Pub Date : 2024-08-22DOI: 10.1177/07435584241268447
Johari Harris, Ann Cale Kruger, Jacob English
Given the connections between moral development and positive youth development, this qualitative study explored Black adolescent males’ moral development through the application of Snarey and Siddle Walker’s African-American Model of Ethics. Framed by PVEST, results revealed participants’ notions of justice and care intersected with their racialized-gendered identities, highlighting the need for a culturally relevant approach to Black Americans’ moral development. In addition, findings highlighted the ways Black adolescent males’ development of moral principles aligned with a culturally relevant moral development model. These findings have important implications for researchers and practitioners focused on Black adolescent males.
{"title":"“I Wanna at Least Give Back so They Could Have an Idea of Doing Right”: A Culturally Relevant Approach to Understanding Black Adolescent Males’ Moral Development","authors":"Johari Harris, Ann Cale Kruger, Jacob English","doi":"10.1177/07435584241268447","DOIUrl":"https://doi.org/10.1177/07435584241268447","url":null,"abstract":"Given the connections between moral development and positive youth development, this qualitative study explored Black adolescent males’ moral development through the application of Snarey and Siddle Walker’s African-American Model of Ethics. Framed by PVEST, results revealed participants’ notions of justice and care intersected with their racialized-gendered identities, highlighting the need for a culturally relevant approach to Black Americans’ moral development. In addition, findings highlighted the ways Black adolescent males’ development of moral principles aligned with a culturally relevant moral development model. These findings have important implications for researchers and practitioners focused on Black adolescent males.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":"25 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208503","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}
Pub Date : 2024-07-24DOI: 10.1177/07435584241256566
Taina B. Quiles-Kwock, Elena Maker Castro, Sara Wilf, Aditi Rudra, Lamont Stanley Bryant, Channing Mathews, Laura Wray-Lake
Immigrant origin youth are among the largest growing population in the United States of America (U.S.), and are important political agents for social change. This study examines how these youth engage in interracial solidarity, particularly in digital spaces. This study used reflexive thematic analysis to analyze the Twitter posts of 36 immigrant origin youth (ages 18–23; 62.5% women) from African/Afro-Latine, Latine, and Asian origins. We examined their posts about the Black Lives Matter (BLM) movement and racial justice for Black Americans in 2020. We found that immigrant origin youths’ identities as racial-ethnic minorities informed their support of BLM. Further, we found racial differences in digital action such that African-origin youth focused on celebrating Blackness and calling in peers of all races, while non-African origin youth strategically amplified the work of U.S.-origin Black Americans and called in allyship in their racial-ethnic communities. Lastly, we found that African-origin youth viewed their positionality within the BLM movement differently compared to their U.S.-born Black peers due to their different relationship to chattel slavery and anti-Blackness. This study suggests that scholars and practitioners can support immigrant origin youths’ sociopolitical development by incorporating an intersectional analysis of inequities to promote collective identification and mass mobilization.
{"title":"“Imagine Growing Up Thinking the US is the Best Opportunity”: Immigrant Origin Youth of Color Supporting the Black Lives Matter Movement on Twitter","authors":"Taina B. Quiles-Kwock, Elena Maker Castro, Sara Wilf, Aditi Rudra, Lamont Stanley Bryant, Channing Mathews, Laura Wray-Lake","doi":"10.1177/07435584241256566","DOIUrl":"https://doi.org/10.1177/07435584241256566","url":null,"abstract":"Immigrant origin youth are among the largest growing population in the United States of America (U.S.), and are important political agents for social change. This study examines how these youth engage in interracial solidarity, particularly in digital spaces. This study used reflexive thematic analysis to analyze the Twitter posts of 36 immigrant origin youth (ages 18–23; 62.5% women) from African/Afro-Latine, Latine, and Asian origins. We examined their posts about the Black Lives Matter (BLM) movement and racial justice for Black Americans in 2020. We found that immigrant origin youths’ identities as racial-ethnic minorities informed their support of BLM. Further, we found racial differences in digital action such that African-origin youth focused on celebrating Blackness and calling in peers of all races, while non-African origin youth strategically amplified the work of U.S.-origin Black Americans and called in allyship in their racial-ethnic communities. Lastly, we found that African-origin youth viewed their positionality within the BLM movement differently compared to their U.S.-born Black peers due to their different relationship to chattel slavery and anti-Blackness. This study suggests that scholars and practitioners can support immigrant origin youths’ sociopolitical development by incorporating an intersectional analysis of inequities to promote collective identification and mass mobilization.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":"40 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141775723","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}
