten long-term mental health. Addressing early housing insecurity offers promise for preventing depression and promoting healthy development in the transition to adulthood.

This study examined how school diversity perspectives (multiculturalism, critical consciousness, color-evasion) may enhance student outcomes (school belonging, well-being, intercultural contact) and whether a strong diversity climate among classmates (openness and appreciation of diversity) may moderate this link. We surveyed N = 280 high school students (M_age = 15.95; 47.5% female; 1.8% nonbinary) in the Netherlands. We performed multigroup structural equation modeling, comparing cultural minority (n = 81) and majority (n = 203) students, and multilevel analysis to separate individual-level from classroom-level effects. A strong diversity climate among classmates and color-evasion in school (not multiculturalism and critical consciousness) were robustly, positively related to belonging and well-being (minority and majority students) and intercultural contact (minority students). For all students, a strong diversity climate among classmates amplified the relation between color-evasion with student outcomes. Findings highlight the need to distinguish school-level policies from classroom-level practices in addressing educational inequities between minority and majority students.