Sleep across childhood during the COVID-19 pandemic: A narrative review of the literature and clinical case examples

Without the structure and schedule of traditional activities such as in-person school and socialization, evidence is emerging of pediatric sleep changes during the COVID-19 pandemic. A narrative review was conducted of the sleep literature during the pandemic for preschoolers, school-aged children, and adolescents. Changes in sleep and risk and protective factors for sleep heath during the COVID-19 pandemic are reviewed along with real-life clinical case examples for each developmental period. Given the high rates of pediatric sleep disturbance, clinicians, researchers, and policymakers should refine screening strategies and facilitate referrals for behavioral interventions to support sleep health during pandemics and other natural disasters. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Public Librarians: Partners in Adolescent Health Promotion

The goal of this research was to examine U.S.-based librarians' history of training on public health topics and their comfort delivering adolescent-focused public health interventions. A total of 269 library staff from 37 states completed a brief online survey. Eighty-four percent of respondents stated that their library had hosted public health programs for youth ages 10–17. Eighty-five percent reported they would be interested or very interested in facilitating an intervention focused on youth (ages 10–17). Ninety-eight percent of participants reported receiving training on at least one public health topic. The most common trainings reported were related to infectious diseases, including COVID (82.9%) and adolescent health and development (78.4%). Most participants were comfortable discussing public health topics, such as sexual and reproductive health (83.6%), adolescent health and development (82.5%), substance use (81.4%), and infectious diseases (81%). Having learned about the topic on their own and having had experience related to the topic were the most common reasons stated for feeling comfortable discussing public health topics with youth. These findings suggest that librarians are interested in and comfortable enough to serve as resources for health promotion among adolescents when adequately trained. [ FROM AUTHOR] Copyright of Public Library Quarterly is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

On the online self as an extension of personhood

Social workers must adapt along with the technology that both they and their clients are using and utilize it as a tool for exploration of identity formation, recognizing unique experiences in the online realm shape their perceptions of themselves and the world around them. The speed at which global populations turned to the online world due to the COVID-19 pandemic, when they were perhaps underprepared to do so, has complicated the feelings about being digital and skewed the discussions of online life to focus on the struggles of lacking "normal" human interactions. Adolescents who have already for years been forming their identities through an online world are participating in similar experiential activities that the generations before them have, but the means and mode of doing so have changed. While for years, many people have tried to limit the amount of time and energy that they put into their online lives, the changing landscape has forced many who had little interest in living lives online to grapple with their identity in a virtual world. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

'reworldings': Exploring perspectives on the future from danish and australian youth during covid-19

The COVID-19 pandemic has reshaped life for all in countless ways. For young people, the pandemic accelerated the digitalization of school education and upended relations with peers, parents, and society as a whole. In this paper, we look beyond these immediate effects to explore how pandemic experiences, feelings, and thoughts suggest profound shifts in young people's perspectives on and orientations towards the future. Our research comprises parallel qualitative research with young people aged 15-19 in Denmark and Australia. Drawing on a posthumanist account of the world as entanglements of multiple human and non-human agencies and inspired by Donna Haraway's admonition to stay with the trouble of the world, we discuss how species meet as the coronavirus makes kin with the young people and how the young people's perspectives on the future become with the pandemic. That is, what intimations of worldings and reworldings can be glimpsed as young people shared their changed perspectives on priorities related to the meaning of life and the sustainability of the (more-than-) human condition from the midst of the pandemic. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Editorial

While COVID-19 had many negatives it also brought with it many opportunities for growth and increased incomes by young farmers who managed to capitalize on supply chain disruptions to take a significant local market share. Data analysis showed that youth with better developmental relationships with parents, peers, and other adults had higher post-program levels of internal socialemotional strengths (e.g., commitment to learning, positive identity). The article examined how the developmental relationships of African youth participants in a youth economic development program helped them to build skills that could potentially improve their socioeconomic conditions.

