This study explored the psychosocial aspects of relocation experiences among individuals who migrated to Ankara following the February 6th, 2023 earthquakes in Kahramanmaraş, Türkiye. Semi-structured interviews were conducted with 22 participants living in temporary housing institutions or staying with family/friends. Data was analyzed using interpretative phenomenological analysis. While the study aimed to compare experiences based on temporary accommodation type (institutions vs. homes), we observed no major differences except for greater socialization opportunities in institutions. Three main themes were identified: psychosocial impacts, representing psychological and social consequences of relocation; supportive processes, highlighting beneficial adjustment factors and buffers against adversity; and burdens and difficulties, encompassing detrimental experiences. Participants exhibited ongoing posttraumatic reactions and remained focused on the traumatic event. Challenges included financial difficulties, uncertainty, perceived negative attitudes, routine disruption, and homesickness. However, spontaneous aid, solidarity, and gratitude-inducing experiences provided support during the relocation process.
{"title":"Uprooted by Disaster: A Phenomenological Study of 2023 Earthquake Survivors' Relocation Experiences in Türkiye","authors":"Ismail Volkan Gülüm, Gözde Ikizer, İlknur Dilekler Aldemir, Ayse Nuray Karanci","doi":"10.1002/jcop.70085","DOIUrl":"10.1002/jcop.70085","url":null,"abstract":"<div>\u0000 \u0000 <p>This study explored the psychosocial aspects of relocation experiences among individuals who migrated to Ankara following the February 6<sup>th</sup>, 2023 earthquakes in Kahramanmaraş, Türkiye. Semi-structured interviews were conducted with 22 participants living in temporary housing institutions or staying with family/friends. Data was analyzed using interpretative phenomenological analysis. While the study aimed to compare experiences based on temporary accommodation type (institutions vs. homes), we observed no major differences except for greater socialization opportunities in institutions. Three main themes were identified: psychosocial impacts, representing psychological and social consequences of relocation; supportive processes, highlighting beneficial adjustment factors and buffers against adversity; and burdens and difficulties, encompassing detrimental experiences. Participants exhibited ongoing posttraumatic reactions and remained focused on the traumatic event. Challenges included financial difficulties, uncertainty, perceived negative attitudes, routine disruption, and homesickness. However, spontaneous aid, solidarity, and gratitude-inducing experiences provided support during the relocation process.</p>\u0000 </div>","PeriodicalId":15496,"journal":{"name":"Journal of community psychology","volume":"54 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2026-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146052454","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Prosecutor-led diversion programs are a promising alternative to incarceration. This study explores how diversion officials perceive and facilitate successful diversion programming for clients to provide information to the field that may enhance the impact of diversion programming. Eleven diversion officials were recruited via snowball sampling across 10 jurisdictions. We explored their experiences in designing and implementing diversion programs using phenomenological qualitative analysis of in-depth interviews. Diversion officials' experiences had two categories: perception and facilitation of success. Themes of perception are related to how the prosecutor understands crime (conceptualization of crime), clients' investment in diversion and accountability (aha moments), and client transformation (re-defining outcomes). Themes of facilitation include interpersonal strategies to enhance engagement (alliance), use of discretion (discretion), and empowerment through collaboration (partnership). A humanistic approach appears most effective, helping clients thrive by emphasizing life outcomes that extend beyond traditional legal and justice system processing.
{"title":"Stories of Success: A Qualitative Analysis of Diversion Officials' Experiences With Clients Who Completed Prosecutor-Led Diversion","authors":"Elizabeth Curley, Sara Julian, Carrie Pettus","doi":"10.1002/jcop.70083","DOIUrl":"10.1002/jcop.70083","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 <p>Prosecutor-led diversion programs are a promising alternative to incarceration. This study explores how diversion officials perceive and facilitate successful diversion programming for clients to provide information to the field that may enhance the impact of diversion programming. Eleven diversion officials were recruited via snowball sampling across 10 jurisdictions. We explored their experiences in designing and implementing diversion programs using phenomenological qualitative analysis of in-depth interviews. Diversion officials' experiences had two categories: perception and facilitation of success. Themes of perception are related to how the prosecutor understands crime (<i>conceptualization of crime)</i>, clients' investment in diversion and accountability <i>(aha moments)</i>, and client transformation (<i>re-defining outcomes)</i>. Themes of facilitation include interpersonal strategies to enhance engagement <i>(alliance)</i>, use of discretion <i>(discretion</i>), and empowerment through collaboration <i>(partnership)</i>. A humanistic approach appears most effective, helping clients thrive by emphasizing life outcomes that extend beyond traditional legal and justice system processing.</p>\u0000 </section>\u0000 </div>","PeriodicalId":15496,"journal":{"name":"Journal of community psychology","volume":"54 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2026-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146046626","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Maretha Visser, Rhena Delport, Ariane Neethling, Edith Madela-Mntla, David Everatt, Thesla Palanee-Phillips, Tobias Barnard, Jannie Hugo
Aim
We explored the negative impact of the COVID-19 pandemic on self-reported mental health and perceived social and economic challenges in very-low- to low- to middle-income households in four urban typologies in South Africa: formal township dwellings, backyard dwellings, inner-city high-density apartments, and informal settlement dwellings. The purpose was to inform urban policy and crisis-response planning.
