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: 10.1177/07435584231165993
For Latinx LGBTQ+ emerging adults, forming a positive social identity involves intersectionally navigating ethnoracial prejudice and heterosexism. Social media contexts are essential for minoritized emerging adults to access information and social support and explore their identities. Our research examines how these contexts serve as counterspaces that promote positive identity development, where minoritized people resist marginalizing narratives and collectively reimagine their intersectional selves. Our qualitative case study spotlights how a self-identified gender fluid, assigned female at birth, bisexual Latinx emerging adult at a public university, used digital counterspaces to resist intersectional marginality and construct positive social identities. After conducting inductive and deductive thematic analyses of two semi-structured interviews, we identified three themes (1) Intersectional Discrimination, experiences related to gendered colorism and gendered heterosexism; (2) Identity Work Through Narratives, resistance through the use of online spaces to develop critical consciousness, and counternarratives; and (3) Intersectional Counterspaces, the development of a coherent sense of self through digital spaces that validate and affirm intersectional identities. Our study expands how researchers imagine counterspaces and provides recommendations for practitioners to increase their understanding of Latinx LGBTQ+ emerging adults’ social media use.
{"title":"“Those are the Spaces Where I Feel Seen and Fully Understood”: Digital Counterspaces Fostering Community, Resistance, and Intersectional Identities Among Latinx LGBTQ+ Emerging Adults","authors":"","doi":"10.1177/07435584231165993","DOIUrl":"https://doi.org/10.1177/07435584231165993","url":null,"abstract":"For Latinx LGBTQ+ emerging adults, forming a positive social identity involves intersectionally navigating ethnoracial prejudice and heterosexism. Social media contexts are essential for minoritized emerging adults to access information and social support and explore their identities. Our research examines how these contexts serve as counterspaces that promote positive identity development, where minoritized people resist marginalizing narratives and collectively reimagine their intersectional selves. Our qualitative case study spotlights how a self-identified gender fluid, assigned female at birth, bisexual Latinx emerging adult at a public university, used digital counterspaces to resist intersectional marginality and construct positive social identities. After conducting inductive and deductive thematic analyses of two semi-structured interviews, we identified three themes (1) Intersectional Discrimination, experiences related to gendered colorism and gendered heterosexism; (2) Identity Work Through Narratives, resistance through the use of online spaces to develop critical consciousness, and counternarratives; and (3) Intersectional Counterspaces, the development of a coherent sense of self through digital spaces that validate and affirm intersectional identities. Our study expands how researchers imagine counterspaces and provides recommendations for practitioners to increase their understanding of Latinx LGBTQ+ emerging adults’ social media use.","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":"45353781","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 : 2023-04-03DOI: 10.1177/07435584231163191
Correlational research finds that transgender youth who have been homeless are more likely to have attempted suicide; however, there is not yet research explaining why this correlation might exist. To understand connections between housing insecurity and suicidality for transgender people the present study analyzed in-depth interviews with 30 transgender young people (ages 15–25) in the United States who had experienced homelessness. Interviews took place in LGBTQ community centers, and were analyzed for inductive themes using Qualitative Content Analysis. In contrast with theories suggesting that homelessness predicts increased suicidality because of the stressors of homelessness, this study found that gender-based parental rejection and other dysfunctional family dynamics interacted to create a hostile environment that contributed to both suicidality and homelessness for trans participants. In fact, suicide attempts occurred most often while participants still lived in disaffirming homes and usually ceased after participants left the unsafe home, suggesting that leaving a disaffirming family home, even if it results in homelessness, may decrease suicidality for some youth. Findings suggest that service providers working with transgender youth experiencing homelessness must consider familial gender disaffirmation, other familial stressors, and lack of access to shelter as equal threats to trans youth’s wellbeing and design interventions accordingly.
