Middle School as a Developmental Niche for Civic Engagement

The present study investigated how school climate, school connectedness and academic efficacy beliefs inform emergent civic engagement behaviors among middle school youth of color. These associations were examined both concurrently and longitudinally using a developmentally appropriate measure of civic engagement. Data were drawn from two subsamples of a larger study of social/emotional development in middle school (cross‐sectional sample n = 324; longitudinal sample n = 232), M = 12 years old, 46 % female, 53 % male. Forty‐two percent (42.2 %) of the sample self‐identified as African American, 19.8 % as Multiracial or Mixed, 19.4 % as Latino, 11.6 % as Asian American or Pacific Islander, 11.6 % identified as Other, and 5.2 % as Native American. The study tested and found support for a latent mediation model in which more positive perceptions of school climate were positively related to school connectedness, and this in turn, was positively associated with civic engagement; school climate was also positively associated with academic‐self‐efficacy beliefs, but such beliefs did not mediate the climate‐civic engagement association. Implications for future research and practice are discussed.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/116321/1/ajcp9759.pd

Neighborhood Characteristics and Expectations of Racially Discriminatory Experiences Among African American Adolescents

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/134220/1/cdev12595.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/134220/2/cdev12595_am.pd

Academic socialization, parental educational expectations, and academic selfâ efficacy among Latino adolescents

This study examined the direct association between parental educational expectations and adolescentsâ academic selfâ efficacy, as well as the moderating influence of parental academic socialization messages. Participants were 148 Latino parentâ adolescent dyads with the majority of Mexican origin (80.4%). Most of the parent participants were mothers (85.8%). Adolescents were 13 (46%) or 14 (54%) years of age, and 53% identified as female. Adolescents reported their academic selfâ efficacy and perceptions of their parentsâ educational expectations; parents reported on their academic socialization messages of shame/pressure and effort regarding academics. The results suggest that, after accounting for parentsâ level of education and immigrant status, parental educational expectations were positively associated with adolescent academic selfâ efficacy. This association was stronger among adolescents whose parents reported transmitting fewer messages of shame/pressure and academic effort. These results point to the importance of nuances in the content and type of academic socialization messages within Latino families.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/148265/1/pits22239_am.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/148265/2/pits22239.pd

School climate and ethnicâ racial identity in school: A longitudinal examination of reciprocal associations

The messages youth receive in schools about how they matter as individuals and as members of ethnicâ racial groups are influential in constructing their developing ethnicâ racial identities (ERI). However, the developing ERI students hold also have a role in shaping their experiences at school. The current study examined the longitudinal and reciprocal association between ERI (exploration and resolution) and school climate (support for cultural pluralism and teacher supportiveness) among 491 Black, Latino, and White middle school youth (Mage = 12.03, SD = 1.05, range: 11â 17) in the Midwest. Crossâ lagged analyses revealed that greater perceptions of support for cultural pluralism within the school predicted greater exploration and resolution at later time points for all students. Moreover, greater exploration and resolution among White students was predictive of greater perceptions of support for cultural pluralism at the school. Higher quality teacherâ student relationships predicted greater engagement in ERI exploration for all youth. The findings highlight the importance of school climate in helping shape ERI among youth attending a culturally diverse school and the role of such youth in shaping the climate at their school.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/141725/1/casp2338_am.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/141725/2/casp2338.pd

Peer victimization in single-grade and multigrade classrooms

Although peer victimization mainly takes place within classrooms, little is known about the impact of the classroom context. To this end, we examined whether single-grade and multigrade classrooms (referring to classrooms with one and two grades in the same room) differ in victim-bully relationships in a sample of elementary school children (646 students; age 8-12 years; 50% boys). The occurrence of victim-bully relationships was similar in single-grade and multigrade classrooms formed for administrative reasons, but lower in multigrade classrooms formed for pedagogical reasons. Social network analyses did not provide evidence that peer victimization depended on age differences between children in any of the three classroom contexts. Moreover, in administrative multigrade classrooms, cross-grade victim-bully relationships were less likely than same-grade victim-bully relationships. The findings did not indicate that children in administrative multigrade classrooms are better or worse off in terms of victim-bully relationships than are children in single-grade classrooms