Future orientation: Where there is a will there is a way

The surprise by which the COVID-19 pandemic took the entire world during the early spring of 2020 is an overwhelming reminder of the inability of humans-regardless of their lifestyle, level of education, religious or spirituality beliefs, and political power-to predict the future. The essential role that future thinking plays in guiding human behavior has led to its examination in multiple areas of psychology, through varied terminology and diversified conceptualizations. Areas of psychology studying future orientation include developmental, social, and educational psychology, as well as personality and the psychology of motivation. Conceptualizations range from future time expansion and attitudes toward the future to multiple domain personal and national future hopes and fears. Drawing on the multiplicity of prospective representations, future orientation is conceptualized as the images individuals have regarding their future, as consciously represented and self-reported. The chapter presents an encouraging message about the resilience functions of future orientation for all youth, but particularly for those who are unable to rely on consistent support from meaningful relationships with close adults, as is the case with youth without families. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Other lullabies: Attacks on Blackness, confusion of tongues, and the loss of play

Through a close reading of an anonymous lullaby from Latin America, the paper argues how colonial legacies and systemic racism, in the context of the structure of whiteness and the Covid pandemic, have had a nefarious impact on the material, symbolic, and psychic life of poor and working-class children and adolescents of color. The paper places a focus on Black kids. Left outside the symbolic, material, and legal order, these individuals suffer systemic attacks against their body and mind. This fact, in tandem with the devastating realities of the pandemic, have produced what the author calls an experience of "the end of the world." Three main consequences of all these configurations are discussed: (1) failed identifications with whiteness;(2) loss of play;and (3) "confusion of tongues." The need for new social lullabies, ones that invigorate our social capacity to dream the (colonial) state of affairs as being otherwise and that create communal solidarity, is proposed. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Discussing Race: Pathways and Barriers to Critical Consciousness Development for Chinese American Youth

This dissertation project examines the interplay between Chinese American youth's racial socialization experiences and their critical consciousness development. Discussing Race pursues three central questions: 1) How do Chinese American youth develop an understanding of and response to systemic racism? 2) What implications might their racial socialization experiences have on their understanding and appreciation of their own racial/ethnic identity? 3) How might their racial socialization experiences influence their empathy for and solidarity with other marginalized communities? To investigate these questions, 76 high-school-aged youth (primarily Chinese American) based in Chicago were surveyed and interviewed throughout 2020-2021. Survey and interview questions focused on youths' past and recent race-related interactions across a variety of primary socializing settings (home, school, peers, online spaces, and Asian American-serving youth programs/groups), including how conversations and messages about race contributed to or complicated young people's understanding of systemic racism, positive ethnic-racial identity development, political engagement, and perceived relationship to other marginalized communities. The multi-stage analysis of the interview data followed a mixed grounded theory and thematic analysis approach.One of the central findings of the study is that Chinese American youth recognized the need and urgency to address racism, but were largely unsupported to do so because of pervasive flat narratives about Asian Americans as model minorities. As a result, many youth sought out resources to educate themselves and others as well as to advocate for their needs and the needs of other students of color. Specifically, social media, conversations with peers, and participation in Asian American youth groups and organizations served as consciousness-raising avenues.Despite youth's proactive efforts, experiencing racial invisibility throughout the COVID-19 pandemic appeared to complicate young people's critical consciousness development. The persisting silence around anti-Asian racism amidst a year of heightened racial animosity toward Asian communities, and following increased dialogue about racism encouraged by the Black Lives Matter movement, contributed to feelings of frustration for many youth and caused some to question the racial oppression of Asian Americans. Additionally, the lack of urgency and concern observed by young people problematically discouraged empathy for other marginalized communities and perpetuated ignorance about systemic racism.This finding underscores a critical missed developmental opportunity for Chinese American youth, in large part, because participants were afforded many opportunities throughout 2020 to learn about the experiences of Black communities. These sustained and in-depth learning opportunities encouraged the young people to engage in conversations about anti-Blackness with family members despite encountering a myriad of communication challenges and not having supports to navigate such conversations. Indeed, the unavailability of opportunities and resources to help youth develop an understanding how anti-Asian racism intersects with and reinforces the oppression of Black communities may inhibit critical consciousness development and anti-racist solidarity efforts.This project highlights the importance of not only disentangling the racialized experiences of Asian American youth from the experiences of other minoritized students but also highlighting the opportunities to help young people contextualize their experiences under White supremacy. Further, it calls attention to a need for schools and youth organizations to learn from and support existing anti-racist efforts led by young people. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Rethinking "again” girls at-promise: A vicennial response

