Black Adolescents’ Critical Reflection Development: Parents’ Racial Socialization and Attributions About Race Achievement Gaps

This research explored the development of Black adolescents’ (N = 454) critical reflection, conceived as individual (i.e., blaming Black people) and structural (i.e., blaming systemic racism) attributions for race achievement gaps. In this longitudinal study, adolescents and their parents reported their individual and structural attributions for race achievement gaps and parents’ racial socialization. Adolescents’ structural attributions increased from Grade 10 to Grade 12. Average levels of individual attributions did not change. Adolescents’ reports of parental racial socialization and parents’ structural attributions when youth were in Grade 10 predicted increases in adolescents’ structural attributions. Findings are applied to future research and efforts to increase adolescent critical reflection.     

Depressive Symptoms and Academic Achievement: The Role of Adolescents’ Perceptions of Teachers’ and Peers’ Behaviors

This present study, using a longitudinal design, investigated how depressive symptoms are related to academic achievement and whether the perceptions of teachers’ and peers’ behaviors moderated this relation. A sample of 302 adolescents (60.10% girls, M_age = 17.35) completed scales measuring the depressive symptoms and perception of their teachers’ support/equity and peers’ cooperation/cohesiveness behaviors at Time 1. The adolescents’ average grades were also collected. The adolescents’ depressive symptoms and average grades were measured again at Time 2. The results showed that depressive symptoms measured at Time 1 were negatively associated with academic achievement measured at Time 2. The adolescents’ perception of their peers’ cooperation/cohesiveness moderated the relation between depressive symptoms and academic achievement. The results’ implications for educational practice are discussed.     

Psychosocial Correlates and Consequences of Adolescents’ Self‐Generated Academic Goals and Appraisals

The current study examined whether characteristics of adolescents (i.e., externalizing problems) and their environments (i.e., social support, adverse childhood experiences) relate to academic goal setting, appraisals, and outcomes. Adolescents (n = 99; 87% Black/African American) 13–16 years old completed baseline interviews, and 80% also completed follow‐up interviews. Adolescents with more externalizing problems set fewer academic goals, and youth with social networks characterized by greater support (and less strain) appraised their academic goals as more supported and achievable. Adolescents’ appraisals of their academic goals, but not how many academic goals they had, predicted grades at follow‐up. Increasing social support (and reducing social strain) may foster adolescents’ positive appraisals of their academic goals, which may promote academic achievement.     

Family Influences on Mexican American Adolescents’ Romantic Relationships: Moderation by Gender and Culture

This study examined prospective associations between the family context and adolescents’ romantic relationships as moderated by adolescents’ gender and culture among Mexican American families (N = 189). Adolescents at Time 1 (early adolescence) were on average 12.29 years of age (SD = 0.50) and 54% female. Mothers and fathers reported on family structure and dynamics during early adolescence, and youth reported on their romantic relationship involvement and quality during middle and late adolescence. Results from path analyses indicated that family structure and dynamics (supportive parenting, consistent discipline, and parent–adolescent and interparental conflict) were associated with adolescents’ romantic involvement and quality, and with differences by adolescents’ gender and culture. Findings highlight Mexican American family contexts that contribute uniquely to adolescents’ romantic relationships.     

Parenting Practices,Family Obligation,and Adolescents’ Academic Adjustment: Cohort Differences with Social Change in China

This study examined possible changes in the functions of parenting practices across different historical time points in terms of the effects of parenting practices on adolescents’ academic adjustment and their indirect effects via family obligation values. This study used a time‐lagged design that recruited Chinese high school students in 2010 (N = 1,040) and 2018 (N = 1,302). Structured equation modeling revealed the total effects of acceptance/involvement and strictness/supervision on academic adjustment and their indirect effects through family obligation values were positive and statistically equivalent across cohorts. However, the indirect effect of psychological autonomy granting on academic adjustment through family obligation values was negative in 2010 (in rural) but was not statistically significant in 2018 (urban and rural). These findings indicate that along with the sociodemographic change toward Gesellschaft (e.g., more urbanized, wealthier, higher level of education), psychological autonomy granting tends to exert less negative influence on adolescents’ adjustment in the later cohort.     

