Pub Date : 2023-05-25DOI: 10.1177/07435584231173408
Calisse R. Burand, Krystal K. Cashen, Kay A. Simon, R. Farr
Youth with LGBTQ+ parents may feel that their parents’ LGBTQ+ identity impacted their lives because of unique experiences such as LGBTQ+ family socialization. Guided by family systems, queer, and social constructionism theories, we explored this question via in-depth interviews with 49 youth (8 with minoritized gender identities and 25 with minoritized sexual identities) between 12 and 25 years old ( Mage = 19.51, SD = 3.48) in the United States, and who had at least one LGBTQ+ parent. Using inductive thematic analysis, four themes were identified: (1) feelings of openness and acceptance toward the self; (2) feelings of openness and acceptance toward others; (3) feelings of openness and acceptance toward their family; and (4) perceptions of normalcy. Many endorsed these themes and reported that they felt this way specifically due to their parents’ LGBTQ+ identities. Youth were asked about their thoughts related to future families. These themes were considered in relation to their family formation (e.g., adoption; donor insemination). This research indicates that youth with LGBTQ+ parents may experience unique socialization about openness and acceptance in the context of their families. This research is important in informing culturally competent practice for other youth, parents, and those who serve LGBTQ+ parent families.
{"title":"Perspectives of Youth With LGBTQ+ Parents: Feelings of Openness and Acceptance Toward Others, Oneself, and Family","authors":"Calisse R. Burand, Krystal K. Cashen, Kay A. Simon, R. Farr","doi":"10.1177/07435584231173408","DOIUrl":"https://doi.org/10.1177/07435584231173408","url":null,"abstract":"Youth with LGBTQ+ parents may feel that their parents’ LGBTQ+ identity impacted their lives because of unique experiences such as LGBTQ+ family socialization. Guided by family systems, queer, and social constructionism theories, we explored this question via in-depth interviews with 49 youth (8 with minoritized gender identities and 25 with minoritized sexual identities) between 12 and 25 years old ( Mage = 19.51, SD = 3.48) in the United States, and who had at least one LGBTQ+ parent. Using inductive thematic analysis, four themes were identified: (1) feelings of openness and acceptance toward the self; (2) feelings of openness and acceptance toward others; (3) feelings of openness and acceptance toward their family; and (4) perceptions of normalcy. Many endorsed these themes and reported that they felt this way specifically due to their parents’ LGBTQ+ identities. Youth were asked about their thoughts related to future families. These themes were considered in relation to their family formation (e.g., adoption; donor insemination). This research indicates that youth with LGBTQ+ parents may experience unique socialization about openness and acceptance in the context of their families. This research is important in informing culturally competent practice for other youth, parents, and those who serve LGBTQ+ parent families.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43616770","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 : 2023-05-12DOI: 10.1177/07435584231171344
Juliana Muñoz Bohorquez, Martha Yumiseva-L., Ana Dudamel, K. Roy, A. Lewin
To examine how Central American immigrant youth move from experiences of trauma to psychological growth as they transition into adulthood. The sample consisted of 20 (10 males and 10 females) adolescent and young adult immigrants (ages 18–26) from Honduras (20%), Guatemala (35%), and El Salvador (45%). Most participants migrated unaccompanied when they were 13 to 20, and their average time in the United States was 4.4 years. Data were collected with Identity, Inc., a community-based organization that supports Latino youth (ages 8–25) and their families living in poverty in Maryland. Semi-structured life history interviews were conducted in Spanish by a bilingual, bicultural staff member in person and on zoom. A diverse research team used a grounded theory approach to code transcripts in pairs, and then synthesize this coding within a post traumatic growth framework. A grounded theory approach was used to conduct open, axial, and selective coding of translated and de-identified transcripts. Findings from this study revealed the potential for post-traumatic growth, including a sense of one’s strength and enhanced meaning and purpose, and the importance of positive interpersonal connections in fostering growth. This study demonstrates a capacity for growth in Central American immigrant youth that goes beyond acculturation or coping with trauma and supports the value of trauma-informed services for this population.