This article presents a brief commentary on Abrams' Rethinking Girls "At-Risk” (2002) and uses a vicennial perspective to retrospectively explore the conceptual structure respecting adolescent female development. Acknowledging the change in collective ideological values and social normative influences, the piece comments on how certain theories and approaches argued by Abrams in the 2000s have either evolved or been phased out, and accordingly repositioned adolescent girls' developmental experiences in the present-day dialogue. An up-to-date examination of contextual and sociocultural factors is put forward in this commentary, along with the three components summarized in empowering women's agency today: participation, authority, and deliverance. What follows is a discussion of topical issues concerning recent global activities and milestones, with a particular attention to cyberactivism and the impact of COVID-19, for the understanding of the risks concerned with girls' development and the enquiry into young women's lives at the present time. This reflective piece is a useful conceptual basis in juxtaposition with Abrams' article, providing those involved in adolescent female development with conceptualizations and a thematic frame of reference in tackling adolescent girls' development, against the backdrop of cultural, political, and social trends. © 2023 Taylor & Francis Group, LLC.

Shattering the glass ceiling through purpose development: an intersectional examination of the role of adversity and mentoring among adolescent girls

Adolescent girls have reached unprecedented levels of success in today's society. Simultaneously, many adolescent girls face adversities and their mental health remains a concern (Schramal et al., 2010;Spencer et al., 2018;). Positive Youth Development scholars continues to explore how society can best support adolescent girls as they navigate key developmental milestones (Lerner et al., 2005;Damon, 2004). Importantly, research has solidified a number of benefits of Youth Purpose (i.e., a long-term, committed, directed aspiration, with a prosocial desire). Youth Purpose is considered a key developmental asset, and contributes to thriving. Indeed, having a sense of purpose can serve as a protective factor for individuals and help bolster their overall well-being (Liang et al., 2018;Liang et al, 2017;Damon et al., 2003). Youth purpose along with Post Traumatic Growth can positively impact individuals facing adversities (Kashdan & McKnight, 2009;Tedeschi & Lawrence, 2004). Similarly, mentoring relationships are associated with numerous positive outcomes including the development of purpose (Dubois & Rhodes, 2006;Lerner, 2004;Liang et al., 2017). While youth purpose is well documented (Damon et al., 2003;Hill et al., 2010), there is limited research on purpose development for adolescent girls from marginalized backgrounds. Given the profound benefits of purpose, additional research is warranted on how purpose is cultivated in marginalized adolescent girls. This dissertation sought to expand the literature and better understand how adversity relates to purpose development, during the adolescent years and how mentoring relationships can contribute to this development. Additional research is needed to focus on one of the most vulnerable populations, adolescent girls from marginalized backgrounds, and to discover ways to help protect their mental health and well- being as they continue to thrive in society. This study included 13 interviews with adolescent girls from marginalized backgrounds. Thematic analysis was used to analyze the data and five major themes emerged. Analyses suggested that while these participants experiences endured adverse experiences, they maintained a positive outlook on life, and their future. With the help of their mentors, and through the development of critical consciousness, participants were able to utilize adverse experiences to help inform their sense of purpose. Data was collected during the COVID-19 pandemic. This crucial time period allowed for the collection of exemplary data, which revealed how adolescent girls utilized the pandemic as a time for self-growth, and how they conceptualized their purpose with respect to the pandemic. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Children, media, and the clarity of crises in 2020