Public Participation: Moving Beyond the Four Walls of Therapy

Family therapists have an ethical responsibility for public participation, to work toward creating a better society. Serving the public interest and developing laws to promote the profession and the public good can be achieved through policy advocacy and political participation. Political and policy work are important but overlooked aspects of family therapy, which is significant given the consequences differing policies have for clients and the profession. This paper reports on results from a random, national survey of licensed family therapists’ (N = 174) advocacy actions. Findings indicate family therapists have overarching policy concerns yet lack proactive legislative and activist engagement. The exploration of therapists’ actions and beliefs presented in this paper, serves as a springboard for therapists’ movement into the public arena. Video abstract accessible by clicking here .     

Distinguishing Attachment and Affiliation in Early Adolescents’ Narrative Descriptions of Their Best Friendship

This study was designed to test for specificity in the relationship between individual friendship provisions and adjustment across early adolescence. Using a narrative procedure, attachment (i.e., accessing care) and affiliation (i.e., forming cooperative partnerships) were found to be distinct functional themes organizing 293 adolescents’ (M_age = 13) internal representations of their best friendship across three annual measurement occasions. Longitudinal, cross‐lag analyses revealed a unique transactional relationship between friendship affiliation and greater social competence over time, controlling for friendship stability, maternal relationship quality, socioeconomic status, and gender. By contrast, friendship attachment predicted fewer subsequent internalizing symptoms from ages 14 to 15. Together, findings point to the importance of understanding individual differences in the content of adolescents’ internal representations of friendship.     

Bidirectional Relations Between Authoritative Parenting and Adolescents’ Prosocial Behaviors

This study examined the bidirectional relations between authoritative parenting and adolescents’ prosocial behavior over a 1‐year time period. Data were taken from Time 2 and 3 of the Flourishing Families Project, and included reports from 319 two‐parent families with an adolescent child (M age of child at Time 2 = 12.34, SD = 1.06, 52% girls). Cross‐lag analyses supported bidirectional relations between parenting and prosocial behavior with particular emphasis on the role of the adolescents’ prosocial behavior on subsequent parenting. Results also varied as a function of the reporter. Discussion focuses on the implications for understanding the multifaceted nature of prosocial development in adolescence.     

The Development of Math–Race Stereotypes: “They Say Chinese People Are the Best at Math”

Sixty elementary‐school children (9–10 years old) and 82 adolescents (12–13 years old) completed explicit and implicit measures of racial stereotypes about math. 60 Asian, 42 Latino, 21 White, 15 Black, and four multiracial students participated (42% boys). On the explicit measure, children as early as fifth grade reported being aware of the stereotype that Asians = math, but only adolescents personally endorsed this stereotype. On the implicit measure, there was significant evidence for racial stereotypes about math among adolescents. Across both ages, individual students’ explicit awareness of the stereotype was significantly correlated with their implicit stereotypes. Early adolescence is a key developmental window for discussing stereotypes before they become endorsed as personal beliefs.     

Development and psychometric testing of the childhood obesity perceptions (COP) survey among African American caregivers: A tool for obesity prevention program planning

Currently, public health practitioners are analyzing the role that caregivers play in childhood obesity efforts. Assessing African American caregiver’s perceptions of childhood obesity in rural communities is an important prevention effort. This article’s objective is to describe the development and psychometric testing of a survey tool to assess childhood obesity perceptions among African American caregivers in a rural setting, which can be used for obesity prevention program development or evaluation. The Childhood Obesity Perceptions (COP) survey was developed to reflect the multidimensional nature of childhood obesity including risk factors, health complications, weight status, built environment, and obesity prevention strategies. A 97-item survey was pretested and piloted with the priority population. After pretesting and piloting, the survey was reduced to 59-items and administered to 135 African American caregivers. An exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) was conducted to test how well the survey items represented the number of Social Cognitive Theory constructs. Twenty items were removed from the original 59-item survey and acceptable internal consistency of the six factors (α = 0.70–0.85) was documented for all scales in the final COP instrument. CFA resulted in a less than adequate fit; however, a multivariate Lagrange multiplier test identified modifications to improve the model fit. The COP survey represents a promising approach as a potentially comprehensive assessment for implementation or evaluation of childhood obesity programs.     