Ethnic identity development and acculturation preferences among minority and majority youth: norms and contact

This article tests a longitudinal model of the antecedents and consequences of changes in identification with indigenous (Mapuche) among indigenous and nonindigenous youth in Chilean school contexts over a 6-month period (633 nonindigenous and 270 Mapuche students, Mages = 12.47 and 12.80 years, respectively). Results revealed that in-group norms supporting contact and quality of intergroup contact at Time 1 predicted student’s changes in Mapuche identification at Time 2, which in turn predicted changes in support for adoption of Chilean culture and maintenance of Mapuche culture at Time 2; some of the relationships between these variables were found to be moderated by age and ethnicity. Conceptual and policy implications are addressed in the Discussion

Race-Based Humor and Peer Group Dynamics in Adolescence:Bystander Intervention and Social Exclusion

Adolescents’ evaluations of discriminatory race-based humor and their expectations about peer responses to discrimination were investigated in 8th- (Mage = 13.80) and 10th-grade (Mage = 16.11) primarily European- American participants (N = 256). Older adolescents judged race-based humor as more acceptable than did younger adolescents and were less likely to expect peer intervention. Participants who rejected discrimination were more likely to reference welfare/rights and prejudice and to anticipate that peers would intervene. Showing awareness of group processes, adolescents who rejected race-based humor believed that peers who intervened would be more likely to be excluded. They also disapproved of exclusion more than did participants who supported race-based humor. Results expose the complexity of situations involving subtle discrimination. Implications for bullying interventions are discusse

Supporting good practice in the provision of services to people with comorbid mental health and alcohol and other drug problems in Australia: describing key elements of good service models

<p>Abstract</p> <p>Background</p> <p>The co-occurrence of mental illness and substance use problems (referred to as "comorbidity" in this paper) is common, and is often reported by service providers as the expectation rather than the exception. Despite this, many different treatment service models are being used in the alcohol and other drugs (AOD) and mental health (MH) sectors to treat this complex client group. While there is abundant literature in the area of comorbidity treatment, no agreed overarching framework to describe the range of service delivery models is apparent internationally or at the national level. The aims of the current research were to identify and describe elements of good practice in current service models of treatment of comorbidity in Australia. The focus of the research was on models of service delivery. The research did not aim to measure the client outcomes achieved by individual treatment services, but sought to identify elements of good practice in services.</p> <p>Methods</p> <p>Australian treatment services were identified to take part in the study through a process of expert consultation. The intent was to look for similarities in the delivery models being implemented across a diverse set of services that were perceived to be providing good quality treatment for people with comorbidity problems.</p> <p>Results</p> <p>A survey was designed based on a concept map of service delivery devised from a literature review. Seventeen Australian treatment services participated in the survey, which explored the context in which services operate, inputs such as organisational philosophy and service structure, policies and procedures that guide the way in which treatment is delivered by the service, practices that reflect the way treatment is provided to clients, and client impacts.</p> <p>Conclusions</p> <p>The treatment of people with comorbidity of mental health and substance use disorders presents complex problems that require strong but flexible service models. While the treatment services included in this study reflected the diversity of settings and approaches described in the literature, the research found that they shared a range of common characteristics. These referred to: service linkages; workforce; policies, procedures and practices; and treatment.</p

Is REDD1 a Metabolic Éminence Grise?

Regulated in development and DNA damage response 1 (REDD1) has been functionally linked to the control of diverse cellular processes due, at least in part, to its ability to repress mammalian or mechanistic Target of Rapamycin (mTOR) Complex-1 (mTORC1), a key protein complex controlled by hormonal and nutrient cues. Notably, emerging evidence suggests that REDD1 also regulates several pathways involved in modulating energy balance and metabolism. Herein, we discuss evidence implicating REDD1 as a key modulator of insulin action and metabolic function, including its potential contribution to mitochondrial biology and pancreatic islet function. Collectively, the available evidence suggests that REDD1 has a more prominent role in energy homeostasis than was previously thought, and implicates REDD1 as a potential therapeutic target for treatment of metabolic disorders