Methods
Structured interviews were conducted with 1330 adults from a stratified random sample from each urban typology during the third SARS-CoV-2 wave.
Results
Respondents reported increases in anxiety (28.5%), depression (23.9%), and decreased social connectedness (20.0%). Conversely, some respondents reported improved mental health, with decreases in anxiety (16.3%), depression (18.4%), and increased social connectedness (17.5%). Anxiety and depression were more prevalent in formal township dwellings and high-density apartments than in informal settlements. Financial concerns, worries about isolation, crime, and community violence, and fear of COVID-19 infection and stigma were mostly associated with decreased mental health.
Conclusions
Our findings suggest that residents from different urban typologies were affected differently by the COVID-19 pandemic. This research demonstrates the impact of environmental disasters on mental health in urban communities, which is mediated by social and economic problems.
{"title":"Context Matters: Urban Typology and Pandemic-Related Mental Health Decline in Low-Income South African Settings","authors":"Maretha Visser, Rhena Delport, Ariane Neethling, Edith Madela-Mntla, David Everatt, Thesla Palanee-Phillips, Tobias Barnard, Jannie Hugo","doi":"10.1002/jcop.70084","DOIUrl":"10.1002/jcop.70084","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Aim</h3>\u0000 \u0000 <p>We explored the negative impact of the COVID-19 pandemic on self-reported mental health and perceived social and economic challenges in very-low- to low- to middle-income households in four urban typologies in South Africa: formal township dwellings, backyard dwellings, inner-city high-density apartments, and informal settlement dwellings. The purpose was to inform urban policy and crisis-response planning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Structured interviews were conducted with 1330 adults from a stratified random sample from each urban typology during the third SARS-CoV-2 wave.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Respondents reported increases in anxiety (28.5%), depression (23.9%), and decreased social connectedness (20.0%). Conversely, some respondents reported improved mental health, with decreases in anxiety (16.3%), depression (18.4%), and increased social connectedness (17.5%). Anxiety and depression were more prevalent in formal township dwellings and high-density apartments than in informal settlements. Financial concerns, worries about isolation, crime, and community violence, and fear of COVID-19 infection and stigma were mostly associated with decreased mental health.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Our findings suggest that residents from different urban typologies were affected differently by the COVID-19 pandemic. This research demonstrates the impact of environmental disasters on mental health in urban communities, which is mediated by social and economic problems.</p>\u0000 </section>\u0000 </div>","PeriodicalId":15496,"journal":{"name":"Journal of community psychology","volume":"54 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2026-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12833629/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146046644","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Martina Olcese, Francesco Madera, Paola Cardinali, Davide Prestia, Laura Migliorini
Refugees forced to migrate to host contexts as a result of armed conflict often experience high levels of distress due to the multiple stressors to which they are exposed. From an ecological perspective, social support becomes a key factor in fostering community resilience, thereby promoting the well-being of these individuals and buffering the effects of stress. The present study aims to investigate whether community resilience mediates the relationship between distress and well-being and to assess whether social support plays a moderating role between distress and community resilience among Ukrainian women refugees in the Italian host context. Through an online survey, 150 Ukrainian refugee women completed a questionnaire measuring community resilience, social support, distress, and well-being. A moderate mediation model was estimated. There is a direct relationship between distress and well-being and a partially mediated relationship through community resilience, which increases well-being. In the mediated relationship, increased well-being is achieved through increased social support. The results highlight the important role of social support and community resilience in mitigating the distress experienced by refugees. These results underscore the importance of fostering supportive contexts and promoting community resilience as essential factors in improving refugee well-being in host countries.
