Youth programs are consistently described as settings that offer youth developmental experiences. Summer camps are one example of youth programs with empirical evidence suggesting positive outcomes of participation; however, researchers seldom address how youth’s social development, such as attachment, may shape outcomes. By not accounting for differences in attachment, researchers may be missing reasons why youth programs, like summer camps, function as developmental settings that foster outcomes for some youth, but not for others. Using summer camp as an example youth program, the purpose of this paper is to consider the role of attachment in youth outcomes. This article reviews and integrates positive youth development, summer camp, and attachment literature to arrive at a conceptual argument for the importance of including attachment when studying summer camps. Suggestions for how researchers can enhance their efforts by accounting for how attachment may shape youth outcomes are also offered.
{"title":"Considering the Importance of Attachment in Outcomes: The Case of Summer Camp","authors":"Robert P. Warner","doi":"10.5195/jyd.2022.1259","DOIUrl":"https://doi.org/10.5195/jyd.2022.1259","url":null,"abstract":"Youth programs are consistently described as settings that offer youth developmental experiences. Summer camps are one example of youth programs with empirical evidence suggesting positive outcomes of participation; however, researchers seldom address how youth’s social development, such as attachment, may shape outcomes. By not accounting for differences in attachment, researchers may be missing reasons why youth programs, like summer camps, function as developmental settings that foster outcomes for some youth, but not for others. Using summer camp as an example youth program, the purpose of this paper is to consider the role of attachment in youth outcomes. This article reviews and integrates positive youth development, summer camp, and attachment literature to arrive at a conceptual argument for the importance of including attachment when studying summer camps. Suggestions for how researchers can enhance their efforts by accounting for how attachment may shape youth outcomes are also offered.","PeriodicalId":46087,"journal":{"name":"Journal of Youth Development","volume":"38 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88959803","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Eddie L. Hill, Rowan D. Williams, J. Haegele, Ron Ramsing, Bethany Arrington, L. Hill
Studies have found that youth are experiencing higher anxiety levels than prior to COVID-19, and youth with type 1 diabetes are at higher risk. Medical specialty camps are a type of camp that provide opportunities for youth with chronic illnesses to share common goals, increase socialization, improve camper well-being, and increase knowledge of diabetes management. The program evaluation sought to determine the impact of a campers’ outcomes of independence and perceived competence and familial impact during COVID-19. Over half the participants were at their first diabetes camp and 71% of the campers felt their perceived competence “increased a little bit” because of camp. Over 95% of parents felt that their participation in camp had increased their diabetes knowledge. Qualitative data from parents revealed 2 themes, camp as a meeting place and learning from others. The findings from this study demonstrate that medical specialty camps influence campers’ perceptions of independence and competence and that families play an important role in creating a community of practice.
{"title":"Family Diabetes Camp Amidst COVID-19: A Community of Practice Model","authors":"Eddie L. Hill, Rowan D. Williams, J. Haegele, Ron Ramsing, Bethany Arrington, L. Hill","doi":"10.5195/jyd.2022.1262","DOIUrl":"https://doi.org/10.5195/jyd.2022.1262","url":null,"abstract":"Studies have found that youth are experiencing higher anxiety levels than prior to COVID-19, and youth with type 1 diabetes are at higher risk. Medical specialty camps are a type of camp that provide opportunities for youth with chronic illnesses to share common goals, increase socialization, improve camper well-being, and increase knowledge of diabetes management. The program evaluation sought to determine the impact of a campers’ outcomes of independence and perceived competence and familial impact during COVID-19. Over half the participants were at their first diabetes camp and 71% of the campers felt their perceived competence “increased a little bit” because of camp. Over 95% of parents felt that their participation in camp had increased their diabetes knowledge. Qualitative data from parents revealed 2 themes, camp as a meeting place and learning from others. The findings from this study demonstrate that medical specialty camps influence campers’ perceptions of independence and competence and that families play an important role in creating a community of practice.","PeriodicalId":46087,"journal":{"name":"Journal of Youth Development","volume":"66 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81569145","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