Juggling Between Parental and School Expectations: The Development of Domain‐Specific Acculturation Orientations in Early Adolescence

We examined how perceived acculturation expectations from parents and school, and ethnic discrimination predicted early adolescents’ heritage and mainstream acculturation orientations at home (private domain) and in school (public domain) one year later. We surveyed 263 early adolescents of immigrant background in Germany (M_age = 10.44 years, 60% female). Multigroup path analyses revealed that perceived acculturation expectations and ethnic discrimination were more strongly related to adolescents’ private than public acculturation orientations. Parental heritage expectations were the strongest predictor of adolescents’ acculturation orientations. Boys were more susceptible than girls to ethnic discrimination and acculturation expectations in school, which affected their private and public acculturation orientations. Results highlight the importance of integrating domain‐specific and gendered experiences when analyzing adolescents’ acculturative development.     

Media, ‘Fat Panic’ and Public Pedagogy: Mapping Contested Terrain

Discourses regarding a ‘global obesity crisis’ and alternative frames (e.g. weight‐inclusive approaches to health) have proliferated through various media of communication. These media range from traditional print and visual formats (e.g. newspapers and television shows) to digital media (e.g. Twitter, Facebook, YouTube), which enable different publics to produce, and not just consume, text, images and other data relating to the body. Reflecting a sociological understanding of educational practices as extending beyond formal schooling, mediated obesity discourse and counter‐movements have also been conceptualised as public pedagogies, which instruct people how to relate to their own and other's bodies, health and subjectivities. This article examines what is critically known about various media at a time when governments and agencies are reinvigorating the global war on obesity, with populations being ‘advised’ to become and remain conscientious weight watchers. In conclusion, the article underscores the salience of social studies of the media when seeking to rethink obesity, incorporating critical reference to moral panic theory and the need to better understand what media can ‘do’ as enactments of public pedagogy.     

Therapists’ Assessments in Treating “Sex Addiction” and Their Relationship to Clients’ Gender,Relationship Status,and Exclusivity Status

A total of 208 therapists and therapists‐in‐training were surveyed to better understand if clinical assessments and recommendations regarding “sex addiction” changed based upon a client's gender, relationship status, or exclusivity status. Using clinical vignettes, this study examined the clinical assessment and recommendations of licensed mental health providers (n = 92) and mental health providers in‐training (n = 116). Results indicated that professional ratings differed based on relationship exclusivity and gender; specifically, female nonmonogamous behavior was rated more negatively than male nonmonogamous behavior, while male monogamous behavior was rated more negatively than female monogamous behavior. Recommendations for treatment varied, with higher addiction ratings leading to greater odds of recommending individual, group, and community support over relational therapy. Clinical and training implications are discussed. Video abstract accessible by clicking here .     

From ‘public health’ to ‘safeguarding children’: British health visiting in policy,practice and research

This study examines the location of British health visiting in contemporary policy discourses concerned with public health and safeguarding children. It argues that professional identity and orientation can be understood through health visiting’s long history of public health work with children and families, which has included an engagement with protecting children. The expansive safeguarding children agenda, which includes the requirement to undertake a progressive universal approach to service provision and which incorporates a broad concept of risk and requires early intervention, has created tensions, particularly given current workforce constraints. The location and visibility of British health visiting in the academic and practice worlds also shape how the profession is understood.     