The article briefs about the children safety, media, and the clarity of crises in 2020. 2020 was a YEAR. The main headline was, of course, the COVID-19 pandemic. In the span of days or weeks, hundreds of millions of people around the globe were compelled to rapidly, and radically, alter their daily lives. Wearing masks and maintaining six feet of physical distance from others became routine behaviors. Boundaries between home, work, and school evaporated, as work moved home from the office and children's schoolwork shifted from the classroom to the kitchen table. Caregiving roles of all kinds expanded as social infrastructures shrunk down to the household unit. And social inequalities at all levels were laid bare, from the gendered nature of caring for children, to "essential worker" classifications that disproportionately exposed those workers to risk of COVID-19 infection. The special issue is comprised entirely of commentary-length manuscripts. This format provided their CAM community an opportunity for a peer-reviewed, competitive publication in a format that was more attainable and inclusive during a year of challenges that often felt - and still feels, at the time of this writing - insurmountable on many days. Authors see this special issue as a yearbook for the CAM community of an extraordinary time that will reverberate in their personal and professional lives, and their world, for years to come. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Examining children and adolescent mental health trajectories during the covid-19 pandemic: Findings from a year of the co-space study

Background A major concern throughout the COVID-19 pandemic has been on young people's experiences with mental health. In this study we mapped children and adolescents' mental health trajectories over 13 months of the pandemic and examine whether family, peer, and individual-level factors were associated with trajectory membership. Methods This study focuses on a sub-sample from the Co-SPACE study of 3322 children and adolescents (aged 4-16 years) for whom parents completed a survey at Time 0 and at least one follow-up survey between March 2020 and May 2021. We used growth mixture models to examine trajectories in emotional, conduct, and hyperactivity/inattention difficulties using the Strengths and Difficulties Questionnaire and multinomial logistic regression models to estimate factors associated with individual trajectory membership. Results The average trend in young people's mental health appeared to follow changes in national guidelines regarding the pandemic. Distinct trends in GMM models highlighting individual differences showed that a 5-trajectory model best explained the changes in emotional problems whilst 4-trajectory models best explained variation in hyperactivity/inattention and conduct problems. While most young people followed low stable (62%-85%) or moderate stable (28%) symptom trajectories, 14%-31% experienced very high, high stable or increasing mental health difficulties. Young people following high stable trajectories were more likely to have special educational needs and/or neurodevelopmental disorders, parents reporting higher levels of distress and parent-child conflict, and were less likely to have at least one close friend. Conclusions Most young people adapted well and experienced low stable symptoms, but nearly one third experienced high stable or increasing mental health difficulties. Young people with complex needs and parents with higher psychological distress were particularly vulnerable to high stable problems while those with positive peer relationships were less vulnerable. This study offers insight into potential factors that can be addressed using targeted interventions to improve the wellbeing of parents and young people in the event of future lockdowns and school closures. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Analysing Adolescent Education and Health Trajectories in Crisis Contexts: Examples From a Multi-Year Longitudinal Cross-Country Study

Qualitative longitudinal research is a useful method for studying adolescent development, not least because the dimension of temporality in the analysis of longitudinal studies can help researchers understand the complexity of transitions during this unique and dynamic life stage. The Gender and Adolescence: Global Evidence programme is a multi-year cross-country longitudinal study of adolescents in low- and middle-income countries. This article presents the methodological opportunities and challenges involved in analyzing such datasets, and seeks to offer insights for researchers undertaking qualitative longitudinal research. To ensure that both breadth and depth of such data are accurately represented in the analysis, a range of analytical approaches can be used. In this article, we provide key examples of how this data has been analyzed across a cohort of adolescent participants, exploring changes both pre- and post-Covid-19 including interactions with critical health and education services, and within individual life histories, exploring individual adolescent trajectories over multiple time points. Furthermore, we highlight how including caregivers' and key informants' perspectives can enhance triangulation of results. We show the importance of using a range of different approaches when analyzing a qualitative longitudinal dataset. © The Author(s) 2023.