After-school programs are potential contexts that may promote positive youth development (PYD) and reduce problem behaviors among African American children. One way after-school programs may be associated with reduced problem behaviors is by fostering an affirming sense of identity. Prior research on racial–ethnic identity among African American children and adolescents has shown that a positive and affirming sense of identity is related to less maladaptive coping, yet little is known about how after-school programs may foster an affirming sense of identity and lead to reduced problem behaviors. The current study adds to this discourse by investigating how children’s connection to staff and peers in after-school settings is associated with racial–ethnic identity (as measured by racial–ethnic affirmation) and reduced problem behaviors. Participants were 186 African American children ages 7–11 (M = 8.44; SD = 1.10) who completed surveys in the LEGACY Together Afterschool research project. Data were collected at 55 community-based after-school programs. Results indicated that positive racial–ethnic affirmation mediated the association between after-school connectedness and problem behaviors, such that child-report of connectedness—that is feeling safe and happy in the after-school programs—was directly related to positive racial–ethnic identity and indirectly to reduced problem behaviors. These findings underscore the importance of supportive after-school programs that encourage meaningful interactions among staff and children that are nurturing and affirming to children’s identities.
课外活动是促进青少年积极发展(PYD)和减少非裔美国儿童问题行为的潜在环境。课外活动可能与减少问题行为有关的一种方式是培养一种肯定的认同感。先前对非裔美国儿童和青少年的种族-民族认同的研究表明，积极和肯定的认同感与较少的适应不良应对有关，但对课后项目如何培养肯定的认同感并减少问题行为知之甚少。目前的研究通过调查儿童在课后环境中与工作人员和同伴的联系如何与种族-民族身份(通过种族-民族肯定来衡量)和减少问题行为相关联，增加了这一论述。参与者为186名7-11岁的非裔美国儿童(M = 8.44;SD = 1.10)，他们完成了LEGACY Together Afterschool研究项目的调查。数据收集于55个以社区为基础的课后项目。结果表明，积极的种族-民族肯定介导了课后联系与问题行为之间的关联，例如儿童报告的联系-在课后活动中感到安全和快乐-与积极的种族-民族认同直接相关，并间接与减少问题行为有关。这些发现强调了支持性课后项目的重要性，这些项目鼓励教师和儿童之间有意义的互动，从而培养和肯定儿童的身份。
{"title":"After-School Connectedness, Racial–Ethnic Identity, Affirmation, and Problem Behaviors","authors":"D. Augustine, E. Smith, Dawn P. Witherspoon","doi":"10.5195/jyd.2022.1137","DOIUrl":"https://doi.org/10.5195/jyd.2022.1137","url":null,"abstract":"After-school programs are potential contexts that may promote positive youth development (PYD) and reduce problem behaviors among African American children. One way after-school programs may be associated with reduced problem behaviors is by fostering an affirming sense of identity. Prior research on racial–ethnic identity among African American children and adolescents has shown that a positive and affirming sense of identity is related to less maladaptive coping, yet little is known about how after-school programs may foster an affirming sense of identity and lead to reduced problem behaviors. The current study adds to this discourse by investigating how children’s connection to staff and peers in after-school settings is associated with racial–ethnic identity (as measured by racial–ethnic affirmation) and reduced problem behaviors. Participants were 186 African American children ages 7–11 (M = 8.44; SD = 1.10) who completed surveys in the LEGACY Together Afterschool research project. Data were collected at 55 community-based after-school programs. Results indicated that positive racial–ethnic affirmation mediated the association between after-school connectedness and problem behaviors, such that child-report of connectedness—that is feeling safe and happy in the after-school programs—was directly related to positive racial–ethnic identity and indirectly to reduced problem behaviors. These findings underscore the importance of supportive after-school programs that encourage meaningful interactions among staff and children that are nurturing and affirming to children’s identities.","PeriodicalId":46087,"journal":{"name":"Journal of Youth Development","volume":"201 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76027670","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Camp remains a powerful experience for youth of any age, but special care must be taken to ensure camps are supportive of diverse audiences. This article describes the process by which 4-H camp organizers created a welcoming and affirming camp for teen dependents of active duty, retired, or veteran military personnel, especially those campers who identified as non-binary or LGBTQ+. This included careful consideration of language used in recruitment documents, evaluation documents, volunteer and staff training, as well as communication with campers and families. Through careful planning and implementation, the 4-H adventure camps engaged over 90 teens, and survey results showed statistically significant improvements in camper perceptions of self-worth and satisfaction after their camp experience.