Pub Date : 2024-06-22DOI: 10.1177/07435584241256567
Stephanie Soto-Lara, Mark Vincent B. Yu, Alessandra Pantano, Sandra D. Simpkins
Afterschool staff are critical to youth’s experiences in activities and shape what youth garner from activities. This study focuses on undergraduate students’ experiences working with adolescents in an afterschool activity through a community-university partnership in an effort to understand the challenges afterschool staff face and the strategies that helped them address those challenges. Undergraduate students, who are referred to as mentors in the activity, ( n = 15; 11 female; 8 Latine, 7 non-Latine) are the staff for a math enrichment afterschool activity serving largely Latine youth. The undergraduate students were interviewed to understand (a) the challenges they encountered when working with adolescents, (b) the strategies they leveraged to respond to these challenges, and (c) the extent to which the themes varied by racial/ethnic cultural backgrounds. Undergraduate students felt they experienced challenges with promoting motivation, teaching math content, navigating group instruction, building connections with adolescents, and establishing authority or respect. To respond to these challenges, they sought help from experienced undergraduate students, attended trainings, facilitated collaborative learning, integrated real-world examples, engaged in structured non-math related conversations, and leveraged students’ sociocultural assets. Results provide key stakeholders with insights on how to design trainings to better support undergraduate students who work with diverse youth.
{"title":"Challenges and Strategies in Working with Latine Adolescents in a Math Enrichment Afterschool Activity","authors":"Stephanie Soto-Lara, Mark Vincent B. Yu, Alessandra Pantano, Sandra D. Simpkins","doi":"10.1177/07435584241256567","DOIUrl":"https://doi.org/10.1177/07435584241256567","url":null,"abstract":"Afterschool staff are critical to youth’s experiences in activities and shape what youth garner from activities. This study focuses on undergraduate students’ experiences working with adolescents in an afterschool activity through a community-university partnership in an effort to understand the challenges afterschool staff face and the strategies that helped them address those challenges. Undergraduate students, who are referred to as mentors in the activity, ( n = 15; 11 female; 8 Latine, 7 non-Latine) are the staff for a math enrichment afterschool activity serving largely Latine youth. The undergraduate students were interviewed to understand (a) the challenges they encountered when working with adolescents, (b) the strategies they leveraged to respond to these challenges, and (c) the extent to which the themes varied by racial/ethnic cultural backgrounds. Undergraduate students felt they experienced challenges with promoting motivation, teaching math content, navigating group instruction, building connections with adolescents, and establishing authority or respect. To respond to these challenges, they sought help from experienced undergraduate students, attended trainings, facilitated collaborative learning, integrated real-world examples, engaged in structured non-math related conversations, and leveraged students’ sociocultural assets. Results provide key stakeholders with insights on how to design trainings to better support undergraduate students who work with diverse youth.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":"32 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141500623","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}
Pub Date : 2024-06-20DOI: 10.1177/07435584241256603
Elena Maker Castro, Jamila Cummings, Brenda Martinez Montaño, Kinjal Vyas, Lindsay T. Hoyt, Alison K. Cohen
The existing, primarily quantitative literature suggests that for emerging adult college students (EACS), wellbeing has a complex relationship with sociopolitical development (i.e., the development of one’s awareness of and capacity to transform societal oppressions) that merits further unpacking. This study aimed to understand EACS’ reflections on their wellbeing and sociopolitical development pre-pandemic and during the pandemic, from 2019 to 2022. We conducted participatory, in-depth interviews with 27 diverse EACS across the USA (Mage = 21.7; SD = 0.8) in November 2022; 52% cisgender women, 19% transgender and gender diverse; 48% LGBQ+; 33% Asian, 33% White, 15% Black, 11% Multiracial, and 7% Latine. Using thematic analysis, we found that wellbeing, especially mental health, was a precursor for sociopolitical development. Simultaneously, wellbeing in the forms of safety, belonging, and self-actualization motivated and supported sociopolitical development. Ultimately, many participants reported a recursive and reciprocal relationship between wellbeing and sociopolitical development. We also found that participants faced ongoing challenges related to their developmental trajectories through emerging adulthood and contextual experiences within an oppressive sociopolitical context and the COVID-19 pandemic. We encourage developing ways to support wellbeing within spaces that aim to foster sociopolitical development.