Creating safe classroom learning spaces for students living in urban areas of poverty

The current pilot study introduced trauma-informed professional development for teachers in an urban, K-8, Title I public school prior to the COVID-19 pandemic. Equipping middle school teachers with trauma knowledge and resources enabled them to modify their pedagogical approach to align better with students' emotional and academic needs shaped by living in poverty. Thematic analysis of qualitative data (i.e., 48 teacher journal entries, one focus group transcript) produced three overarching themes related to changes in teaching practices, student engagement, and classroom culture: (a) transforming to teach (i.e., teacher empathy, awareness, understanding of students' living conditions), (b) teaching to transform (i.e., teacher critical thinking about students' needs, reactions, and consequences), and (c) transforming to learn (student engagement, expressiveness, confidence). This study's findings highlight how middle school educators can effectively implement trauma-sensitive techniques in their classrooms to enhance safe learning spaces, student support, and classroom management for stress-affected young people. This study's university-community school partnership may offer a model for the design, structure, and resources necessary to implement classroom-level, trauma-informed professional development for Title I nonclinical middle school personnel. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Adolescents perceived social supports and psychological distress development during the COVID-19 pandemic

The CO VID-19 pandemic has impacted nearly all aspects of daily living and research supports increasing rates of psychological distress in adult populations. However, less is known regarding how this time period has impacted adolescents, particularly as the pandemic has evolved and has presented with varying waves of intensity. Moreover, studies that have included adolescent populations have often not considered the unique developmental demands this population faces and how experiencing the COVID-19 pandemic may hinder their developmental trajectory, particularly within a multifaceted social context. The primary aim of this study was to utilize a multicultural lens to explore the impact of social distancing protocols on adolescents perceived social supports across the domains of parent, close friend, classmate, school, and teacher and subsequent relationship to self-esteem and psychological distress development. Social media use was also investigated in relation to perceived social support and psychological distress. Results indicated that adolescents demonstrated overall low levels of anxiety and depression and high levels of perceived social supports. Social media may have facilitated adolescents social connectedness to their close friends. Adolescents also perceived the most support from their close friends and placed the most importance on support from their close friends. However, perceived social support across all domains is vital for adolescent development and adolescents continue to rely on supports from multiple domains. Adolescents who identify as nonbinary reported the lowest perceived social support and also reported significantly higher levels of anxiety when compared to males and significantly higher levels of depression when compared to males and females. Perceived social support is a protective buffer for adolescents and facilitating supportive relationships is one mechanism to enhance adolescent mental health. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Cultivating Compassion for Self and Others: A School-Based Pilot Study for Peer-Nominated Caring Adolescents.

Many have called for school-based student programs that teach skills related to self-care and caring for others. Here, such a program for peer-nominated adolescents was developed and piloted virtually at one high school during the COVID-19 pandemic. Results of a longitudinal, quasi-experimental evaluation of the program showed high-quality program implementation and promising program impacts. Effect sizes indicated moderate to large program impacts on improvements in adolescents' self-compassion, sense of interdependence, and perspective-taking, and female adolescents' interoceptive awareness, compared to controls. No group differences in compassion for others were found. The need for more research on programs that help adolescents balance compassion for the self and for others is discussed.