{"title":"A Qualitative Inquiry of Associations Between Family Environment and Suicidality for Transgender Youth Experiencing Homelessness","authors":"","doi":"10.1177/07435584231163191","DOIUrl":"https://doi.org/10.1177/07435584231163191","url":null,"abstract":"Correlational research finds that transgender youth who have been homeless are more likely to have attempted suicide; however, there is not yet research explaining why this correlation might exist. To understand connections between housing insecurity and suicidality for transgender people the present study analyzed in-depth interviews with 30 transgender young people (ages 15–25) in the United States who had experienced homelessness. Interviews took place in LGBTQ community centers, and were analyzed for inductive themes using Qualitative Content Analysis. In contrast with theories suggesting that homelessness predicts increased suicidality because of the stressors of homelessness, this study found that gender-based parental rejection and other dysfunctional family dynamics interacted to create a hostile environment that contributed to both suicidality and homelessness for trans participants. In fact, suicide attempts occurred most often while participants still lived in disaffirming homes and usually ceased after participants left the unsafe home, suggesting that leaving a disaffirming family home, even if it results in homelessness, may decrease suicidality for some youth. Findings suggest that service providers working with transgender youth experiencing homelessness must consider familial gender disaffirmation, other familial stressors, and lack of access to shelter as equal threats to trans youth’s wellbeing and design interventions accordingly.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47471545","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 : 2023-04-02DOI: 10.1177/07435584231166296
Morgan E. Richard, Elizabeth Gerhardt, Katja M. Pollak, Tz-yu Duan, J. Knutson, Dana Dmytro, C. Cameron
Adolescent romantic experiences can have profound developmental significance and may be predictive of future romantic relationships. Despite such potential significance, little is known about the challenges that confront teenage boys when navigating dating relationships. The present study sought to understand how masculine gender norms influence boys’ attitudes and behaviors and the influence of cultural expectations as they anticipate prospective dating relationships. Focus-group discussions were held with adolescent boys ( N = 23), ranging in age from 14 to 18 years, from a multicultural Canadian city. Grounded Theory methodology was used to analyze discussion responses. The Central Category of the grounded theory was Anticipating Getting Experience in Dating, while communicating and benefiting from relationships were subcategories. Masculine Gender Norms arose as the major Contextual Category. The findings demonstrate how these boys attempted to maintain a socially approved masculine status while coincidingly struggling with confidence and the demands of this status. Contextual factors involving peer expectations, social/digital media culture, multicultural context and parents’ expectations additionally contribute to their navigational struggles. Implications for boys’ relational development, in light of masculine gender norms, are addressed. Interventions are suggested to support boys in their development of confidence in romantic communications.
{"title":"Gender Norms and Culture in Asian-Canadian Adolescent Boys’ Anticipating Dating Relationships","authors":"Morgan E. Richard, Elizabeth Gerhardt, Katja M. Pollak, Tz-yu Duan, J. Knutson, Dana Dmytro, C. Cameron","doi":"10.1177/07435584231166296","DOIUrl":"https://doi.org/10.1177/07435584231166296","url":null,"abstract":"Adolescent romantic experiences can have profound developmental significance and may be predictive of future romantic relationships. Despite such potential significance, little is known about the challenges that confront teenage boys when navigating dating relationships. The present study sought to understand how masculine gender norms influence boys’ attitudes and behaviors and the influence of cultural expectations as they anticipate prospective dating relationships. Focus-group discussions were held with adolescent boys ( N = 23), ranging in age from 14 to 18 years, from a multicultural Canadian city. Grounded Theory methodology was used to analyze discussion responses. The Central Category of the grounded theory was Anticipating Getting Experience in Dating, while communicating and benefiting from relationships were subcategories. Masculine Gender Norms arose as the major Contextual Category. The findings demonstrate how these boys attempted to maintain a socially approved masculine status while coincidingly struggling with confidence and the demands of this status. Contextual factors involving peer expectations, social/digital media culture, multicultural context and parents’ expectations additionally contribute to their navigational struggles. Implications for boys’ relational development, in light of masculine gender norms, are addressed. Interventions are suggested to support boys in their development of confidence in romantic communications.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48054662","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 : 2023-03-28DOI: 10.1177/07435584231164643
Eduardo De la Vega-Taboada, Ana Lucía Rodríguez, Alexa Barton, D. Stephens, M. Cano, A. Eaton, S. Frazier, A. Rodriguez, Adolfo Cortecero
During adolescence, access to safe environments is critical for healthy development. This study analyzed adolescents’ perceptions of safety in personal and public spaces in the semi-rural community of Santa Ana, Colombia on the Island of Barú (95.8% of inhabitants live in poverty). We used thematic analysis to explore adolescents’ experiences and reflections to identify the factors influencing their perception of safety across different community spaces. Four gender-segregated focus group discussions were held with 40 adolescents (20 male and 20 female) from ages 13 to 17 ( M = 14.4, SD = 1.2). Most of them self-identified as Black (86%). The more recurrent spaces in the adolescents’ conversations were the streets, the school, the local sports field, individual homes, and commercial sound system parties known as “Picos.” Adolescents perceived the school as the safest space, while the “Picos” were the most unsafe. The other spaces were considered mixed, meaning that their perceived safety shifts and depends on the presence of certain factors. These factors were risky behaviors, group affiliation, designated authority roles and the relevance of time. The authors discuss the importance of addressing the factors that inform adolescents’ safety perception, particularly within low resource settings cross-culturally.