{"title":"Establishing a Reciprocal and Recursive Relationship Between Sociopolitical Development and Wellbeing for Early Emerging Adult College Students When “There Was a lot Happening in Both the World. . . and Within My Own Personal World”","authors":"Elena Maker Castro, Jamila Cummings, Brenda Martinez Montaño, Kinjal Vyas, Lindsay T. Hoyt, Alison K. Cohen","doi":"10.1177/07435584241256603","DOIUrl":"https://doi.org/10.1177/07435584241256603","url":null,"abstract":"The existing, primarily quantitative literature suggests that for emerging adult college students (EACS), wellbeing has a complex relationship with sociopolitical development (i.e., the development of one’s awareness of and capacity to transform societal oppressions) that merits further unpacking. This study aimed to understand EACS’ reflections on their wellbeing and sociopolitical development pre-pandemic and during the pandemic, from 2019 to 2022. We conducted participatory, in-depth interviews with 27 diverse EACS across the USA (M<jats:sub>age</jats:sub> = 21.7; SD = 0.8) in November 2022; 52% cisgender women, 19% transgender and gender diverse; 48% LGBQ+; 33% Asian, 33% White, 15% Black, 11% Multiracial, and 7% Latine. Using thematic analysis, we found that wellbeing, especially mental health, was a precursor for sociopolitical development. Simultaneously, wellbeing in the forms of safety, belonging, and self-actualization motivated and supported sociopolitical development. Ultimately, many participants reported a recursive and reciprocal relationship between wellbeing and sociopolitical development. We also found that participants faced ongoing challenges related to their developmental trajectories through emerging adulthood and contextual experiences within an oppressive sociopolitical context and the COVID-19 pandemic. We encourage developing ways to support wellbeing within spaces that aim to foster sociopolitical development.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":"19 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141500622","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}
Services developed to address conduct problems in school contexts show limited efficacy. The current study examined how young adults with childhood histories of conduct problems retrospectively understood service efficacy, inefficacy, and what suggestions they had for service improvement. Participants were 41 young adults from Québec (17–21 years old; 53.7% women; 78% white; 77% below the low-income cut-off for single-person households) who had received services for conduct problems starting in childhood. They completed semi-structured interviews about their service usage experiences. Thematic analysis was used to identify how participants discussed themes relating to efficacy, inefficacy and service improvement. While considerable overlap was observed in how participants and educational professionals understand efficacy (e.g., reduced symptoms) and inefficacy (e.g., worsening symptoms), participants also noted key differences in terms of how they perceived efficacy (i.e., using services to avoid punishment) that are not generally considered by educational professionals. Including user perspectives when assessing service efficacy and inefficacy can provide crucial insight for improving services for youth with conduct problems, providing a starting point for understanding how users evaluate service success, and how they saw services as influencing their psychosocial outcomes.
{"title":"Perceptions of Service Efficacy Among Young Adults with Childhood Histories of Conduct Problems","authors":"Amanda Paniconi, Alexa Martin-Storey, Michele Déry, René-Marc Lavigne, Melina Tomasiello, Caroline Temcheff","doi":"10.1177/07435584241234643","DOIUrl":"https://doi.org/10.1177/07435584241234643","url":null,"abstract":"Services developed to address conduct problems in school contexts show limited efficacy. The current study examined how young adults with childhood histories of conduct problems retrospectively understood service efficacy, inefficacy, and what suggestions they had for service improvement. Participants were 41 young adults from Québec (17–21 years old; 53.7% women; 78% white; 77% below the low-income cut-off for single-person households) who had received services for conduct problems starting in childhood. They completed semi-structured interviews about their service usage experiences. Thematic analysis was used to identify how participants discussed themes relating to efficacy, inefficacy and service improvement. While considerable overlap was observed in how participants and educational professionals understand efficacy (e.g., reduced symptoms) and inefficacy (e.g., worsening symptoms), participants also noted key differences in terms of how they perceived efficacy (i.e., using services to avoid punishment) that are not generally considered by educational professionals. Including user perspectives when assessing service efficacy and inefficacy can provide crucial insight for improving services for youth with conduct problems, providing a starting point for understanding how users evaluate service success, and how they saw services as influencing their psychosocial outcomes.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":"37 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139955408","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}