{"title":"Camp is for Everyone: Intentional Inclusion of Gender-Expansive Teens at Camp","authors":"Ash Hall, Kimberly H. Zemel","doi":"10.5195/jyd.2022.1250","DOIUrl":"https://doi.org/10.5195/jyd.2022.1250","url":null,"abstract":"Camp remains a powerful experience for youth of any age, but special care must be taken to ensure camps are supportive of diverse audiences. This article describes the process by which 4-H camp organizers created a welcoming and affirming camp for teen dependents of active duty, retired, or veteran military personnel, especially those campers who identified as non-binary or LGBTQ+. This included careful consideration of language used in recruitment documents, evaluation documents, volunteer and staff training, as well as communication with campers and families. Through careful planning and implementation, the 4-H adventure camps engaged over 90 teens, and survey results showed statistically significant improvements in camper perceptions of self-worth and satisfaction after their camp experience.","PeriodicalId":46087,"journal":{"name":"Journal of Youth Development","volume":"23 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85353667","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Over 30 years ago, the United Nations Convention on the Rights of the Child passed legislation allowing children under the age of 18 to express their concerns in circumstances and decisions that affect them. Because one impact on children under the age of 18 is the educational system, Scotland education has integrated opportunities for students to be involved in the educational process. Pupil voice groups are one of the techniques that have been implemented in Scotland and throughout Europe. These groups allow students to have a voice in their education that may impact development. Researchers sought to identify the impacts of pupil voice groups on student development, the surrounding community, and the school. Researchers identified primary school students from years P-3 to P-6 (7 to 12 years of age) involved in pupil voice groups. Data were collected through focus group interviews, in which themes surrounding benefits, drawbacks, and impacts on the school and community emerged. Results indicated that these groups improve the school and community, and students believe these opportunities allow them to share their opinions on their education. The researchers recommend that further research should examine the perceptions of previously interviewed students towards involvement in pupil voice groups, and the use of pupil voice groups outside of the United Kingdom.
{"title":"Pupil Voice Groups: The Impact on Schools and Students","authors":"E. Rubenstein, James D. Scott, Jason B. Peake","doi":"10.5195/jyd.2022.1270","DOIUrl":"https://doi.org/10.5195/jyd.2022.1270","url":null,"abstract":"Over 30 years ago, the United Nations Convention on the Rights of the Child passed legislation allowing children under the age of 18 to express their concerns in circumstances and decisions that affect them. Because one impact on children under the age of 18 is the educational system, Scotland education has integrated opportunities for students to be involved in the educational process. Pupil voice groups are one of the techniques that have been implemented in Scotland and throughout Europe. These groups allow students to have a voice in their education that may impact development. Researchers sought to identify the impacts of pupil voice groups on student development, the surrounding community, and the school. Researchers identified primary school students from years P-3 to P-6 (7 to 12 years of age) involved in pupil voice groups. Data were collected through focus group interviews, in which themes surrounding benefits, drawbacks, and impacts on the school and community emerged. Results indicated that these groups improve the school and community, and students believe these opportunities allow them to share their opinions on their education. The researchers recommend that further research should examine the perceptions of previously interviewed students towards involvement in pupil voice groups, and the use of pupil voice groups outside of the United Kingdom.","PeriodicalId":46087,"journal":{"name":"Journal of Youth Development","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78544222","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Selvi Rajagopal, Kaitlyn M Harper, Katherine Holzhauer, Tina Kumra