{"title":"Investigating Community Resilience and Social Support: A Study of Ukrainian Women Refugees","authors":"Martina Olcese, Francesco Madera, Paola Cardinali, Davide Prestia, Laura Migliorini","doi":"10.1002/jcop.70079","DOIUrl":"10.1002/jcop.70079","url":null,"abstract":"<div>\u0000 \u0000 <p>Refugees forced to migrate to host contexts as a result of armed conflict often experience high levels of distress due to the multiple stressors to which they are exposed. From an ecological perspective, social support becomes a key factor in fostering community resilience, thereby promoting the well-being of these individuals and buffering the effects of stress. The present study aims to investigate whether community resilience mediates the relationship between distress and well-being and to assess whether social support plays a moderating role between distress and community resilience among Ukrainian women refugees in the Italian host context. Through an online survey, 150 Ukrainian refugee women completed a questionnaire measuring community resilience, social support, distress, and well-being. A moderate mediation model was estimated. There is a direct relationship between distress and well-being and a partially mediated relationship through community resilience, which increases well-being. In the mediated relationship, increased well-being is achieved through increased social support. The results highlight the important role of social support and community resilience in mitigating the distress experienced by refugees. These results underscore the importance of fostering supportive contexts and promoting community resilience as essential factors in improving refugee well-being in host countries.</p>\u0000 </div>","PeriodicalId":15496,"journal":{"name":"Journal of community psychology","volume":"54 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2026-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146010442","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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, Mage = 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.
{"title":"To Be Bicultural Is to Be Friends? Associating Early Adolescents' Cultural Identities and Behaviors With Friendship Networks in Minority-Only Schools","authors":"Jessie Hillekens, Tobias H. Stark, Karen Phalet","doi":"10.1002/jcop.70081","DOIUrl":"10.1002/jcop.70081","url":null,"abstract":"<p>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 (<i>N</i> = 146, <i>M</i><sub>age</sub> = 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.</p>","PeriodicalId":15496,"journal":{"name":"Journal of community psychology","volume":"54 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2026-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12778897/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145917586","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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.
{"title":"Trajectories of Childhood Housing Insecurity and Links to Emerging Adulthood Depression: A Repeated Measures Latent Class Approach","authors":"Katherine Marçal","doi":"10.1002/jcop.70078","DOIUrl":"10.1002/jcop.70078","url":null,"abstract":"<p>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 (<i>N</i> = 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.</p>","PeriodicalId":15496,"journal":{"name":"Journal of community psychology","volume":"54 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2026-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12774862/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145911776","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kristen D. Gleason, Julianne Siegfriedt, Jordyn Coreau, Rebecca Nisetich, Idella Glenn, Vaishali Mamgain
We aim to better understand how to design impactful anti-oppression pedagogy training programs for faculty at predominantly White institutions (PWIs). To do this, we analyzed data from faculty participants in an anti-oppression training program to identify factors that faculty described as either challenges or accelerators to bringing anti-oppression pedagogy into the classroom. We contextualize these factors using an ecological perspective to examine potential challenges and accelerators at multiple levels of influence. This analysis of the challenges faculty face, along with impactful programmatic elements, informed our recommendations for future faculty training in anti-oppression classroom practice. We analyzed data from faculty participants (N = 15) in an intensive anti-oppression training program using thematic analysis to sort qualitative data from participant surveys and interviews into (1) the ecological level discussed and (2) factors participants described as either Challenges or Accelerators as they worked to bring an anti-oppression intervention into the classroom. We cross-examined the Challenge and Accelerator codes across ecological levels to capture the complex contexts of bringing anti-oppression pedagogy into the classroom. We identified several ecological settings as important to shaping the challenges or accelerators faculty encountered in their anti-oppression work: Academia, Field of Study, University setting, Department setting, and Classroom setting. The multilevel challenges and accelerators that faculty may face in doing anti-oppression work at a PWI are discussed. We then identified overarching patterns in our thematic analysis and used these to recommend potential key ingredients for designing training programs to accelerate faculty work in anti-oppression pedagogy. Based on our analysis, we propose two key ingredients for anti-oppression faculty training programs: (1) facilitating faculty ownership of ongoing critical analysis of how power operates in their positionality related to interlocking systems of oppression, their academic discipline, and their classroom practice and (2) the development of an interdisciplinary community of learners who support each other in ongoing reflection, learning, and critical praxis. If PWIs want faculty to address issues of equity and justice, then they must acknowledge the nested challenges of anti-oppression work and invest in the necessary institutional changes and training.
