Observed Racial Socialization and Maternal Positive Emotions in African American Mother-Adolescent Dyadic Discussions about Racial Discrimination

This study examined patterns of: (1) racial socialization messages in dyadic discussions between 111 African American mothers and adolescents (M age = 15.50) and (2) mothers’ positive emotions displayed during the discussion. Mothers gave more total racial socialization responses to a hypothetical dilemma involving potential mistreatment by a White teacher than a dilemma involving rude treatment by a White salesperson. Mothers displayed more advocacy on behalf of their adolescents in response to the teacher dilemma than to the salesperson dilemma. Mothers displayed consistent emotional support of adolescents’ problem solving across both dilemmas but lower warmth in response to the salesperson dilemma. The role of adolescent gender in mothers’ observed racial socialization responses is also discussed

Professional Expectations of Provider LGBTQ Competence: Where We Are and Where We Need to Go

Introduction: Mental and behavioral health professional organizations use their governing documents to set expectations of provider competence in working with LGBTQ+ clients. Method: The codes of ethics and training program accreditation guidelines of nine mental and behavioral health disciplines (n=16) were analyzed using template analysis. Results: Coding resulted in fives themes: mission and values, direct practice, clinician education, culturally competent professional development, and advocacy. Expectations for provider competency vary greatly across disciplines. Conclusion: Having a mental and behavioral health workforce that is uniformly competent in meeting the unique needs of LGBTQ populations is key for supporting the mental and behavioral health of LGBTQ persons.This work was supported by the University of Maryland Prevention Research Center cooperative agreement from the Centers for Disease Control and Prevention (grant U48DP006382). N.D.W. also acknowledges support from the Southern Regional Education Board and the Robert Wood Johnson Foundation Health Policy Research Scholars Program. J.N.F. also acknowledges support from the Maryland Population Research Center, by the Eunice Kennedy Shriver National Institute of Child Health and Human Development (grant P2CHD041041). This work does not expressly represent the views of the Centers for Disease Control and Prevention, National Institutes of Health, or the Robert Wood Johnson Foundation

The Role of Racial Identity and Implicit Racial Bias in Self-Reported Racial Discrimination: Implications for Depression Among African American Men

Racial discrimination is conceptualized as a psychosocial stressor that has negative implications for mental health. However, factors related to racial identity may influence whether negative experiences are interpreted as instances of racial discrimination and subsequently reported as such in survey instruments, particularly given the ambiguous nature of contemporary racism. Along these lines, dimensions of racial identity may moderate associations between racial discrimination and mental health outcomes. This study examined relationships between racial discrimination, racial identity, implicit racial bias, and depressive symptoms among African American men between 30 and 50 years of age (n = 95). Higher racial centrality was associated with greater reports of racial discrimination, while greater implicit anti-Black bias was associated with lower reports of racial discrimination. In models predicting elevated depressive symptoms, holding greater implicit anti-Black bias in tandem with reporting lower racial discrimination was associated with the highest risk. Results suggest that unconscious as well as conscious processes related to racial identity are important to consider in measuring racial discrimination, and should be integrated in studies of racial discrimination and mental health

How to Talk about Racial Issues in Psychotherapy with African American Teens and Their Families

The APA Equity, Diversity, and Inclusion Model Mission Statement - to advance EDI through psychological science that champions thought leadership, innovation and excellence. The EDI Framework - is an ever-evolving document and should be used as a foundational tool to support the achievement of APA\u27s vision for EDI, including creating a common language and long-term coordinated strategy towards dismantling racism

UMD-PRC Progress Report: Competencies for Mental Health Clinicians working with LGBTQ+ People in Mental Health Care

The University of Maryland Prevention Research Center (UMD-PRC) is one of 26 federally funded Prevention Research Centers in the United States. Each Prevention Research Center is charged with the task of studying “how people and their communities can avoid or counter the risks for chronic illnesses.” The UMD-PRC’s mission is as follows: “In collaboration with LGBTQ+ partner organizations, we promote evidence-based training of students and mental health care providers in culturally sensitive and inclusive practices.” The UMD-PRC selected the CDC definition of cultural competence to guide the development of the competencies. The CDC defines cultural competence as “effectively operating in different cultural contexts and altering practices to reach different cultural groups.” The Sexual and Gender Diversity Learning Community (SGDLC) competencies are intended to serve as a complement to the existing official professional competencies for clinical practice produced by various mental health professions, namely the American Counseling Association (ACA), the American Psychological Association (APA), and the National Association of Social Work (NASW). They are also intended to provide guidance to the professions where limited to no guidance is in place at the time of this writing. The SGDLC competencies for clinical practice are intentionally rudimentary in scope. As such, they provide an onramp for clinicians seeking to eventually master the comprehensive practice guidelines within their profession. They can also be used to provide guidance for the creation of educational modules for training programs in which limited faculty expertise is available. The SGDLC competencies outline the basic skills clinicians must acquire as they pursue mastery of the comprehensive guidelines endorsed by specific professional organizations (i.e., APA, ACA, NASW). To that end, the UMD-PRC sought to identify the most essential clinical competencies needed to serve the client population.Infrastructure and research support was provided by University of Maryland Prevention Research Center cooperative agreement #U48DP006382 from the Centers for Disease Control and Prevention (CDC). Any interpretations and opinions expressed herein are solely those of the authors and may not reflect those of the CDC

Standing on the shoulders of a giant: The legacy of Robert M. Sellers

Robert M. Sellers, PhD, most known for his influential and highly cited Multidimensional Model of Racial Identity (MMRI), is one of the most prolific and foundational Black scholars in psychology. From racial identity theory development and measurement to conceptual and methodological innovations in studying the lived experiences of Black people, Sellers' scholarship centers on the lives of Black communities. Sellers' mentorship and contributions to the professional development of scholars and professionals of color have supported and catalyzed new intergenerational knowledge building by these scholars, ensuring a perpetuating and far-reaching legacy in psychology. In this article, we: (a) celebrate Sellers' enduring contribution to the racial identity literature and its profound impact on psychology as a discipline as well as numerous subfields of psychology, (b) outline his contributions to the racial socialization literature, (c) describe methodological innovations in racial identity and racial socialization research advanced through his scholarship, and (d) summarize his contributions in professional development and mentorship and his leadership roles. Sellers' scholarly contributions and mentorship have transformed the discipline of psychology and the social sciences broadly speaking, making him one of the most influential psychologists in the modern era. (PsycInfo Database Record (c) 2023 APA, all rights reserved)