Mexican-origin families coping together: Does family coping predict child coping?

Family is an important context for the development of adaptive child coping. Further, both family and child coping can promote positive mental health. This study examines whether family coping predicts child coping over 1 year among Mexican-origin immigrant families. Participants included 104 families with a child aged 6-10 years (Mage = 8.39, 61% female) and at least 1 Mexican-origin parent. The majority of primary caregivers (Mage = 37.13) identified as female (97%), while 82% of secondary caregivers (Mage = 43.14) identified as male. Family income was 150% of the poverty line or below. Families completed video-recorded interaction tasks and family coping strategies were coded. Caregivers completed surveys on children's coping. Family problem solving was associated with child primary and secondary control coping concurrently and predicted less use of disengagement over time. Family reframing was linked to less disengagement concurrently, and predicted child secondary control coping over time. Family coping may promote adaptive child coping among immigrant families. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

The impact of COVID-19 on immigrant and refugee families: Qualitative perspectives from newcomer students and parents.

COVID-19 has exacerbated the challenges that newcomer refugee and immigrant families face. While many of the supports that schools typically offer were disrupted by the pandemic, school-based assistance remains critical in this challenging context. In addition to education-related challenges, many newcomer families have been disproportionately impacted across financial, employment, and health contexts. The present study highlights the perspectives of newcomer families to understand their experiences, stressors, and ability to cope during the pandemic, as well as how their school communities can offer support to mitigate the potential for increased disparities. Qualitative interviews were conducted with 14 parents (Mage = 38.68) and 13 students (Mage = 14.31) engaged in a school-based intervention for newcomer students. Among students, 71.4% were identified as male, and the majority of caregivers were mothers (85.7%). Newcomer families reported significant challenges due to COVID-19, including difficult social-emotional adjustment, financial challenges, and significant academic difficulties. Themes also emerged related to sources of support and coping. Implications for how schools can further support newcomer families given these challenges and strengths are considered. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Violence, Place, and Strengthened Space: A Review of Immigration Stress, Violence Exposure, and Intervention for Immigrant Latinx Youth and Families.

Latinx immigrant families are greatly impacted by US policies and practices that limit immigrant families' and children's rights. This article reviews the effects of such policies and the growing literature examining migration experiences. Latinx immigrant youth and parents may encounter multiple stressors across the stages of migration, including physical and structural violence, fear, poverty, and discrimination, which contribute to higher rates of mental health problems in this population. Despite significant trauma exposure, immigrants demonstrate incredible resilience within themselves, their families, and their communities and through movements and policies aimed at protecting their rights. Numerous culturally relevant universal, targeted, and intensive interventions were developed to magnify these protective factors to promote healing, advance immigration reform, and provide trauma-informed training and psychoeducation. Psychologistsplay a crucial role in implementing, evaluating, and advocating for accessible and collaborative approaches to care so that Latinx immigrant families have the resources to combat the harmful sequelae of immigration stress.

Violence exposure, posttraumatic stress, and affect variability among African American Youth: A time sampling approach.

The current study examines the immediate and short-term impact of daily exposure to community violence on same-day and next-day levels of posttraumatic stress symptomatology and various affective states (i.e., dysphoria, hostility, and anxiety), in a sample of 268 African American adolescents living in urban, low-income, high-violence neighborhoods (Mage = 11.65; 59% female). In addition, the moderating role of affective state variability on this relationship was examined. This study utilized experience sampling method and a daily sampling approach, which contributes a more robust investigation of the short-term effects of violence exposure in youth. Hierarchical linear modeling revealed that community violence exposure was positively associated with same-day and next-day symptoms of posttraumatic stress. Violence exposure also exhibited an immediate effect on dysphoria, anxiety, and hostility levels. Youth variability in dysphoria exacerbated the effect of violence exposure on concurrent or next-day posttraumatic stress, dysphoria, and hostility. Moreover, variability in anxiety and hostility exacerbated the experience of next-day hostility. The clinical implications relating to these findings, such as the importance of implementing screening for posttraumatic stress following exposure, the incorporation of preventative treatments among those at risk of exposure, and the targeting of emotion regulation in treatments with adolescents, are discussed.

You're not alone: A public health response to immigrant/refugee distress in the current sociopolitical context.

Recent political events and policy changes in the United States have fueled antirefugee/immigrant rhetoric and an increase of xenophobic harassment and intimidation, which together present a significant threat to the physical and mental health of refugee/immigrant children and families. This article aims to provide an overview of how the current sociopolitical context threatens the public health of refugee and immigrant communities and to describe the role of psychologists in advocating for social justice and responding to this urgent public health need through interprofessional collaboration and translation of scientific knowledge into multilevel intervention development. The case study of the You're Not Alone (YNA) initiative describes swiftly mobilized advocacy efforts (e.g., press conference, webinars, resources development and dissemination) and participatory development and roll-out of community capacity-building trainings to address the needs of refugee/immigrant children and families. Trainings aimed to raise awareness of the refugee/immigrant experience and to equip refugee/immigrant community members and providers across a variety of public sectors to implement culturally responsive and trauma-informed strategies to promote resilience, respond to distress, and prevent mental health crises. Between March 2017 and June 2018, a total of 1,642 individuals attended 48 training events. The role of psychologists in future policy and advocacy efforts to promote mental health among refugee/immigrant families is discussed as well as implications for how other marginalized communities affected by the current sociopolitical climate might benefit from broadening the scope of this public health response. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Chronic Stress and Food Insecurity: Examining Key Environmental Family Factors Related to Body Mass Index Among Low-Income Mexican-Origin Youth.