{"title":"Identity Formation and Post-Traumatic Growth Among Central American Immigrant Youth","authors":"Juliana Muñoz Bohorquez, Martha Yumiseva-L., Ana Dudamel, K. Roy, A. Lewin","doi":"10.1177/07435584231171344","DOIUrl":"https://doi.org/10.1177/07435584231171344","url":null,"abstract":"To examine how Central American immigrant youth move from experiences of trauma to psychological growth as they transition into adulthood. The sample consisted of 20 (10 males and 10 females) adolescent and young adult immigrants (ages 18–26) from Honduras (20%), Guatemala (35%), and El Salvador (45%). Most participants migrated unaccompanied when they were 13 to 20, and their average time in the United States was 4.4 years. Data were collected with Identity, Inc., a community-based organization that supports Latino youth (ages 8–25) and their families living in poverty in Maryland. Semi-structured life history interviews were conducted in Spanish by a bilingual, bicultural staff member in person and on zoom. A diverse research team used a grounded theory approach to code transcripts in pairs, and then synthesize this coding within a post traumatic growth framework. A grounded theory approach was used to conduct open, axial, and selective coding of translated and de-identified transcripts. Findings from this study revealed the potential for post-traumatic growth, including a sense of one’s strength and enhanced meaning and purpose, and the importance of positive interpersonal connections in fostering growth. This study demonstrates a capacity for growth in Central American immigrant youth that goes beyond acculturation or coping with trauma and supports the value of trauma-informed services for this population.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45518543","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 : 2023-05-10DOI: 10.1177/07435584231170040
Jovani Azpeitia, Yazmin Meza Lazaro, S. Ruvalcaba, Guadalupe A. Bacio
Emerging adult, first-generation college students (FGCSs) face academic and social challenges in their adjustment to college. FGCSs are more likely to be students of color and from lower socioeconomic backgrounds who may face particularly difficult challenges when they attend highly selective, predominantly White Institutions (PWIs) that have historically centered White middle-class cultural norms and practices. We used longitudinal, embedded mixed methods to holistically understand the college adjustment experiences of 43 first-year, FGCSs predominantly Latinx and Black students at a PWI. Students participated in focus groups and completed self-report questionnaires three times over the course of their first year of college. We found that evolving interpersonal relationships (with peers, faculty, the institution, and their families) and the institution’s climate were at the core of the adjustment process over FGCSs’ first year of college. While institutional capital posed barriers, the support that FGCSs received primarily from students, staff, and faculty of similar backgrounds positively contributed to participants’ wellbeing and college adjustment. In addition to efforts by PWIs to recruit FGCSs, PWIs need to restructure their systems to deliver on their promised support and provide sustained resources that FGCSs need to adjust to and succeed in college and beyond.
{"title":"“It’s Easy to Feel Alone, But When You Have Community, it Makes [College] a Lot Easier”: First-generation Students’ Academic and Psychosocial Adjustment Over the First Year of College","authors":"Jovani Azpeitia, Yazmin Meza Lazaro, S. Ruvalcaba, Guadalupe A. Bacio","doi":"10.1177/07435584231170040","DOIUrl":"https://doi.org/10.1177/07435584231170040","url":null,"abstract":"Emerging adult, first-generation college students (FGCSs) face academic and social challenges in their adjustment to college. FGCSs are more likely to be students of color and from lower socioeconomic backgrounds who may face particularly difficult challenges when they attend highly selective, predominantly White Institutions (PWIs) that have historically centered White middle-class cultural norms and practices. We used longitudinal, embedded mixed methods to holistically understand the college adjustment experiences of 43 first-year, FGCSs predominantly Latinx and Black students at a PWI. Students participated in focus groups and completed self-report questionnaires three times over the course of their first year of college. We found that evolving interpersonal relationships (with peers, faculty, the institution, and their families) and the institution’s climate were at the core of the adjustment process over FGCSs’ first year of college. While institutional capital posed barriers, the support that FGCSs received primarily from students, staff, and faculty of similar backgrounds positively contributed to participants’ wellbeing and college adjustment. In addition to efforts by PWIs to recruit FGCSs, PWIs need to restructure their systems to deliver on their promised support and provide sustained resources that FGCSs need to adjust to and succeed in college and beyond.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43382996","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 : 2023-05-02DOI: 10.1177/07435584231171385
Marbella Uriostegui, T. Lay, Amanda L. Roy, Samantha Villasanta
The goal of this research is to document and contextualize sources of happiness for Black and Latinx youth living in economically disenfranchised, Chicago neighborhoods. We examined youth’s open-ended responses to the question “What makes you happiest in life?” The sample consists of 409 Black (73%) and Latinx (27%) youth (54% female; on average 15 years old, SD = 0.80). Using an inductive process, we developed relevant codes and applied them to the data. Whereas previous research has found that youth are happiest when they take a break from their routine lives (i.e., leisure), we find that youth include aspects of their daily lives in their concepts of happiness, including financial security and wellbeing, social support, spirituality, and goodwill and service. Youth’s in-depth reflections on what makes them happy are contextualized with quantitative data describing their experiences with structural oppression including poverty, financial hardship, neighborhood poverty, and exposure to violence. We find that youth find happiness despite, often by resisting, the structural constraints in their lives. These findings highlight that for Black and Latinx youth happiness may not solely be an emotional state, but also a strategy for coping with structural oppression.