{"title":"Colombian Adolescents’ Perceptions of Violence and Opportunities for Safe Spaces Across Community Settings","authors":"Eduardo De la Vega-Taboada, Ana Lucía Rodríguez, Alexa Barton, D. Stephens, M. Cano, A. Eaton, S. Frazier, A. Rodriguez, Adolfo Cortecero","doi":"10.1177/07435584231164643","DOIUrl":"https://doi.org/10.1177/07435584231164643","url":null,"abstract":"During adolescence, access to safe environments is critical for healthy development. This study analyzed adolescents’ perceptions of safety in personal and public spaces in the semi-rural community of Santa Ana, Colombia on the Island of Barú (95.8% of inhabitants live in poverty). We used thematic analysis to explore adolescents’ experiences and reflections to identify the factors influencing their perception of safety across different community spaces. Four gender-segregated focus group discussions were held with 40 adolescents (20 male and 20 female) from ages 13 to 17 ( M = 14.4, SD = 1.2). Most of them self-identified as Black (86%). The more recurrent spaces in the adolescents’ conversations were the streets, the school, the local sports field, individual homes, and commercial sound system parties known as “Picos.” Adolescents perceived the school as the safest space, while the “Picos” were the most unsafe. The other spaces were considered mixed, meaning that their perceived safety shifts and depends on the presence of certain factors. These factors were risky behaviors, group affiliation, designated authority roles and the relevance of time. The authors discuss the importance of addressing the factors that inform adolescents’ safety perception, particularly within low resource settings cross-culturally.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44876733","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 : 2023-03-27DOI: 10.1177/07435584231161002
Sherilyn Chang, J. Vaingankar, E. Seow, Ellaisha Samari, Y. Chua, Nan Luo, S. Verma, M. Subramaniam
The period of youth encompasses a myriad of experiences that often elicit a range of emotions from the individual. This study was conducted to understand emotion regulation (ER) among youths, specifically to identify strategies employed by youths to regulate emotions, and to understand the perceived importance and impact of ER. Qualitative data were collected through one-to-one semi-structured interviews ( n = 25) and focus group discussions ( n = 11; total 70 participants) among youths aged between 15 and 24 years. Interviews were transcribed verbatim and inductive thematic analysis was used to analyze the data. ER strategies engaged by youths in this study were classified into the following themes: (1) developing emotional awareness and acceptance, (2) emotional catharsis, (3) calling for a timeout, and (4) positive thinking and reframing. Youths perceived the importance of regulating emotions as (1) ER contributes to rational thinking and decision-making, (2) poor ER worsens mental wellbeing, (3) ER provides stability in life, and has (4) relevance to current life stage and environment. Findings from this study illustrate the essential role of ER for youth’s healthy functioning and demonstrate the value of strengthening emotional regulatory capacities in them.