Positive youth development (PYD) is a strengths-based approach to youth programming which has been tested with success in largely higher income settings with mostly White youth. This study aims to identify the extent to which organizations who work in an urban context serving predominately African American youth incorporate PYD principles into their work. Organizations located in Baltimore, Maryland working with youth ages 14–24 were recruited for participation. In-depth interviews were conducted with organization leaders in this qualitative study. Thematic analysis using a deductive approach identified common themes and activities across organizations that aligned with PYD elements. All 17 youth-facing organizations interviewed described organic use of PYD principles through program activities regardless of prior knowledge of the PYD framework. Organizations prioritized activities to create an empowering environment for youth, build on youth assets and agency. The PYD principle of contribution was less explicitly incorporated into program activities, however organization leaders reported behavioral observations of youth exemplifying contribution. This real-world study demonstrates widespread utilization of PYD principles across a range of youth engagement activities in Baltimore. The results of this study provide insight on how organizations working with youth of color may naturally infuse elements of PYD into their programs. Formal training and evaluation support for these organizations may help achieve positive youth outcomes through application of PYD frameworks.
{"title":"Utilization of Positive Youth Development Framework by Youth-Facing Organizations in Baltimore City","authors":"Selvi Rajagopal, Kaitlyn M Harper, Katherine Holzhauer, Tina Kumra","doi":"10.5195/jyd.2022.1225","DOIUrl":"https://doi.org/10.5195/jyd.2022.1225","url":null,"abstract":"Positive youth development (PYD) is a strengths-based approach to youth programming which has been tested with success in largely higher income settings with mostly White youth. This study aims to identify the extent to which organizations who work in an urban context serving predominately African American youth incorporate PYD principles into their work. Organizations located in Baltimore, Maryland working with youth ages 14–24 were recruited for participation. In-depth interviews were conducted with organization leaders in this qualitative study. Thematic analysis using a deductive approach identified common themes and activities across organizations that aligned with PYD elements. All 17 youth-facing organizations interviewed described organic use of PYD principles through program activities regardless of prior knowledge of the PYD framework. Organizations prioritized activities to create an empowering environment for youth, build on youth assets and agency. The PYD principle of contribution was less explicitly incorporated into program activities, however organization leaders reported behavioral observations of youth exemplifying contribution. This real-world study demonstrates widespread utilization of PYD principles across a range of youth engagement activities in Baltimore. The results of this study provide insight on how organizations working with youth of color may naturally infuse elements of PYD into their programs. Formal training and evaluation support for these organizations may help achieve positive youth outcomes through application of PYD frameworks.","PeriodicalId":46087,"journal":{"name":"Journal of Youth Development","volume":"54 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75109999","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mentoring has been regarded as a promising way to reach at-risk youth and to strengthen the protective factors. This article focuses on emotions, reflections, and challenges that adult volunteers face in trying to establish and maintain a friend relationship with young adults in a multicomponent mentor setting in Finland. Based on our participatory observations in volunteering, a focus group discussion with volunteers and facilitators of volunteering, and interviews with young adults we analyze the nature of volunteers’ actions as invisible work as characterized by Devault (1999). We argue that invisible work should be recognized as a significant part of volunteering in a multi-component mentoring setting. The main findings in this particular case are the following: (a) There are limitations in short-term and project-based work in establishing meaningful relationships between young people and the volunteers/staff. (b) The volunteers are not always equipped to address the material and mental health support needs of the young people. (c) The organizational focus aiming to improve the volunteers’ experience does not solve all the problems related to volunteers’ interaction with young adults, such as fragmented and short-term youth services created by neoliberal policies that the young adults struggle with.
