Latino Adolescent Reproductive and Sexual Health Behaviors and Outcomes: Research Informed Guidance for Agency-Based Practitioners

Latinos are the largest and fastest growing minority youth group in the United States. Currently, Latino adolescents experience higher rates of teen pregnancy compared to any other racial or ethnic group and have disproportionately high levels of sexually transmitted infections and HIV. Latino teens are also affected by a number of social problems such as school dropout, poverty, depression and limited access to healthcare, which contributes to disparities in reproductive health outcomes for this population. Relatively few intervention research studies and programs have been dedicated to reducing sexual risk among Latino youth, despite their particular vulnerabilities in experiencing negative reproductive health outcomes. We provide recommendations for identifying the unique reproductive health needs of Latino youth and specific applied strategies so that agency-based social workers and other providers can develop family-based interventions that improve adolescent Latino sexual and reproductive health.     

Daughter‐Father Relationships and Adolescent Psychosocial Functioning in Low‐Income African American Families

This study examines the role of biological and social fathers in the lives of low‐income African American adolescent girls (N= 302). Sixty‐five percent of adolescents identified a primary father; two thirds were biological and one third were social fathers. Adolescents reported more contentious and less close relationships with biological than with social fathers. Multivariate regression analyses indicated that daughters' perceptions of anger and alienation from fathers was related to greater emotional and behavioral problems for adolescents, whereas perceptions of trust and communication with fathers were not predictive of youth outcomes. These relationships were generally similar for biological and social fathers, but differed according to fathers' level of contact with their daughters. A combination of low contact and high levels of either anger or trust in the daughter‐father relationship related to particularly deleterious psychosocial outcomes for adolescent girls.     

An empirical test of a model of academic expectations among youth in residential care

In the last decade accumulating evidence across many countries points to the poor educational outcomes of youth formerly placed in care and their under-representation in higher education. Academic expectations in late adolescence are considered a key marker for educational attainments in young adulthood. Although these expectations were studied extensively, they have seldom been examined among youth in substitute care. The goal of the present research was to develop and test a model to predict academic expectations of Israeli adolescents placed in residential facilities. The study sample consisted of 1360 adolescents from 34 youth villages who responded to self-report questionnaires tapping their academic expectations, current academic achievements and various aspects of their family, school and facility's environment, expected to be associated with their academic expectations.Structural equation modeling indicated that parents' level of education was indirectly related to youths' expectations, an association mediated by youth's current academic achievements and parents' aspirations for their children's educational success. Higher levels of teacher and staff support were also found to contribute to higher academic expectations; however, whereas teacher support effects were mediated by youth achievements, staff support was found to have direct, as well as moderating effects, on achievement-expectations relationship.The findings suggest the importance of an integrative approach in the efforts to promote educational expectations among adolescents in residential facilities. Such an approach, encompassing the multiple adult functions responsible for youth development within such settings, could be an important step in enhancing the chances for future academic success of this vulnerable group.     

Social Capital and Adolescent Substance Use: The Role of Family,School, and Neighborhood Contexts

This study assesses the link between social capital factors of norm‐setting social arenas including family, school, and neighborhood and adolescent substance use measured by cigarette smoking, alcohol consumption, and illicit drug use among a sample of adolescents in California. The key messages of this study are that socialization processes at different life domains, in varying degrees, are associated with adolescent substance use behavior. Compared with school and neighborhood contexts, family is the most influential setting that should be primarily targeted for youth substance use prevention. Among different aspects of within‐family social resources, parental monitoring seems to be the most protective of adolescent substance use. Study implications on family‐based interventions are discussed.     

It is risky business: can social capital reduce risk-taking behaviours among disadvantaged youth?

This study addresses the gap in the research for sound multidimensional assessment of social capital and its relationship with risk-taking behaviour among youths living in disadvantaged communities. Social capital and adolescent risk-taking outcomes were studied cross-sectionally in 1371 secondary students living in two disadvantaged communities within Australia. First, a multidimensional measure of social capital was developed and tested using confirmatory factor analysis. Then, the associations between social capital and a range of youth risk-taking behaviours were examined using structural equation modelling across five-year groups (Grades 7–12). With a few exceptions, higher levels of social capital and belongingness within the school and community were generally associated with decreases in smoking, alcohol and drug consumption, and physical violence. Some outcomes were more strongly associated with family and peer social capital, while others associated more with neighbour and community social capital, indicating that attempts to build social capital need to be targeted across the whole community. This study supports the notion that social capital can be measured empirically and is beneficial in alleviating many of the detrimental health outcomes commonly associated with risk-taking behaviours during adolescence.     