111. Adaptation and Delivery of a Partially Virtual Curriculum for Pre-Exposure Prophylaxis Peer Mentors in Kenya: Lessons Learned

Purpose: While Pre-Exposure Prophylaxis (PrEP) is highly effective at preventing HIV, uptake is low among adolescents. In low- and middle-income countries (LMIC), peer mentors (PMs) are considered best practice to increase PrEP acceptability and uptake. Globally, COVID19 has shifted much education and training to virtual formats. Most young people in LMIC have cell phones. Our objective is to describe our experiences developing and delivering a mixed virtual/physical curriculum for training PrEP PMs. Methods: IRB and local research ethics committee approval was obtained. A literature search (PubMed, EBSCO, USAID website, and MedEd Portal) yielded one published curriculum for PrEP PMs. This curriculum was combined with locally developed HIV PM education modules to create a new curriculum, with planned virtual and physical sessions. Curriculum materials were reviewed and agreed upon by all authors. All sessions were delivered by authors, with the majority delivered by Americans. The first 4 hours were done virtually via Zoom, covering the basics of HIV, detailed information on PrEP, adolescent development, and confidentiality. The remaining sessions were held in person and covered expectations of PMs, basic family planning, research ethics, action planning, role playing, and a review of virtual topics. Feedback was solicited from the PMs after virtual training. A debriefing session was held with the five facilitators involved in training: 1 research staff and 1 physician investigator from Kenya, 1 research staff and 2 physician investigators from the US - all female. Results: All five PMs (aged 21 – 27) participated. One identified as female, and one as LGBTQ. Feedback was solicited via anonymous survey (n=3) after the virtual sessions and debriefing with Kenyan research staff. Respondents strongly agreed that the virtual training was worth their time. Although PMs felt they were able to learn in the virtual format, facilitators noted more engagement during in-person sessions. Facilitators noted the importance of introductions and challenges of building cohesiveness for virtual sessions, particularly with sensitive content and internet limitations restricting video use (eg. low bandwidth, use of cell phones). Kenyan investigators noted that the Kenyan educational system is hierarchical, with students largely learning passively. They felt that this, combined with the newness of virtual learning and minimal dedicated time for introductions, may have hampered active virtual participation. While no PMs pointed to race or accent as limitations, facilitators noted differences between American and Kenyan English idioms, cadence, speed, and pronunciation that may have caused difficulty. Given Kenya's history of colonialism, all raised concerns that PMs may have been more deferential to light-skinned, foreign facilitators. Facilitators who observed both virtual and in-person sessions felt it was easier to break barriers of colonialism and assess for differences in spoken English in person. Facilitators felt that if virtual training were to be used in the future, it would be beneficial to have physical sessions first to set an interactive, educational tone and allow participants to build rapport. Conclusions: Virtual delivery of PM educator training in a LMIC setting is difficult and requires careful consideration or technological limitations and culture. Sources of Support: Indiana CTSI;Grant Number UL1RR025761-01.

Outdoor Recreation as an Asset for Youth Development in the Context of the COVID-19 Pandemic

With the onset of the COVID-19 pandemic, outdoor spaces remained one of the few places for youth recreation. Outdoor recreation and sport have been associated with positive youth development (PYD) prior to the pandemic, so we sought to test these relationships during the pandemic, accounting for self-efficacy and demographic factors that may be associated with participation. To achieve this aim, we conducted an online survey of United States youth (N=116) aged 12-17. Higher levels of PYD during the pandemic were associated with higher levels of school-based sport prior to the pandemic, community-based sport during the pandemic, and outdoor time prior to and during the pandemic. Self-efficacy, but not demographics, was associated with outdoor time. Outdoor recreation should be promoted for youth as it is positively associated with PYD, especially when other forms of recreation are restricted. Recreation professionals should foster self-efficacy and ensure that opportunities for outdoor recreation are equitably accessible.