{"title":"Ambiguous, Affective, and Arduous: Volunteers’ Invisible Work With Young Adults","authors":"Jenni Mölkänen, Päivi Honkatukia","doi":"10.5195/jyd.2022.1198","DOIUrl":"https://doi.org/10.5195/jyd.2022.1198","url":null,"abstract":"Mentoring has been regarded as a promising way to reach at-risk youth and to strengthen the protective factors. This article focuses on emotions, reflections, and challenges that adult volunteers face in trying to establish and maintain a friend relationship with young adults in a multicomponent mentor setting in Finland. Based on our participatory observations in volunteering, a focus group discussion with volunteers and facilitators of volunteering, and interviews with young adults we analyze the nature of volunteers’ actions as invisible work as characterized by Devault (1999). We argue that invisible work should be recognized as a significant part of volunteering in a multi-component mentoring setting. The main findings in this particular case are the following: (a) There are limitations in short-term and project-based work in establishing meaningful relationships between young people and the volunteers/staff. (b) The volunteers are not always equipped to address the material and mental health support needs of the young people. (c) The organizational focus aiming to improve the volunteers’ experience does not solve all the problems related to volunteers’ interaction with young adults, such as fragmented and short-term youth services created by neoliberal policies that the young adults struggle with. ","PeriodicalId":46087,"journal":{"name":"Journal of Youth Development","volume":"10 3 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75227330","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Annick Eudes Jean-Baptiste, Stephanie Giannella, C. Provini
Researchers examined social and emotional learning (SEL) ratings for two samples of 559 and 406 predominantly elementary-age youth of color, who were enrolled in out-of-school time (OST) programs serving communities mostly of high socioeconomic need in Palm Beach County, Florida. Covering the 2019-2020 and 2020-2021 school years in the context of the COVID-19 pandemic, the study predicted that programs’ participation in an SEL quality enhancement project would positively impact youth SEL. This quality enhancement was expected to emerge alongside the positive effects of foundational program quality achieved through participation in the Palm Beach County Quality Improvement System, which includes an array of supports provided by Prime Time Palm Beach County, a nonprofit OST intermediary organization. Amid the challenges of the pandemic, evidence emerged to support the positive impact of foundational quality on youth in OST, as well as the positive impact of an enhanced focus on SEL.
{"title":"Youth Social and Emotional Learning in Quality-Enhanced, Out-of-School Time Programs","authors":"Annick Eudes Jean-Baptiste, Stephanie Giannella, C. Provini","doi":"10.5195/jyd.2022.1265","DOIUrl":"https://doi.org/10.5195/jyd.2022.1265","url":null,"abstract":"Researchers examined social and emotional learning (SEL) ratings for two samples of 559 and 406 predominantly elementary-age youth of color, who were enrolled in out-of-school time (OST) programs serving communities mostly of high socioeconomic need in Palm Beach County, Florida. Covering the 2019-2020 and 2020-2021 school years in the context of the COVID-19 pandemic, the study predicted that programs’ participation in an SEL quality enhancement project would positively impact youth SEL. This quality enhancement was expected to emerge alongside the positive effects of foundational program quality achieved through participation in the Palm Beach County Quality Improvement System, which includes an array of supports provided by Prime Time Palm Beach County, a nonprofit OST intermediary organization. Amid the challenges of the pandemic, evidence emerged to support the positive impact of foundational quality on youth in OST, as well as the positive impact of an enhanced focus on SEL.","PeriodicalId":46087,"journal":{"name":"Journal of Youth Development","volume":"30 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84831101","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sarah Tulane, Audrey Southwick, Mark Ferguson, Jaylynn Lerma
Background: Interactive technology (texting, social media, email) is an engrained element of communication in family systems. Methods: This qualitative study examined parenting practices in communication via interactive technology using a sample of 9 parents and 9 early adolescents between the ages of 12 to 15. Parents and adolescents completed phone interviews separately. Data were analyzed using thematic analysis and dyadic techniques. Results: Participants indicated they use interactive technology as channels of communication and for convenient connection. Parenting practices used through interactive technology that both parents and early adolescents identified included open communication and availability, guidance, expressions of parental warmth, and establishing trust. Conclusion: The results of this study provide support for a family systems thinking paradigm when examining interactive technology use in parent-teen relationships.