Marital and Parental Relationship Quality and Educational Outcomes for Youth

This research examines the effects of parental marital quality and the quality of the parent–child relationship on the educational progress of adolescents. Previous research indicates that family structure and economic capacity have significant effects on educational achievement and high school graduation rates. Few studies, however, examined the effects of the quality of the parental relationship on the educational outcomes of their children. This study is built on bioecological and social capital theories of human development suggesting that the capacity for child and youth development is enhanced when their primary relationships are supportive and provide them with social assets that encourage human capital development. The study uses data from the NLSY97, a nationally representative sample of adolescents who are being followed into adulthood. The findings indicate that family stability and living with two biological parents is a stronger predictor of high school graduation than parent marital quality and the quality of the parent–child relationship. But the data also indicate that parent marital quality and the quality of the parent–child relationship have a strong and positive effect on postsecondary education access among those who do graduate from high school. These findings are interpreted in light of the contribution of relationship quality to further educational involvement and the implications this has for workforce development and successful labor force competition in a global economy.     

Adolescent Problem Behavior in Toronto,Canada

The purpose of this study was to evaluate the relative association of unique aspects of social capital at the level of families, schools, and neighborhoods on adolescent self‐reported violence, property crimes, and substance use. Data come from the 2006 Canadian International Youth Survey that asked adolescents between the ages of 12 and 15 in the metropolitan city of Toronto (N = 3, 101) about their problem behavior. Poisson regression models revealed that parental monitoring, school performance, peer approval of illegal activities, and neighborhood social disorder were consistently associated with all three adolescent problem behaviors, net of controls. Results were more mixed for remaining measures of social capital on adolescent problem behavior. Interestingly, neighborhood cohesion was a significant predictor of adolescent substance use, but operated in a direction that was contrary to the proposed hypotheses. These findings highlight the importance of teasing out how different facets of social capital in different environments are linked to adolescent problem behavior.     

The academic achievement of socioeconomically disadvantaged immigrant adolescents: a social capital perspective

A sizable body of literature reports that social capital, derived from relational resources embedded in micro social contexts, is crucial for student achievement. This study aimed to examine whether this applies as well to socioeconomically disadvantaged immigrant adolescents in the US. In so doing, the study first identified the types of relational features that were strongly associated with immigrant adolescents’ academic achievement, before exploring how high- and low-achieving immigrant adolescents coming from similarly socioeconomically disadvantaged backgrounds differed in terms of these relational features. To this end, the study used the dataset of the Children of Immigrants Longitudinal Study (CILS). There was a significantly positive association found between academic achievement and a number of positive characteristics of social relationships with friends and teachers. In addition, a significant disparity in these relational features was found between high and low achievers among the socioeconomically disadvantaged. The findings illuminate the salience of peer contexts and of interpersonal trust in shaping immigrant adolescents’ educational outcomes in a way that transcends socioeconomic boundaries. It is pertinent for educators and policy-makers to empower immigrant youth as independent agents capable of generating academically relevant social capital on their own outside their families and ethnic communities.     

Understanding Why Religious Involvement's Relationship With Education Varies by Social Class

Religiosity's impact on adolescent educational outcomes has been widely documented in the sociology of religion literature. Building upon King's conceptual framework of ideological, social, and transcendent resources that are made available to youth through religious participation, we use qualitative and quantitative data from the National Study of Youth and Religion (NSYR) to explore how the associations between religious involvement and educational outcomes may vary among lower and higher socioeconomic status youth. Our findings indicate significant positive effects of transcendent and ideological resources on educational outcomes, especially among youth from disadvantaged backgrounds, but limited influence of social resources through youth's religious participation.     

RELIGIOUS INVOLVEMENT AND EDUCATIONAL OUTCOMES: The Role of Social Capital and Extracurricular Participation

Previous research has observed that religious participation is positively related to a wide variety of adolescent outcomes, including academic achievement, but relatively little is known about why this is the case. We focus on a group of related potential explanations for why religious involvement improves educational outcomes. We examine whether religious participation enhances academic outcomes among teens by the way in which it shapes their social ties, or social capital, focusing on both intergenerational relationships and on relationships with peers. We also examine the potential intervening role of extracurricular participation. Using structural equation models to analyze data from the National Longitudinal Study of Adolescent Health (Add Health), we examine the potential role of social capital and extracurricular participation in mediating the relationship between religious participation and academic achievement, dropping out of high school, and attachment to school. We find that religious attendance promotes higher intergenerational closure, friendship networks with higher educational resources and norms, and extracurricular participation. These intervening variables account for a small part of the influence of adolescent religious participation on the educational outcomes in this study.     