{"title":"Bringing Anti-Oppression Pedagogy Training Into a Predominately White Institution in the United States: A Qualitative Analysis of the Challenges and Accelerators Faculty Face in Anti-Oppression Work","authors":"Kristen D. Gleason, Julianne Siegfriedt, Jordyn Coreau, Rebecca Nisetich, Idella Glenn, Vaishali Mamgain","doi":"10.1002/jcop.70080","DOIUrl":"10.1002/jcop.70080","url":null,"abstract":"<div>\u0000 \u0000 <p>We aim to better understand how to design impactful anti-oppression pedagogy training programs for faculty at predominantly White institutions (PWIs). To do this, we analyzed data from faculty participants in an anti-oppression training program to identify factors that faculty described as either challenges or accelerators to bringing anti-oppression pedagogy into the classroom. We contextualize these factors using an ecological perspective to examine potential challenges and accelerators at multiple levels of influence. This analysis of the challenges faculty face, along with impactful programmatic elements, informed our recommendations for future faculty training in anti-oppression classroom practice. We analyzed data from faculty participants (<i>N</i> = 15) in an intensive anti-oppression training program using thematic analysis to sort qualitative data from participant surveys and interviews into (1) the ecological level discussed and (2) factors participants described as either <i>Challenges</i> or <i>Accelerators</i> as they worked to bring an anti-oppression intervention into the classroom. We cross-examined the <i>Challenge</i> and <i>Accelerator</i> codes across ecological levels to capture the complex contexts of bringing anti-oppression pedagogy into the classroom. We identified several ecological settings as important to shaping the challenges or accelerators faculty encountered in their anti-oppression work: <i>Academia, Field of Study</i>, <i>University</i> setting, <i>Department</i> setting, and <i>Classroom</i> setting. The multilevel challenges and accelerators that faculty may face in doing anti-oppression work at a PWI are discussed. We then identified overarching patterns in our thematic analysis and used these to recommend potential key ingredients for designing training programs to accelerate faculty work in anti-oppression pedagogy. Based on our analysis, we propose two key ingredients for anti-oppression faculty training programs: (1) facilitating faculty ownership of ongoing critical analysis of how power operates in their positionality related to interlocking systems of oppression, their academic discipline, and their classroom practice and (2) the development of an interdisciplinary community of learners who support each other in ongoing reflection, learning, and critical praxis. If PWIs want faculty to address issues of equity and justice, then they must acknowledge the nested challenges of anti-oppression work and invest in the necessary institutional changes and training.</p>\u0000 </div>","PeriodicalId":15496,"journal":{"name":"Journal of community psychology","volume":"54 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2026-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145911682","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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 (Mage = 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.
{"title":"School Diversity Perspectives and Classmate Diversity Climate: Understanding High School Students' School Belonging, Well-Being, and Intercultural Contact","authors":"Jana Vietze, Nina Stuur, Joep Hofhuis","doi":"10.1002/jcop.70082","DOIUrl":"10.1002/jcop.70082","url":null,"abstract":"<p>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 <i>N</i> = 280 high school students (<i>M</i><sub>age</sub> = 15.95; 47.5% female; 1.8% nonbinary) in the Netherlands. We performed multigroup structural equation modeling, comparing cultural minority (<i>n</i> = 81) and majority (<i>n</i> = 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.</p>","PeriodicalId":15496,"journal":{"name":"Journal of community psychology","volume":"54 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2026-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12757987/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145889336","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pevec-Zimmer, S., Aral, T., Juang, L. P., & Schachner, M. K. (2025). Promoting social identities as resources—The role of ethnic and national identity development for adolescents' global identity coherence in ethnic-culturally diverse schools in Germany. Journal of Community Psychology, 53(8), e70059. https://doi.org/10.1002/jcop.70059
A typographical error occurred in the reporting of a confidence interval. On p. 11 in the main analyses section, regarding the mediated effects of paths a2 → b4 for the majoritized adolescents, a minus sign was incorrectly added. Correct: (CI: 0.001; 0.054). The confidence interval was correctly reported in Table 2. Section 11 titled “How Is the Article Community-Based and Psychology-Related?” was mistakenly included at the end of the discussion. This section was not intended for publication.
