ABSTRACT
This study examined a moderated mediation model among 314 Black adolescents aged 13-18. The model included general coping strategies (e.g., active, distracting, avoidant, and support-seeking strategies) as mediators and racial identity dimensions (racial centrality, private regard, public regard, minority, assimilationist, and humanist ideologies) as moderators of the relation between perceived racial discrimination and depressive symptoms. Moderated mediation examined if the relation between perceived racial discrimination and depressive symptoms varied by the mediators and moderators. Results revealed that avoidant coping strategies mediated the relation between perceptions of racial discrimination and depressive symptoms. The results indicated that avoidant coping strategies mediated the relation between perceived racial discrimination and depressive symptoms among youth with high levels of the minority/oppressive ideology.
Subject(s)
Adaptation, Psychological/physiology , Black or African American/ethnology , Depression/ethnology , Racism/ethnology , Social Identification , Adolescent , Female , Humans , Male , Models, Psychological , Social PerceptionABSTRACT
This study presents preliminary outcomes for a problem-solving court improvement model, the Miami Child Well-Being Court (Miami-CWBC), which makes evidence-based clinical intervention and integration of the treating clinician's ongoing assessment and perspective central in the dependency court process. Records were reviewed for children adjudicated for maltreatment that completed treatment. Several promising findings suggest that this approach can help jurisdictions improve the lives of young children and their families' capacity to care for them.
Subject(s)
Child Welfare , Judicial Role , Models, Theoretical , Child Abuse , Child Welfare/legislation & jurisprudence , Child Welfare/statistics & numerical data , Child, Preschool , Developmental Disabilities , Female , Florida , Humans , Infant , Male , Parent-Child RelationsABSTRACT
OBJECTIVE: To examine the association between self-reported ADHD and college adjustment. PARTICIPANTS: Study 1 included nearly 3400 undergraduates attending a public and private university. Study 2 included 846 students who participated during freshman and sophomore year. METHOD: Students completed a web-based survey that assessed diagnostic status and adjustment in multiple domains. RESULTS: Relative to other students, those with self-reported ADHD had lower GPAs and reported more academic concerns, depressive symptoms, social concerns, emotional instability, and substance use. Overall, however, most were making satisfactory adjustments in these domains. Benefits of medication treatment were not found. Freshman year ADHD predicted lower GPA, increased academic concerns and alcohol use, and smoking initiation. CONCLUSION: Students with ADHD struggled relative to peers but most were adjusting reasonably well across multiple domains. Future research should move beyond the use of self-reported diagnosis and more carefully examine the impact of medication treatment in this population.