{"title":"Understanding Emotion Regulation Strategies Among Youths: A Qualitative Study","authors":"Sherilyn Chang, J. Vaingankar, E. Seow, Ellaisha Samari, Y. Chua, Nan Luo, S. Verma, M. Subramaniam","doi":"10.1177/07435584231161002","DOIUrl":"https://doi.org/10.1177/07435584231161002","url":null,"abstract":"The period of youth encompasses a myriad of experiences that often elicit a range of emotions from the individual. This study was conducted to understand emotion regulation (ER) among youths, specifically to identify strategies employed by youths to regulate emotions, and to understand the perceived importance and impact of ER. Qualitative data were collected through one-to-one semi-structured interviews ( n = 25) and focus group discussions ( n = 11; total 70 participants) among youths aged between 15 and 24 years. Interviews were transcribed verbatim and inductive thematic analysis was used to analyze the data. ER strategies engaged by youths in this study were classified into the following themes: (1) developing emotional awareness and acceptance, (2) emotional catharsis, (3) calling for a timeout, and (4) positive thinking and reframing. Youths perceived the importance of regulating emotions as (1) ER contributes to rational thinking and decision-making, (2) poor ER worsens mental wellbeing, (3) ER provides stability in life, and has (4) relevance to current life stage and environment. Findings from this study illustrate the essential role of ER for youth’s healthy functioning and demonstrate the value of strengthening emotional regulatory capacities in them.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48225555","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 : 2023-03-15DOI: 10.1177/07435584231159674
Kalen Flynn, Brenda Mathias
Experiences of and exposures to violence impact older adolescents and young adults in a myriad of ways. While typically conceptualized as interpersonal, other forms of violence, namely, structural and symbolic, can be harmful to development for this population. This study utilized qualitative methodologies, including ethnographic field notes and interviews, to capture the ways in which 12 young persons aged 16 to 20 from Philadelphia experience and conceptualize multiple forms of violence across neighborhood contexts. In total, 85 interviews and over 100 hours of field observations were conducted and analyzed using thematic analysis. Findings from this study demonstrate that multiple forms of violence are experienced and impact how young adults make meaning of their life experiences. Importantly, our study explores how these forms of violence occur in tandem across contexts. Whereby, aspects of young adult development and well-being are shaped by violence across the micro, meso, and macro systems with which they interact. Implications of this work include adapting Bronfenbrenner’s Ecological Systems Theory to include multiple forms of violence so that practitioners and researchers can better understand how forms of violence are enacted and the associated impacts on young adults.
{"title":"“How Am I Supposed to Act?”: Adapting Bronfenbrenner’s Ecological Systems Theory to Understand the Developmental Impacts of Multiple Forms of Violence","authors":"Kalen Flynn, Brenda Mathias","doi":"10.1177/07435584231159674","DOIUrl":"https://doi.org/10.1177/07435584231159674","url":null,"abstract":"Experiences of and exposures to violence impact older adolescents and young adults in a myriad of ways. While typically conceptualized as interpersonal, other forms of violence, namely, structural and symbolic, can be harmful to development for this population. This study utilized qualitative methodologies, including ethnographic field notes and interviews, to capture the ways in which 12 young persons aged 16 to 20 from Philadelphia experience and conceptualize multiple forms of violence across neighborhood contexts. In total, 85 interviews and over 100 hours of field observations were conducted and analyzed using thematic analysis. Findings from this study demonstrate that multiple forms of violence are experienced and impact how young adults make meaning of their life experiences. Importantly, our study explores how these forms of violence occur in tandem across contexts. Whereby, aspects of young adult development and well-being are shaped by violence across the micro, meso, and macro systems with which they interact. Implications of this work include adapting Bronfenbrenner’s Ecological Systems Theory to include multiple forms of violence so that practitioners and researchers can better understand how forms of violence are enacted and the associated impacts on young adults.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43344922","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 : 2023-03-03DOI: 10.1177/07435584231154840
H. Gaudreau, Stephanie Radziszewski, J. Houle, A. Beaudin, Louis-Philippe Boisvert, Syphax Brouri, Mathieu Charrette, Laurent Côté, S. Coulombe, R. Labelle, Elissa Louka, Benjamin Mousseau, Noémie Phaneuf, D. Rickwood, Pierre H. Tremblay
Anxiety and depressive disorders are the most prevalent mental health problems in adolescents, however, little is known about the strategies they use to deal with their difficulties and regain power over their symptoms. This exploratory study documented the self-management strategies used by adolescents to recover from difficulties related to anxiety and/or depression. Individual interviews were conducted in Montreal, Canada with 49 participants aged 11 to 18 years (28 girls, 20 boys, and 1 non-binary person from various cultural origins) after approval by the Institutional Review Board. Young people were questioned about the self-management strategies they put in place when they felt stressed, sad, or anxious. The data were coded according to the thematic analysis method using an inductive approach. Participants reported 73 self-management strategies, regrouped in four broad themes: (a) I think through; (b) I surround myself with people/animals; (c) I feel and manage my emotions; (d) I continue my daily activities. Their strategies emphasize the role played by their social network and the place of social media as a support in their recovery. Self-management is an empowering process that allows adolescents to take responsibility and to make decisions that foster their recovery.
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