Pevec-Zimmer， S., Aral， T., Juang， L. P., and; Schachner， M. K.（2025）。促进社会认同作为资源——德国多元民族文化学校中民族和国家认同发展对青少年全球认同一致性的作用。社会心理学报，33(8),379 - 379。https://doi.org/10.1002/jcop.70059A在报告置信区间时出现印刷错误。在第11页的主要分析部分，关于路径a2→b4对多数青少年的中介效应，错误地添加了一个负号。正确：（CI: 0.001; 0.054）。表2正确地报告了置信区间。题为“文章如何以社区为基础并与心理相关？”的第11节被错误地列入讨论的末尾。本节不打算发表。
{"title":"Erratum to “Promoting Social Identities as Resources—The Role of Ethnic and National Identity Development for Adolescents' Global Identity Coherence in Ethnic-Culturally Diverse Schools in Germany”","authors":"","doi":"10.1002/jcop.70074","DOIUrl":"10.1002/jcop.70074","url":null,"abstract":"<p>Pevec-Zimmer, S., Aral, T., Juang, L. P., & Schachner, M. K. (2025). Promoting social identities as resources—The role of ethnic and national identity development for adolescents' global identity coherence in ethnic-culturally diverse schools in Germany. <i>Journal of Community Psychology</i>, <i>53</i>(8), e70059. https://doi.org/10.1002/jcop.70059</p><p>A typographical error occurred in the reporting of a confidence interval. On p. 11 in the main analyses section, regarding the mediated effects of paths a2 → b4 for the majoritized adolescents, a minus sign was incorrectly added. Correct: (CI: 0.001; 0.054). The confidence interval was correctly reported in Table 2. Section 11 titled “<i>How Is the Article Community-Based and Psychology-Related?”</i> was mistakenly included at the end of the discussion. This section was not intended for publication.</p>","PeriodicalId":15496,"journal":{"name":"Journal of community psychology","volume":"54 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jcop.70074","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145850352","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Reagan L. Miller-Chagnon, Jill T. Krause, Megan J. Moran, Shelley A. Haddock, Toni S. Zimmerman, Haoran Zhou, Lindsey M. Weiler
It is currently unclear if individual and environmental risk factors impact youth experiences of mentoring. The goal of this study was to clarify the moderating effect of individual and environmental risk factors on mentoring programs outcomes. Participants were 676 youth (10–19 years-old) and their guardians engaged in a site-based, targeted mentoring program. Results revealed that youth with greater individual risk factors compared to fewer risk factors, experienced greatest reductions in internalizing problems, emotional problems and delinquency. Youth with greater environmental risk factors, compared to fewer, also experienced greatest reductions in peer problems. These findings underscore the benefits of targeted and supportive mentoring programs for youth exposed to a high degree of individual and environmental risk factors. These results also tentatively highlight one way that youth mentoring programs may help to reduce mental health disparities among adolescents exposed to adversities.
{"title":"Environmental and Individual Risk as Moderators of a Site-Based Mentoring Program for Adolescents Exposed to Adversities","authors":"Reagan L. Miller-Chagnon, Jill T. Krause, Megan J. Moran, Shelley A. Haddock, Toni S. Zimmerman, Haoran Zhou, Lindsey M. Weiler","doi":"10.1002/jcop.70075","DOIUrl":"10.1002/jcop.70075","url":null,"abstract":"<p>It is currently unclear if individual and environmental risk factors impact youth experiences of mentoring. The goal of this study was to clarify the moderating effect of individual and environmental risk factors on mentoring programs outcomes. Participants were 676 youth (10–19 years-old) and their guardians engaged in a site-based, targeted mentoring program. Results revealed that youth with greater individual risk factors compared to fewer risk factors, experienced greatest reductions in internalizing problems, emotional problems and delinquency. Youth with greater environmental risk factors, compared to fewer, also experienced greatest reductions in peer problems. These findings underscore the benefits of targeted and supportive mentoring programs for youth exposed to a high degree of individual and environmental risk factors. These results also tentatively highlight one way that youth mentoring programs may help to reduce mental health disparities among adolescents exposed to adversities.</p>","PeriodicalId":15496,"journal":{"name":"Journal of community psychology","volume":"54 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jcop.70075","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145850414","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
扫码关注我们
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号