Pub Date : 2024-02-21DOI: 10.1177/07435584241233981
Abbie E. Goldberg, Kaitlin A. Gabriele-Black
There is limited research on stigma experiences and disclosure practices among adolescents who: (a) are adopted, (b) who have LGBTQ+ parents, and (c) who are sexual or gender minorities themselves. At a time when LGBTQ+ identities are both increasingly visible and also publicly debated, we conducted interviews with 50 adolescents ( M age = 14.86 years) in 12 two-father, 20 two-mother, and 18 father/mother families. Following protocols approved by Clark University’s Institutional Review Board and through the frameworks of sexual stigma, microaggressions, and communication privacy management, we used thematic analysis to explore themes of disclosure practices, peer responses to disclosure, and parent responses to sexual and gender identity disclosure. Adolescents described various disclosure decisions around their adoptive status, LGBTQ+ parent family structure, and their own sexual and gender identities, ranging from rare to reactive to proactive disclosure. Such decisions were in some cases shaped by the intersections among participants’ race, gender, and family structure. Participants often selectively disclosed because of concerns related to privacy and negative peer reactions. Many adolescents reported instances of microaggressions from peers around their identities. Parent reactions to their children’s sexual and gender identity disclosure were more complex than peers’ reactions. Findings have implications for therapists and other professionals working with adolescents and their families.
{"title":"To Tell or Not to Tell: Disclosure Experiences and Perceived Microaggressions Among Adopted Adolescents With Lesbian, Gay, and Heterosexual Parents","authors":"Abbie E. Goldberg, Kaitlin A. Gabriele-Black","doi":"10.1177/07435584241233981","DOIUrl":"https://doi.org/10.1177/07435584241233981","url":null,"abstract":"There is limited research on stigma experiences and disclosure practices among adolescents who: (a) are adopted, (b) who have LGBTQ+ parents, and (c) who are sexual or gender minorities themselves. At a time when LGBTQ+ identities are both increasingly visible and also publicly debated, we conducted interviews with 50 adolescents ( M age = 14.86 years) in 12 two-father, 20 two-mother, and 18 father/mother families. Following protocols approved by Clark University’s Institutional Review Board and through the frameworks of sexual stigma, microaggressions, and communication privacy management, we used thematic analysis to explore themes of disclosure practices, peer responses to disclosure, and parent responses to sexual and gender identity disclosure. Adolescents described various disclosure decisions around their adoptive status, LGBTQ+ parent family structure, and their own sexual and gender identities, ranging from rare to reactive to proactive disclosure. Such decisions were in some cases shaped by the intersections among participants’ race, gender, and family structure. Participants often selectively disclosed because of concerns related to privacy and negative peer reactions. Many adolescents reported instances of microaggressions from peers around their identities. Parent reactions to their children’s sexual and gender identity disclosure were more complex than peers’ reactions. Findings have implications for therapists and other professionals working with adolescents and their families.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":"60 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139955420","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}
Pub Date : 2024-02-21DOI: 10.1177/07435584241231448
Elizabeth A. Daniels, Leah Dajches, Larissa Terán, Heather Gahler, Hye Jeong Choi, Ashton Speno, Jennifer Stevens Aubrey
The present study examined the role of sexting in adolescents’ peer environment and romantic relationships with attention to gender patterns. Thirty adolescent girls and boys (ages 16 or 17) of varying racial/ethnic background residing in Los Angeles or Phoenix participated in in-depth interviews about their experiences and attitudes toward sexting. Thematic analysis was used to analyze the interview data. In total, we identified 5 main themes and 15 subthemes. Participants reported that sexting is normal in their peer groups (Main theme #1 Everyone’s Doing It) and that sexting occurs within a cultural milieu of the sexual double standard (Main theme #2 Sexual Double Standard). They described sexting as a part of expressing romantic interest in someone and playing a role in defining and furthering romantic relationships (Main theme #3 Romantic Relationships). Participants also identified social (Main theme #4 Social Consequences) as well as psychological and long-term consequences of sexting (Main theme #5 Psychological or Long-Term Consequences). Findings of this study have implications for educational interventions.