{"title":"“I Get to See Another Day”: Examining Where Black and Latinx Youth From Economically Disenfranchised Chicago Neighborhoods Find Happiness","authors":"Marbella Uriostegui, T. Lay, Amanda L. Roy, Samantha Villasanta","doi":"10.1177/07435584231171385","DOIUrl":"https://doi.org/10.1177/07435584231171385","url":null,"abstract":"The goal of this research is to document and contextualize sources of happiness for Black and Latinx youth living in economically disenfranchised, Chicago neighborhoods. We examined youth’s open-ended responses to the question “What makes you happiest in life?” The sample consists of 409 Black (73%) and Latinx (27%) youth (54% female; on average 15 years old, SD = 0.80). Using an inductive process, we developed relevant codes and applied them to the data. Whereas previous research has found that youth are happiest when they take a break from their routine lives (i.e., leisure), we find that youth include aspects of their daily lives in their concepts of happiness, including financial security and wellbeing, social support, spirituality, and goodwill and service. Youth’s in-depth reflections on what makes them happy are contextualized with quantitative data describing their experiences with structural oppression including poverty, financial hardship, neighborhood poverty, and exposure to violence. We find that youth find happiness despite, often by resisting, the structural constraints in their lives. These findings highlight that for Black and Latinx youth happiness may not solely be an emotional state, but also a strategy for coping with structural oppression.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":"1 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65164136","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 : 2023-04-28DOI: 10.1177/07435584231166118
Ashley Ison, Megan Satterthwaite-Freiman, Michael R. Sladek, A. Umaña‐Taylor
Family ethnic socialization (FES) is a critical component of youth ethnic-racial identity (ERI) development. However, little research has focused on FES experiences amongst White families. The current study applied a convergent mixed methods design to investigate how immigration generational status (i.e., number of U.S.-born parents and grandparents) was associated with FES within White American families and the extent to which that informed adolescents’ ERI development. Utilizing survey data for White adolescents’ ( N = 532) self-reported FES experiences and ERI exploration and resolution, quantitative path analyses testing for mediation indicated that, as adolescents reported more family members born in the U.S., their FES experiences were lower and, in turn, their ERI exploration and resolution were also lower. FES fully mediated the relation between generational status and their ERI exploration and resolution. A theoretical thematic analysis of focus group data from a subsample of participants offered insights into how White adolescents described their FES experiences, illustrating the integral role of parents and grandparents for learning about their ethnic heritage, school’s role in facilitating FES, and various methods of maintaining familial collective cultural memory. The current study offers preliminary insights into FES among White families and identifies new questions for exploration future research.
{"title":"The Role of Family Ethnic Socialization and Generational Status in White Adolescents’ Ethnic-Racial Identity Development","authors":"Ashley Ison, Megan Satterthwaite-Freiman, Michael R. Sladek, A. Umaña‐Taylor","doi":"10.1177/07435584231166118","DOIUrl":"https://doi.org/10.1177/07435584231166118","url":null,"abstract":"Family ethnic socialization (FES) is a critical component of youth ethnic-racial identity (ERI) development. However, little research has focused on FES experiences amongst White families. The current study applied a convergent mixed methods design to investigate how immigration generational status (i.e., number of U.S.-born parents and grandparents) was associated with FES within White American families and the extent to which that informed adolescents’ ERI development. Utilizing survey data for White adolescents’ ( N = 532) self-reported FES experiences and ERI exploration and resolution, quantitative path analyses testing for mediation indicated that, as adolescents reported more family members born in the U.S., their FES experiences were lower and, in turn, their ERI exploration and resolution were also lower. FES fully mediated the relation between generational status and their ERI exploration and resolution. A theoretical thematic analysis of focus group data from a subsample of participants offered insights into how White adolescents described their FES experiences, illustrating the integral role of parents and grandparents for learning about their ethnic heritage, school’s role in facilitating FES, and various methods of maintaining familial collective cultural memory. The current study offers preliminary insights into FES among White families and identifies new questions for exploration future research.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43365306","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 : 2023-04-17DOI: 10.1177/07435584231168402
M. West, S. Rice, D. Vella-Brodrick
Autonomy development is an important process in adolescence and is central to a successful transition to adulthood. Social contexts play a crucial role in supporting and suppressing autonomy. Considering social media is a salient and important context for mid-adolescents it has the potential to strongly influence autonomy development. This study applied qualitative methods to examine mid-adolescents’ perspectives of how their social media use impacts autonomy. Participants included 36 students aged 15 years from four schools in Melbourne, Australia. All participants completed a rich picture mapping activity and focus group discussions, and a sub-sample of 11 adolescents participated in follow-up, one-on-one interviews. Reflexive thematic analysis generated two overarching themes; supporting autonomy and suppressing autonomy. Sub-themes included; promoting self-governance, facilitating choicefulness, developing a sense of self, external forces motivating use, fostering compulsive and non-intentional use, and affordances of social media threaten personal control. This study revealed that social media contributes to today’s adolescents encountering unique experiences with regards to their autonomy development compared with other generations. Findings highlighted the need to harness the autonomy-supportive aspects of social media use whilst mitigating the autonomy-suppressive ones to help mid-adolescents engage with social media in a way that promotes healthy functioning and wellbeing.