{"title":"“I’m Always Available”: Early Adolescent and Parent Perspectives of Parenting through Interactive Technology","authors":"Sarah Tulane, Audrey Southwick, Mark Ferguson, Jaylynn Lerma","doi":"10.3390/youth2040053","DOIUrl":"https://doi.org/10.3390/youth2040053","url":null,"abstract":"Background: Interactive technology (texting, social media, email) is an engrained element of communication in family systems. Methods: This qualitative study examined parenting practices in communication via interactive technology using a sample of 9 parents and 9 early adolescents between the ages of 12 to 15. Parents and adolescents completed phone interviews separately. Data were analyzed using thematic analysis and dyadic techniques. Results: Participants indicated they use interactive technology as channels of communication and for convenient connection. Parenting practices used through interactive technology that both parents and early adolescents identified included open communication and availability, guidance, expressions of parental warmth, and establishing trust. Conclusion: The results of this study provide support for a family systems thinking paradigm when examining interactive technology use in parent-teen relationships.","PeriodicalId":46087,"journal":{"name":"Journal of Youth Development","volume":"37 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78478390","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
E. B. Gross, S. Kattari, Rachelle Wilcox, S. Ernst, Monique Steel, Diana Parrish
The rates of depression, anxiety, and suicidal ideation have all increased among U.S. college students. The utilization of mental health services has also risen. Transgender/gender diverse (TGD) young people experience high rates of mental health concerns. Little is known regarding TGD students needing mental health services, if they are accessing them, and the differences in who accesses these services. This pilot study (N = 121), conducted online from 2021 to 2022, explores the mental health of the TGD students and the mental health services at a Midwest public university. Of the total sample, 68.1% described their mental health as being fair or poor. Disabled students were significantly more likely to self-report a negative mental health status (76.7%) than their non-disabled peers (58.9%). Nonbinary individuals were also significantly more likely to indicate negative mental health (79.5%) than their binary counterparts (47.6%). Notably, 6.6% of students with current depression diagnoses, 7.1% with current anxiety diagnoses, 11.8% with recent thoughts of NSSI, and 3.3% with recent suicide attempts had not accessed mental health services. This study indicates the need for more accessible TGD affirming mental health care for TGD students, and opportunities for innovation with interventions to better support TGD college and university students.
{"title":"Intricate Realities: Mental Health among Trans, Nonbinary, and Gender Diverse College Students","authors":"E. B. Gross, S. Kattari, Rachelle Wilcox, S. Ernst, Monique Steel, Diana Parrish","doi":"10.3390/youth2040052","DOIUrl":"https://doi.org/10.3390/youth2040052","url":null,"abstract":"The rates of depression, anxiety, and suicidal ideation have all increased among U.S. college students. The utilization of mental health services has also risen. Transgender/gender diverse (TGD) young people experience high rates of mental health concerns. Little is known regarding TGD students needing mental health services, if they are accessing them, and the differences in who accesses these services. This pilot study (N = 121), conducted online from 2021 to 2022, explores the mental health of the TGD students and the mental health services at a Midwest public university. Of the total sample, 68.1% described their mental health as being fair or poor. Disabled students were significantly more likely to self-report a negative mental health status (76.7%) than their non-disabled peers (58.9%). Nonbinary individuals were also significantly more likely to indicate negative mental health (79.5%) than their binary counterparts (47.6%). Notably, 6.6% of students with current depression diagnoses, 7.1% with current anxiety diagnoses, 11.8% with recent thoughts of NSSI, and 3.3% with recent suicide attempts had not accessed mental health services. This study indicates the need for more accessible TGD affirming mental health care for TGD students, and opportunities for innovation with interventions to better support TGD college and university students.","PeriodicalId":46087,"journal":{"name":"Journal of Youth Development","volume":"41 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89194685","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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