Adolescents’ Narratives of Schadenfreude

This study explored the experiential determinants of schadenfreude, how schadenfreude changes as a function of relationship, and how recollections of schadenfreude may vary by age. Using a narrative approach, 12‐ and 15‐year‐olds (N = 60) described times they felt schadenfreude toward various peers and adults. We coded their responses to extract information regarding preceding misfortunes and underlying reasons for schadenfreude. We found that adolescents' schadenfreude often involved another’s physical harm and failure, and was rooted in reasons of deservingness and personal gain. There were unique trends in the types of misfortunes and reasons mentioned toward each target of interest. Finally, deservingness reasoning was prominent within 15‐year‐olds’ schadenfreude experiences. The findings are discussed in relation to adolescents’ emotional experiences in conflict situations.     

“Being a Therapist Doesn't Exclude You From Real Life”: Family Therapists’ Beliefs and Barriers to Political Action

A crucial and overlooked facet of social justice in family therapy is political and policy advocacy. Family therapists have unique insight into how social policies and political discourse shapes clients’ lives and the life of our profession. Such knowledge can inform policymakers and political debate, yet few family therapists are trained to engage in political action. In this randomized, national survey of licensed family therapists’ (N = 174), we explore beliefs about and barriers to engagement in political and policy processes. The findings suggest that there are significant barriers and uncertainties surrounding family therapists’ engagement, including time, feelings of efficacy, and interest. Given these barriers we discuss practical suggestions for clinicians and family therapy training programs.     

Middle‐Class African American Parents’ Conceptions of Parenting in Early Adolescence

Conceptions of parenting were examined in 87 middle‐class African American parents (87 mothers and 51 fathers) of early adolescents (M= 13.11 years of age). Using semistructured interviews, parents were queried about two developmentally salient issues of early adolescence: parental limit‐setting and adolescent independence. Parents primarily defined firm limits in terms of nonnegotiation, strongly endorsed setting firm limits regarding a range of issues, and justified the importance of limits by focusing on adolescents’ socialization and psychological development. Mothers rated limiting adolescents’ behavior as more important than permitting or encouraging adolescents’ independence. Limits were seen as more important by mothers of younger rather than older early adolescent females, but mothers encouraged independence more for younger rather than older early adolescent males. Mothers permitted independent decisions regarding a limited range of issues such as clothes and appearance, based on psychological concerns with adolescents’ developing autonomy and competence; they encouraged independence primarily by encouraging greater responsibility. The results demonstrate that there is considerable heterogeneity in African American parents’ beliefs and goals about parenting in early adolescence.     

Dancing Across Borders: ‘Exotic Dancers,’ Trafficking,and Canadian Immigration Policy

This article analyzes a Canadian immigration program that authorizes issuance of temporary work visas to ‘exotic dancers.’ In response to public criticism that the government was thereby implicated in the transnational trafficking of women into sexual exploitation, Citizenship and Immigration Canada retained the visa program de jure but eliminated it de facto. Using a legal and discursive analysis that focuses on the production of female labor migrants variously as workers, as criminals and as bearers of human rights, the article argues that the incoherence of Canadian policy can only be rendered intelligible when refracted through these different lenses. The article concludes by considering policy options available to the state in addressing the issue.     

Examining Discrimination,Ethnic‐Racial Identity Status,and Youth Public Regard Among Black,Latino, and White Adolescents

How positively adolescents believe others feel about their ethnic‐racial group (i.e., public regard) is an important part of their ethnic‐racial identity (ERI), which is likely informed by contextual and individual factors. Using cluster analyses to generate ERI statuses among Black, Latino, and White adolescents (n = 1,378), we found that associations between peer versus adult discrimination and public regard varied across ERI status and ethnic‐racial group. However, among all adolescents, an achieved ERI (i.e., having explored ethnicity‐race and having a clear sense about its personal meaning) buffered the negative association between adult discrimination and public regard, but not between peer discrimination and public regard. Implications for understanding the interplay between contextual and individual factors for public regard are discussed.