{"title":"Mid-Adolescents’ Social Media Use: Supporting and Suppressing Autonomy","authors":"M. West, S. Rice, D. Vella-Brodrick","doi":"10.1177/07435584231168402","DOIUrl":"https://doi.org/10.1177/07435584231168402","url":null,"abstract":"Autonomy development is an important process in adolescence and is central to a successful transition to adulthood. Social contexts play a crucial role in supporting and suppressing autonomy. Considering social media is a salient and important context for mid-adolescents it has the potential to strongly influence autonomy development. This study applied qualitative methods to examine mid-adolescents’ perspectives of how their social media use impacts autonomy. Participants included 36 students aged 15 years from four schools in Melbourne, Australia. All participants completed a rich picture mapping activity and focus group discussions, and a sub-sample of 11 adolescents participated in follow-up, one-on-one interviews. Reflexive thematic analysis generated two overarching themes; supporting autonomy and suppressing autonomy. Sub-themes included; promoting self-governance, facilitating choicefulness, developing a sense of self, external forces motivating use, fostering compulsive and non-intentional use, and affordances of social media threaten personal control. This study revealed that social media contributes to today’s adolescents encountering unique experiences with regards to their autonomy development compared with other generations. Findings highlighted the need to harness the autonomy-supportive aspects of social media use whilst mitigating the autonomy-suppressive ones to help mid-adolescents engage with social media in a way that promotes healthy functioning and wellbeing.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43134545","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 : 2023-04-17DOI: 10.1177/07435584231169303
C. Uengwongsapat, P. Songwathana
To explore the process of becoming a first-time father in Thai-Muslim adolescents. The transition to fatherhood among Thai-Muslim adolescents is a critical life event. The process of the transition is often not clearly understood. In-depth interviews with 14 Thai-Muslim adolescent fathers. Data were analyzed using constant comparative method. “Breaking free of worry and embracing fatherhood with joy” is the central, integrating theme. Male adolescents experience the following three phase process to prepare themselves for fatherhood. In phase one, the adolescents are worried about the impact of becoming a father. Their response is a mixed feeling of fright, stress, fear about a burden on their parents, and indignation at being told they are too young to be fathers. In phase two, male adolescents accept the onset of pending fatherhood and try to confront it. The adolescent fathers apply three strategies through the first two phases: facing the reality, accepting the role of an adolescent father, and modifying their behavior. In phase three, the adolescents actively undertake the transition to shoulder the burdens, responsibilities, and joys of fatherhood. The findings provide additional knowledge and contribute significantly to health care professionals promoting continuity care for first-time adolescent fathers.
