Identifying important predictors of adolescent suicide ideation, planning, and attempt in low- and middle-income countries.

INTRODUCTION: Over 90% of all adolescent suicides occur in low- and middle-income countries (LMIC), yet the majority of suicide research has focused on primarily high-income countries (HIC). METHOD: Using nationally representative data on 82,494 adolescents from thirty-four LMIC, this research employed machine learning to compare the predictive effects of multiple determinants of suicidal behaviors previously identified in the literature. RESULTS: Results indicate that distinct predictors are present for suicidal ideation, suicidal planning, and suicide attempts in youth living in LMIC as well as shared predictors common to all three behaviors. CONCLUSION: These findings provide insights into the unique needs in global mental health policy and efforts within and across adolescents in LMIC.

Developing STEM Career Identities among Latinx Youths: Collaborative Design, Evaluations, and Adaptations during COVID-19.

In response to the low representation of Latinx adults in STEM occupations, this community-based participatory action research study aims to increase the number of middle school youths developing STEM career identities and entering high school with the intention to pursue STEM careers. The students were provided with summer and after-school activities focusing on network science and career development curricula. Using a quasi-experimental pretest-posttest design and career narratives, this study examined the changes in STEM and career self-efficacy, as well as career identity. The results show improvements in self-efficacy, an increased number of youths with intentions of pursuing future STEM career opportunities, and deeper reflections on their talents and skills after program participation. This paper also describes the program development and implementation in detail, as well as the adaptations that resulted from COVID-19, for scholars and educators designing similar programs. This study provides promising evidence for the quality of STEM and career development lessons in supporting the emergence of a STEM career identity and self-efficacy.

Impact of community well-being on individual well-being: A longitudinal multinational study with 155 countries.

The purpose of the current study is to evaluate the longitudinal relationship between subjective community well-being (CWB) (perception of freedom of choice and social support) and subjective individual well-being (IWB) (positive and negative affect). Using the World Happiness Report (2019), this study examined the subjective IWB and subjective CWB among 155 countries across an 8-year period. Using Latent Class Growth Analysis the results indicated that the 155 countries could be classified into three groups-countries reporting high freedom of choice and high social support, low freedom of choice and low social support, and low freedom of choice and high social support. From the results of both a multigroup Growth Mixed Model and a Growth Curve Model, the three groups were found to vary with respect to positive and negative affect with higher positive affect and lower negative affect reported in countries classified as high freedom of choice and high social support, lower positive affect and higher negative affect reported in countries classified as low freedom of choice and low social support, and lower positive and lower negative affect reported in countries classified as low freedom of choice and high social support. These results indicate that country's rated as allowing higher freedom of choice was associated with higher reported positive affect, and country's rated as having stronger social support systems was associated with lower ratings for negative affect.

Empowering Women in Finance through Developing Girls' Financial Literacy Skills in the United States.

This study examines the effectiveness of a financial literacy program, Invest in Girls (IIG), in promoting financial capability among high school girls. Using a quasi-experimental separate-samples pretest-posttest design and a longitudinal qualitative study, the study aims to assess the program efficacy and investigate the perspectives of the female students on its impact on their knowledge, behavior, and future goals and aspirations. The results indicated that the participants had significantly higher confidence for engaging in financial literacy after the program. The findings from the longitudinal study also suggested that that the program was influencing the students in positive ways, increasing their financial capability and leading them to consider wide occupational pathways available in finance. Given the lack of female leaders in the world of finance, the IIG program aims to address gender disparity in financial knowledge and highlight the importance of building financial literacy skills among girls.

Career planning courses increase career readiness of graduate and postdoctoral trainees.

Background: Given national calls for intentional career development during graduate and post-graduate scientific training, this study assessed career readiness development within the context of academic career courses. The current study evaluated the effects of academic career courses offered at two institutions that were specifically designed to increase career awareness, interest, and career-related confidence among doctoral students and postdoctoral fellows. Methods: Participants enrolled in a career course at trainees' respective academic institutions and responded to pre- and post-course surveys (n=32, n=148). The paper offers a thematic analysis of each of the two courses using an individualized learning plan career development framework and describes the results of their respective pretest-posttest evaluations which indicated increases in career readiness. Results: Though the format and content provided in each course varied, participation was associated with increases in career readiness. Participants reported increased career-awareness including a greater familiarity with different types of careers overall. Furthermore, interest in tenure track faculty careers increased in both samples, which may assuage fears that exposure to diverse career pathways could reduce interest in academic careers. Transferrable skills, including career planning and awareness also significantly increased. Course participants reported an increase in the number and type of mentors they interacted with beyond their principal faculty mentor (other faculty, professional PhDs, peers, and administrative staff). Conclusions: Findings provide supporting evidence for the benefits of implementing structured career development efforts during PhD training; even with varying content, delivery methods, and instructor type, both academic career courses led to significant gains in career awareness and readiness. Successful development and delivery of academic career courses, with a focus on career planning skills, suggest that institutions can utilize these and are an effective way to prepare PhDs for their transition from training positions into careers.

The myth of sameness among Latino men and their machismo.

This study examined the construct of machismo in relationship to measures of machismo, masculinity, and gender role identity. One hundred forty-eight Latino men with an average age of 36, primarily Mexican American and Puerto Rican, participated. Results indicate that machismo can be characterized as a multidimensional construct, and cluster analyses found that traditional definitions of machismo as authoritarian, emotionally restrictive, and controlling represented only about 10% of the classified Latinos. Most of the sample identified with more emotionally responsive, collaborative, and flexible masculinity styles. Five identity dimensions identified were Contemporary Masculinity, Machismo, Traditional Machismo, Conflicted/Compassionate Machismo, and Contemporary Machismo. Implications include the need to change stereotypes of machismo to be more congruent with the variation in Latino male identity.