Discussing Race: Pathways and Barriers to Critical Consciousness Development for Chinese American Youth

This dissertation project examines the interplay between Chinese American youth's racial socialization experiences and their critical consciousness development. Discussing Race pursues three central questions: 1) How do Chinese American youth develop an understanding of and response to systemic racism? 2) What implications might their racial socialization experiences have on their understanding and appreciation of their own racial/ethnic identity? 3) How might their racial socialization experiences influence their empathy for and solidarity with other marginalized communities? To investigate these questions, 76 high-school-aged youth (primarily Chinese American) based in Chicago were surveyed and interviewed throughout 2020-2021. Survey and interview questions focused on youths' past and recent race-related interactions across a variety of primary socializing settings (home, school, peers, online spaces, and Asian American-serving youth programs/groups), including how conversations and messages about race contributed to or complicated young people's understanding of systemic racism, positive ethnic-racial identity development, political engagement, and perceived relationship to other marginalized communities. The multi-stage analysis of the interview data followed a mixed grounded theory and thematic analysis approach.One of the central findings of the study is that Chinese American youth recognized the need and urgency to address racism, but were largely unsupported to do so because of pervasive flat narratives about Asian Americans as model minorities. As a result, many youth sought out resources to educate themselves and others as well as to advocate for their needs and the needs of other students of color. Specifically, social media, conversations with peers, and participation in Asian American youth groups and organizations served as consciousness-raising avenues.Despite youth's proactive efforts, experiencing racial invisibility throughout the COVID-19 pandemic appeared to complicate young people's critical consciousness development. The persisting silence around anti-Asian racism amidst a year of heightened racial animosity toward Asian communities, and following increased dialogue about racism encouraged by the Black Lives Matter movement, contributed to feelings of frustration for many youth and caused some to question the racial oppression of Asian Americans. Additionally, the lack of urgency and concern observed by young people problematically discouraged empathy for other marginalized communities and perpetuated ignorance about systemic racism.This finding underscores a critical missed developmental opportunity for Chinese American youth, in large part, because participants were afforded many opportunities throughout 2020 to learn about the experiences of Black communities. These sustained and in-depth learning opportunities encouraged the young people to engage in conversations about anti-Blackness with family members despite encountering a myriad of communication challenges and not having supports to navigate such conversations. Indeed, the unavailability of opportunities and resources to help youth develop an understanding how anti-Asian racism intersects with and reinforces the oppression of Black communities may inhibit critical consciousness development and anti-racist solidarity efforts.This project highlights the importance of not only disentangling the racialized experiences of Asian American youth from the experiences of other minoritized students but also highlighting the opportunities to help young people contextualize their experiences under White supremacy. Further, it calls attention to a need for schools and youth organizations to learn from and support existing anti-racist efforts led by young people. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Adolescents perceived social supports and psychological distress development during the COVID-19 pandemic

The CO VID-19 pandemic has impacted nearly all aspects of daily living and research supports increasing rates of psychological distress in adult populations. However, less is known regarding how this time period has impacted adolescents, particularly as the pandemic has evolved and has presented with varying waves of intensity. Moreover, studies that have included adolescent populations have often not considered the unique developmental demands this population faces and how experiencing the COVID-19 pandemic may hinder their developmental trajectory, particularly within a multifaceted social context. The primary aim of this study was to utilize a multicultural lens to explore the impact of social distancing protocols on adolescents perceived social supports across the domains of parent, close friend, classmate, school, and teacher and subsequent relationship to self-esteem and psychological distress development. Social media use was also investigated in relation to perceived social support and psychological distress. Results indicated that adolescents demonstrated overall low levels of anxiety and depression and high levels of perceived social supports. Social media may have facilitated adolescents social connectedness to their close friends. Adolescents also perceived the most support from their close friends and placed the most importance on support from their close friends. However, perceived social support across all domains is vital for adolescent development and adolescents continue to rely on supports from multiple domains. Adolescents who identify as nonbinary reported the lowest perceived social support and also reported significantly higher levels of anxiety when compared to males and significantly higher levels of depression when compared to males and females. Perceived social support is a protective buffer for adolescents and facilitating supportive relationships is one mechanism to enhance adolescent mental health. (PsycInfo Database Record (c) 2022 APA, all rights reserved)