{"title":"Transition to Fatherhood Among Muslim Adolescents in Thailand: A Grounded Theory","authors":"C. Uengwongsapat, P. Songwathana","doi":"10.1177/07435584231169303","DOIUrl":"https://doi.org/10.1177/07435584231169303","url":null,"abstract":"To explore the process of becoming a first-time father in Thai-Muslim adolescents. The transition to fatherhood among Thai-Muslim adolescents is a critical life event. The process of the transition is often not clearly understood. In-depth interviews with 14 Thai-Muslim adolescent fathers. Data were analyzed using constant comparative method. “Breaking free of worry and embracing fatherhood with joy” is the central, integrating theme. Male adolescents experience the following three phase process to prepare themselves for fatherhood. In phase one, the adolescents are worried about the impact of becoming a father. Their response is a mixed feeling of fright, stress, fear about a burden on their parents, and indignation at being told they are too young to be fathers. In phase two, male adolescents accept the onset of pending fatherhood and try to confront it. The adolescent fathers apply three strategies through the first two phases: facing the reality, accepting the role of an adolescent father, and modifying their behavior. In phase three, the adolescents actively undertake the transition to shoulder the burdens, responsibilities, and joys of fatherhood. The findings provide additional knowledge and contribute significantly to health care professionals promoting continuity care for first-time adolescent fathers.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42713635","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 : 2023-04-11DOI: 10.1177/07435584231163568
A. Kiadarbandsari
This study assesses the frequency of youth mentees’ cognitive emotion regulation strategies during negative life events and it explores how mentors respond to their mentees’ cognitive emotion regulation strategies during those situations. This research engaged 40 mentees and 35 mentors in New Zealand. Analyses are completed using descriptive statistics and thematic analysis. Findings revealed that the mentors reported their mentees’ more frequent use of adaptive cognitive emotion regulation strategies (acceptance, positive reappraisal, positive refocusing, putting things into perspective, and refocus on planning), whereas youth mentees reported slightly different rates of the strategies (positive reappraisal, acceptance, refocus on planning, putting into perspective, and rumination). In response to their mentees, the mentors supported their mentees’ cognitive emotion regulation through two over-arching responses: emotional support (e.g., reassurance, use of self-disclosure, normalizing mentees’ feelings, redirecting self-blame, showing availability, and validation); and by providing new ways of learning (e.g., teaching positive reappraisal, refocus on planning and problem solving, positive refocus, situation analysis, promoting perspective-taking, as well as emphasizing ownership and taking responsibility). These findings provide insights into youth emotion regulation in mentoring contexts and also offer suggestions for future studies and mentor training.
{"title":"Mentors’ Supporting Approaches of Mentees’ Cognitive Emotion Regulation Strategies","authors":"A. Kiadarbandsari","doi":"10.1177/07435584231163568","DOIUrl":"https://doi.org/10.1177/07435584231163568","url":null,"abstract":"This study assesses the frequency of youth mentees’ cognitive emotion regulation strategies during negative life events and it explores how mentors respond to their mentees’ cognitive emotion regulation strategies during those situations. This research engaged 40 mentees and 35 mentors in New Zealand. Analyses are completed using descriptive statistics and thematic analysis. Findings revealed that the mentors reported their mentees’ more frequent use of adaptive cognitive emotion regulation strategies (acceptance, positive reappraisal, positive refocusing, putting things into perspective, and refocus on planning), whereas youth mentees reported slightly different rates of the strategies (positive reappraisal, acceptance, refocus on planning, putting into perspective, and rumination). In response to their mentees, the mentors supported their mentees’ cognitive emotion regulation through two over-arching responses: emotional support (e.g., reassurance, use of self-disclosure, normalizing mentees’ feelings, redirecting self-blame, showing availability, and validation); and by providing new ways of learning (e.g., teaching positive reappraisal, refocus on planning and problem solving, positive refocus, situation analysis, promoting perspective-taking, as well as emphasizing ownership and taking responsibility). These findings provide insights into youth emotion regulation in mentoring contexts and also offer suggestions for future studies and mentor training.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45824122","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 : 2023-04-07DOI: 10.1177/07435584231162572
Jinjoo Han, N. Way, H. Yoshikawa, Crystal Clarke
While intellectual curiosity has been widely studied in the field of child development, interpersonal curiosity and its association with social and emotional skills and well-being has rarely been investigated. This mixed-methods study explored the dimensions of interpersonal curiosity, examined how each dimension was associated with social and emotional skills and well-being, and investigated the moderating role of gender among middle school students. 389 seventh-grade students in seven public middle schools in New York City (Mage = 12.52; 48% female) completed an online survey that included an interpersonal question-generation measure. The sample was racially/ethnically diverse: Asian (36%), White (29%), Latino/a (16%), African American (13%), and Other (6%). Content analysis guided by grounded theory approach revealed four dimensions of interpersonal curiosity: Curiosity about Me (15%), Curiosity about You (33%), Curiosity about Our Relationship (3%), and Curiosity about Your Relationships (6%). Results indicated that the dimensions of interpersonal curiosity were positively associated with social and emotional skills and well-being, and that gender moderated such associations. Our findings suggest the need to investigate this multidimensional construct and consider it a core component of healthy adolescent development.