Youth-Driven HIV Prevention Programmes in South Africa: Social Capital,Empowerment and Conscientisation

Abstract

The community-level attributes of two youth HIV prevention initiatives in a single community are examined using the concepts of social capital, empowerment and critical consciousness. The school-based peer education programme and youth-initiated public clinic ‘add-on’ facility for the treatment of adolescent sexually transmitted diseases had differing experiences in terms of implementation, community acceptance, sustainability and achieving their goals. By examining the role of conscientization, networks for accessing resources and power, and community acceptability of adolescent HIV prevention, this paper describes the differing experiences of these two programmes. The paper indicates the need for true adolescent agency in challenging the social constructions of adolescent HIV risk at the social and community levels.     

The Role of Social Capital in Educational Aspirations of Rural Youth*

Drawing on a recent national survey of rural high school students, this study investigated the relationship between social capital and educational aspirations of rural youth. Results showed that various process features of family and school social capital were important for predicting rural youths' educational aspirations beyond sociodemographic background. In particular, parents' and teachers' educational expectations for their child and student, respectively, were positively related to educational aspirations of rural youth. In addition, discussion with parents about college was positively related to educational aspirations of rural youth. On the other hand, there was little evidence to suggest that number of siblings and school proportions of students eligible for free lunch and minority students are related to educational aspirations of rural youth, after controlling for the other variables. We highlight unique features of rural families, schools, and communities that may combine to explain the complexity of the role of social capital in shaping educational aspirations of rural youth.     

Increasing Opportunities for Inner-City Youth: The Feasibility of an Economic Empowerment Model in East Harlem and the South Bronx, New York

Youth of color are disproportionately likely to grow-up in poor, disadvantaged neighborhoods characterized by high levels of psychosocial stressors and inadequate supportive resources. Poverty and racial minority status correlate with an increased risk of high-school dropout, teen pregnancy, substance abuse, and sexually transmitted infections (STIs). Given these trends, child welfare researchers are developing various interventions to increase the protective resources and social opportunities available to youth of color. This article reports results of a preliminary, qualitative study that investigated the feasibility and acceptability of an economic empowerment intervention in the South Bronx and East Harlem, New York. Using focus groups and brief questionnaires with youth and their parents/guardians (N = 24 dyads), we explored attitudes toward youth educational savings accounts, financial planning classes, and mentorship for inner-city youth. Findings indicate a strong interest in an economic empowerment intervention among adolescents and their caregivers in these communities. These findings have implications for the design of larger-scale research programs that aim to improve inner-city youth's socio-economic wellbeing using economic empowerment models.     

Exploring relationships among boys and men: A retrospective,qualitative study of a multi-year community-based group mentoring program

Mentoring has been established as a useful mechanism by which to reduce risk and promote a variety of beneficial outcomes across age groups and settings. However, very little research has explored long-term group mentoring programs for adolescents, and researchers have not established the optimal approach to mentoring relationships among boys and men. This study interviewed a cohort of recent graduates from the Stepping Stones Project, a group mentoring program for boys that began in 6th grade and continued until the end of high school. Several themes emerged from the interviews, including: (a) the SSP encouraged an open, honest style of communication that the youth learned to adapt through observation and experience; (b) the youth and co-leaders developed intimate, trusting relationships; (c) the supportive environment enabled the youth to explore their own identity and develop greater self-knowledge; (d) the transition ceremony provided a venue in which the youths' growing maturity could be seen and recognized by parents; (e) the structure of the SSP enabled the youth to take on increasing responsibility for planning and managing group activities, and (f) the parent group provided an important source of support and community for parents during the adolescent transition. These themes are discussed in terms of current theory and research on mentoring and adolescent development.     

Capital at Home and at School: A Review and Synthesis

Human, financial, and social capital from several contexts affects child and adolescent well‐being. Families and schools are among the most important, and research is increasingly studying how effects of capital across such contexts affect child and adolescent academic and social outcomes. Some research suggests that families may be more powerful than schools in promoting child and adolescent well‐being. Additional research is needed to more fully understand how capital across institutions interacts in producing child well‐being, when and why multiple institutions or levels of analysis are relevant, and how several contexts can form chains of causation. Theories of social capital may promote increased conversation among researchers who study the same outcomes yet focus their analyses on different contexts.     

Adolescent Perceptions of Interparental Conflict, Stressors, and Coping as Predictors of Adolescent Family Life Satisfaction