{"title":"The Sexual Landscape of Youth: How Adolescents From the U.S. Make Sense of Sexting","authors":"Elizabeth A. Daniels, Leah Dajches, Larissa Terán, Heather Gahler, Hye Jeong Choi, Ashton Speno, Jennifer Stevens Aubrey","doi":"10.1177/07435584241231448","DOIUrl":"https://doi.org/10.1177/07435584241231448","url":null,"abstract":"The present study examined the role of sexting in adolescents’ peer environment and romantic relationships with attention to gender patterns. Thirty adolescent girls and boys (ages 16 or 17) of varying racial/ethnic background residing in Los Angeles or Phoenix participated in in-depth interviews about their experiences and attitudes toward sexting. Thematic analysis was used to analyze the interview data. In total, we identified 5 main themes and 15 subthemes. Participants reported that sexting is normal in their peer groups (Main theme #1 Everyone’s Doing It) and that sexting occurs within a cultural milieu of the sexual double standard (Main theme #2 Sexual Double Standard). They described sexting as a part of expressing romantic interest in someone and playing a role in defining and furthering romantic relationships (Main theme #3 Romantic Relationships). Participants also identified social (Main theme #4 Social Consequences) as well as psychological and long-term consequences of sexting (Main theme #5 Psychological or Long-Term Consequences). Findings of this study have implications for educational interventions.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":"46 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139955374","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}
Pub Date : 2024-02-16DOI: 10.1177/07435584241231376
Siobhan Hugh-Jones, Raginie Duara, Rebecca Graber, Sangeeta Goswami, Anna Madill
Youth substance abuse is widespread in India. Data is needed to inform the focus of prevention approaches. Our aim was to understand the perspectives of Indian young people about what protects them from substance (ab)use, and our study followed protocols approved by UK and Indian university research ethics committees. We recruited 15 Indian adolescents from Assam (seven males, eight females) aged 15 to 18 years at elevated risk because they had family/friends who were substance addicts. Participants took part in a photo-led interview in which they represented visually and narratively their experience of resisting substances (ab)use. Data were analyzed by a UK-India team using reflexive thematic analysis. Seven dominant protective factors were expressed by young people, including nurturing and communicative relationships with parents; up close and personal observations around addiction which left participants fearful of substances; protective mindsets and resolutions emerging from participants’ reflection on drug culture; staying away from “bad” company; being repulsed by substances; having healthy ways to cope at difficult times; and having something that mattered more than using substances. Findings show the resilience of Indian adolescents and suggest that prevention approaches in India should focus on augmenting individual, school and family mechanisms which appear dynamic and cumulative.
{"title":"What Protects At-Risk Young People in India From Using and Abusing Substances? A Photo-Led Study of Lived Experience","authors":"Siobhan Hugh-Jones, Raginie Duara, Rebecca Graber, Sangeeta Goswami, Anna Madill","doi":"10.1177/07435584241231376","DOIUrl":"https://doi.org/10.1177/07435584241231376","url":null,"abstract":"Youth substance abuse is widespread in India. Data is needed to inform the focus of prevention approaches. Our aim was to understand the perspectives of Indian young people about what protects them from substance (ab)use, and our study followed protocols approved by UK and Indian university research ethics committees. We recruited 15 Indian adolescents from Assam (seven males, eight females) aged 15 to 18 years at elevated risk because they had family/friends who were substance addicts. Participants took part in a photo-led interview in which they represented visually and narratively their experience of resisting substances (ab)use. Data were analyzed by a UK-India team using reflexive thematic analysis. Seven dominant protective factors were expressed by young people, including nurturing and communicative relationships with parents; up close and personal observations around addiction which left participants fearful of substances; protective mindsets and resolutions emerging from participants’ reflection on drug culture; staying away from “bad” company; being repulsed by substances; having healthy ways to cope at difficult times; and having something that mattered more than using substances. Findings show the resilience of Indian adolescents and suggest that prevention approaches in India should focus on augmenting individual, school and family mechanisms which appear dynamic and cumulative.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":"10 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139955422","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}
Pub Date : 2023-12-17DOI: 10.1177/07435584231215448
Jennifer Renick, Stephanie M. Reich
The COVID-19 pandemic and shifts to virtual learning drastically altered school environments, often leaving students without a say in the many changes happening in their lives. To understand how diverse adolescents experienced their school’s climate during the COVID-19 pandemic and elevate youth voice in school decisions, we conducted a youth-participatory action research project in collaboration with a Title 1 middle school in California. Fourteen students participated in this YPAR study—mostly students of color. This mixed-methods study utilized both qualitative and quantitative data. Qualitative sources included meeting transcripts and chat logs, field-notes, and responses to open-ended survey questions, all of which were coded inductively. Quantitative data sources included pre- and post-surveys on students’ feelings of belonging, mattering, empowerment, and perceptions of school climate, which were compared via paired sample t-tests. Students sought to improve one of the few-shared experiences of school during the pandemic, the school lunch, and showed increased feelings of empowerment and mattering over the course of the project. These findings provide insight into students’ experiences of school climate during the COVID-19 pandemic, as well as offer implications for both practitioners and researchers on the importance of including youth voice in the issues that impact their lives.