{"title":"Interpersonal Curiosity and its Association With Social and Emotional Skills and Well-Being During Adolescence","authors":"Jinjoo Han, N. Way, H. Yoshikawa, Crystal Clarke","doi":"10.1177/07435584231162572","DOIUrl":"https://doi.org/10.1177/07435584231162572","url":null,"abstract":"While intellectual curiosity has been widely studied in the field of child development, interpersonal curiosity and its association with social and emotional skills and well-being has rarely been investigated. This mixed-methods study explored the dimensions of interpersonal curiosity, examined how each dimension was associated with social and emotional skills and well-being, and investigated the moderating role of gender among middle school students. 389 seventh-grade students in seven public middle schools in New York City (Mage = 12.52; 48% female) completed an online survey that included an interpersonal question-generation measure. The sample was racially/ethnically diverse: Asian (36%), White (29%), Latino/a (16%), African American (13%), and Other (6%). Content analysis guided by grounded theory approach revealed four dimensions of interpersonal curiosity: Curiosity about Me (15%), Curiosity about You (33%), Curiosity about Our Relationship (3%), and Curiosity about Your Relationships (6%). Results indicated that the dimensions of interpersonal curiosity were positively associated with social and emotional skills and well-being, and that gender moderated such associations. Our findings suggest the need to investigate this multidimensional construct and consider it a core component of healthy adolescent development.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46034835","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 : 2023-04-04DOI: 10.1177/07435584231165989
T. Wilson, Maxine Fenner, Alexander T. Riley, Alison J. Culyba
Using dyadic youth-adult interviews, the current study explored characteristics, benefits, and challenges of supportive youth-adult relationships for youths living in neighborhoods with high levels of community violence. Thirty-two dyads of youths between the ages 13 to 21 years (63% female, 88% Black) and their self-identified key adult supports in Pittsburgh, PA, completed semi-structured interviews exploring important qualities of youth-adult relationships, aspects which strengthen these relationships, relationship challenges, and intergenerational support. Data were analyzed using thematic content analysis and an iterative coding process to identify key themes. For youths and adults, important qualities that constituted supportive relationships included being dependable, nonjudgmental, a best friend, and providing unwavering support. Occasionally, youths and adults found it difficult to communicate and understand each other. Despite these challenges, the intergenerational transfer of knowledge and dynamic, bidirectional support were instrumental in helping youths navigate obstacles and thrive. The study highlighted the importance of youth-adult relationships across family and community contexts in empowering youths in neighborhoods impacted by community violence. Dyadic and network-based interventions should be developed that uplift the strengths of youths and their adult supports while simultaneously being attuned to challenges that minoritized youths and adults encounter in neighborhoods impacted by violence.
{"title":"Understanding the Protective Role of Adolescent-Adult Relationships Among Minoritized Youths in Neighborhoods Impacted by Community Violence","authors":"T. Wilson, Maxine Fenner, Alexander T. Riley, Alison J. Culyba","doi":"10.1177/07435584231165989","DOIUrl":"https://doi.org/10.1177/07435584231165989","url":null,"abstract":"Using dyadic youth-adult interviews, the current study explored characteristics, benefits, and challenges of supportive youth-adult relationships for youths living in neighborhoods with high levels of community violence. Thirty-two dyads of youths between the ages 13 to 21 years (63% female, 88% Black) and their self-identified key adult supports in Pittsburgh, PA, completed semi-structured interviews exploring important qualities of youth-adult relationships, aspects which strengthen these relationships, relationship challenges, and intergenerational support. Data were analyzed using thematic content analysis and an iterative coding process to identify key themes. For youths and adults, important qualities that constituted supportive relationships included being dependable, nonjudgmental, a best friend, and providing unwavering support. Occasionally, youths and adults found it difficult to communicate and understand each other. Despite these challenges, the intergenerational transfer of knowledge and dynamic, bidirectional support were instrumental in helping youths navigate obstacles and thrive. The study highlighted the importance of youth-adult relationships across family and community contexts in empowering youths in neighborhoods impacted by community violence. Dyadic and network-based interventions should be developed that uplift the strengths of youths and their adult supports while simultaneously being attuned to challenges that minoritized youths and adults encounter in neighborhoods impacted by violence.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47517727","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：