Using family stress theory, this study examined the relationship between adolescent reports of selected demographic variables (gender, age, family form), interparental conflict (style, content, intensity, resolution), stress due to the pileup of stressors, coping strategies (social support, detrimental coping), and adolescent family life satisfaction. The sample was comprised of 155 adolescents ranging from 14 to 18 years of age who completed self-report questionnaires at one of three rural Oklahoma high schools. Four dimensions of interparental conflict (overt conflict style, conflict about childrearing, conflict about family roles/finances, conflict resolution), stress due to pileup, social support coping, and detrimental coping were significantly related to family life satisfaction. Adolescent age was positively related to family life satisfaction. Within the scope of family stress theory, scholars have addressed how the combination of stressors and coping strategies relates to the adaptation of individuals within family systems (McCubbin and Patterson 1983). Further, investigations of the relationship of parental divorce to well-being in children and adolescents suggest that interaction patterns within various family forms may be more fruitful in explaining the adaptation of youth than parental marital status (Demo 1992). The perception by youth of conflict between their parents (i.e., interparental conflict) has emerged as a key family stressor that has the potential to explain variation in adolescent adaptation in a variety of family forms (Buehler, Krishnakumar, Anthony, Tittsworth, and Stone 1994). Stressor events for adolescents such as interparental conflict generally do not occur in isolation. Rather, they exist within the context of other stressors such as economic stress, difficulties at school, or normative developmental tasks for families with adolescents (e.g., changing family roles to allow greater adolescent autonomy; McCubbin and Patterson 1986). Further, considerable variation exists in the coping strategies (e.g., social support, avoidance) that adolescents use in response to stress (McCubbin and Patterson 1986). Finally, previous research shows variation between certain demographic variables and adolescent adaptation. Thus, the current study was developed to examine how selected demographic variables (gender, age, family form), adolescent perceptions of interparental conflict (style, content, intensity, degree of resolution), stress based on the pileup of stressor events, and coping strategies relate to adolescent satisfaction with family life (one indicator of adaptation).     

Measuring conflict management,emotional self-efficacy,and problem solving confidence in an evaluation of outdoor programs for inner-city youth in Baltimore,Maryland

Substantial evidence supports the value of outdoor education programs for promoting healthy adolescent development, yet measurement of program outcomes often lacks rigor. Accurately assessing the impacts of programs that seek to promote positive youth development is critical for determining whether youth are benefitting as intended, identifying best practices and areas for improvement, and informing decisions about which programs to invest in.We generated brief, customized instruments for measuring three outcomes among youth participants in Baltimore City Outward Bound programs: conflict management, emotional self-efficacy, and problem solving confidence. Measures were validated through exploratory and confirmatory factor analyses of pilot-testing data from two groups of program participants. We describe our process of identifying outcomes for measurement, developing and adapting measurement instruments, and validating these instruments.The finalized measures support evaluations of outdoor education programs serving urban adolescent youth. Such evaluations enhance accountability by determining if youth are benefiting from programs as intended, and strengthen the case for investment in programs with demonstrated success.     

Overcoming interruptions in educational trajectories: Youth in Ghana with international migrant parents

Literature on the effects of parental migration on the education of children who stay at origin, what we call ‘stayer’ youth, mainly focuses on educational outcomes without looking at the process leading to such outcomes. This article addresses this gap by showing how the educational trajectories of stayer youth unfold. Stayer youth may encounter a range of obstacles and interruptions to their education when their parents move overseas, and we explore the agency these youth exert and the support networks they activate to try to overcome them. We employ a youth-centric methodology, based on 15 months of ethnographic fieldwork in three cities in Ghana, with young people whose parents migrated internationally. We find that frequent changes in residence, limited financial means, and lack of academic support cause interruptions in educational trajectories. In response, the young people mobilize support from local social networks to compensate for what they lack from their transnational connections.     

The Family and Social Networks of Recently Discharged Foster Youth

Many youth leave foster care with disrupted relationships with family and others in their social networks. Previous research has documented the severe adversity that former foster youth face in the transition to young adulthood. Some of these difficulties are at least partially related to a lack of social support that results from frayed relationships. The purpose of this research was to examine the role that social support plays in the transition to adulthood. It was hypothesized that foster youth with higher levels of social support would make more successful adaptations to early adulthood than youth without that support. Ninety-seven former foster youth were followed for 2 years. Youth reported low levels of “feeling close to parents,” but higher levels of “closeness” were expressed for other relatives. Findings were mixed. Organizational involvement and having many “close” friends were associated with better outcomes. On the other hand, family contact and family support was inversely associated with resiliency. The implications of these findings are discussed.     

Social Work Roles in Drug Treatment with Youth

ABSTRACT

Social workers working with youth, who are prescribed psychotropic medication, are routinely faced with tasks pertaining to psychopharmacologic treatment. Little is known, however, about how these workers contribute to the medication treatment process or the impact of their contributions. The purpose of this national survey of social workers practicing with youth was to explore three areas: (1) the frequency of medication-related functions with adolescent clients; (2) the worker, client, and contextual factors associated with greater involvement; and (3) social workers' perceptions of the effects of greater involvement on treatment processes and outcomes. Our findings suggested that in relation to medication treatment, social workers more frequently interfaced with clients than physicians, and that various treatment context and individual factors are associated with greater involvement. Social workers also perceived their involvement as associated with some desirable treatment processes/outcomes, especially the inclusion of adolescents in decision-making.