{"title":"Elevating Student Voices and Addressing Their Needs: Using Youth Participatory Action Research to Improve School Climate During the COVID-19 Pandemic","authors":"Jennifer Renick, Stephanie M. Reich","doi":"10.1177/07435584231215448","DOIUrl":"https://doi.org/10.1177/07435584231215448","url":null,"abstract":"The COVID-19 pandemic and shifts to virtual learning drastically altered school environments, often leaving students without a say in the many changes happening in their lives. To understand how diverse adolescents experienced their school’s climate during the COVID-19 pandemic and elevate youth voice in school decisions, we conducted a youth-participatory action research project in collaboration with a Title 1 middle school in California. Fourteen students participated in this YPAR study—mostly students of color. This mixed-methods study utilized both qualitative and quantitative data. Qualitative sources included meeting transcripts and chat logs, field-notes, and responses to open-ended survey questions, all of which were coded inductively. Quantitative data sources included pre- and post-surveys on students’ feelings of belonging, mattering, empowerment, and perceptions of school climate, which were compared via paired sample t-tests. Students sought to improve one of the few-shared experiences of school during the pandemic, the school lunch, and showed increased feelings of empowerment and mattering over the course of the project. These findings provide insight into students’ experiences of school climate during the COVID-19 pandemic, as well as offer implications for both practitioners and researchers on the importance of including youth voice in the issues that impact their lives.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":"26 44","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138966044","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}
Pub Date : 2023-12-17DOI: 10.1177/07435584231215449
Lorelie Ann Banzon-Librojo
This study examined the narrative identities of 10 male, center-based, Filipino children in conflict with the law (CICL) from their stories of their experiences before entering the youth rehabilitation center, during their commitment at the center, and their perception of the future after they leave the center. Participants were minors when they were charged with the commission of an offense, but were 18 to 22 years old at the time of the interviews. Multiple in-depth, face-to-face, semi-structured interviews were conducted using an adapted life story interview guide to elicit participants’ self-defining memories and views of the past, present, and future, following protocols approved by the University Research Ethics Committee and research guidelines for juvenile justice populations. Data were analyzed inductively using thematic narrative analysis and revealed three depicted identities across time points, manifesting a sense of sameness and continuity in the CICL’s views of themselves. In particular, the CICL depicted the self as a young person in need, with capabilities, and demonstrating concern for others. The study contributes to the development of a theory and program framework that can support the positive development of CICL, before, during, and after their stay in the youth rehabilitation center by identifying important elements for focus.
{"title":"Narrative Identities of Center-based Filipino Children in Conflict with the Law","authors":"Lorelie Ann Banzon-Librojo","doi":"10.1177/07435584231215449","DOIUrl":"https://doi.org/10.1177/07435584231215449","url":null,"abstract":"This study examined the narrative identities of 10 male, center-based, Filipino children in conflict with the law (CICL) from their stories of their experiences before entering the youth rehabilitation center, during their commitment at the center, and their perception of the future after they leave the center. Participants were minors when they were charged with the commission of an offense, but were 18 to 22 years old at the time of the interviews. Multiple in-depth, face-to-face, semi-structured interviews were conducted using an adapted life story interview guide to elicit participants’ self-defining memories and views of the past, present, and future, following protocols approved by the University Research Ethics Committee and research guidelines for juvenile justice populations. Data were analyzed inductively using thematic narrative analysis and revealed three depicted identities across time points, manifesting a sense of sameness and continuity in the CICL’s views of themselves. In particular, the CICL depicted the self as a young person in need, with capabilities, and demonstrating concern for others. The study contributes to the development of a theory and program framework that can support the positive development of CICL, before, during, and after their stay in the youth rehabilitation center by identifying important elements for focus.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":"2 4","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138965818","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}
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