Low-income children of Mexican immigrants are at high risk for obesity. Drawing on a sample of 104 Mexican American children (Mage = 8.39 years; 61% female), this longitudinal study considered relations between food insecurity and chronic stress (ie, parent report and hair cortisol measurement) on body mass index (BMI) and examined whether stress moderated associations between food insecurity and BMI. Analyses revealed that undocumented status was associated with food insecurity and chronic stress but not when accounting for poverty. Food insecurity was only associated with higher BMI for children with the highest hair cortisol. Results suggest that chronic stress may impact body weight among food-insecure children.

Measures of Acculturation and Relations to zBMI among Mexican-Origin Youth.

BACKGROUND: Risk for obesity increases for Mexican-origin immigrants and their children upon arrival in the USA. Acculturative factors have been shown to play a role, but the significance and directionality of this relation may differ based on the method used to measure acculturation. METHOD: This study examines the cross-sectional relations between several measures of acculturation and child zBMI, as well as the 12-month longitudinal relations between these measures and child BMI (adjusted for age and gender), in a sample of 102 6- to 11-year-old, Mexican-origin youth. RESULTS: Cross-sectional results indicated that two measures, greater preference for English and higher Anglo Orientation, were positively associated cross-sectionally with higher zBMI (p = 0.002 and p = 0.011, respectively). Only English language preference remained significant in longitudinal analyses (p = 0.047). Parental duration of residence and the child's number of immigrant parents were not significantly associated with zBMI cross-sectionally or BMI longitudinally. DISCUSSION: These findings suggest that language proxy measures of acculturation present similar findings to multidimensional measures when assessing child weight and support the idea that behavioral or emotional changes that accompany integration into US culture may contribute to obesity development.

A Cross-Site Partnership to Examine Implementation and Sustainability of a School-Based Trauma Program.

Objectives: Schools have been identified as an ideal setting for increasing access to mental health services particularly for underserved minority youth. The emerging field of implementation science has begun to systematically investigate strategies for more efficiently integrating evidence-based practices into community settings. Significantly less translational research has focused specifically on the school setting. To address this need, we examined the implementation of a school-based trauma intervention across three distinct regions. Design: We conducted key informant interviews guided by Mendel's Framework of Dissemination in Health Services Intervention Research with multiple school stakeholders to examine what school organizational characteristics influence the adoption and implementation process and sustainability of Cognitive Behavioral Intervention for Trauma in Schools (CBITS). Participants were selected from schools in three geographic regions in the United States: Western, Midwestern, and Southern. Results: Our findings reveal that while sites had some common organizational factors that appeared to facilitate implementation, regions differed in how they compensated for less robust implementation domains. Across all regions, school stakeholders recognized the need for services to support students impacted by trauma. In the Western region, there was no centralized district policy for implementation; therefore, implementation was facilitated by school-level change agents and supervision support from the district mental health unit. In the Midwestern region, centralized district policies drove implementation. In both the Midwestern and Southern regions, implementation was facilitated by collaboration with a local mental health agency. Conclusions: This study contributes to the paucity of empirical information on the organizational factors that influence the implementation of evidence-based mental health interventions in schools. Our findings reveal that different implementation strategies across policies, structures, and resources can result in implementation of a school-based intervention. Frameworks such as Mendel's can be helpful in identifying areas of strength and improvement of implementation within a school organization.

Implementing the Bounce Back trauma intervention in urban elementary schools: A real-world replication trial.

The current study provides the first replication trial of Bounce Back, a school-based intervention for elementary students exposed to trauma, in a different school district and geographical area. Participants in this study were 52 1st through 4th graders (Mage = 7.76 years; 65% male) who were predominately Latino (82%). Schools were randomly assigned to immediate treatment or waitlist control. Differential treatment effects (Time × Group Interaction) were found for child-reported posttraumatic stress disorder (PTSD) and parent-reported child coping, indicating that the immediate treatment group showed greater reductions in PTSD and improvements in coping compared with the delayed group. Differential treatment effects were not significant for depression or anxiety. Significant maintenance effects were found for both child-reported PTSD and depression as well as parent-reported PTSD and coping for the immediate treatment group at follow-up. Significant treatment effects were also found in the delayed treatment group, showing reductions in child-reported PTSD, depression, and anxiety as well as parent-reported depression and coping upon receiving treatment. In conclusion, the current study suggests that Bounce Back is an effective intervention for reducing PTSD symptoms and improving coping skills, even among a sample experiencing high levels of trauma and other ongoing stressors. (PsycINFO Database Record

Immigration policy, practices, and procedures: The impact on the mental health of Mexican and Central American youth and families.

Currently, 15 million Mexican and Central American individuals live in the United States, with this number projected to rise in the next few decades (Lesser & Batalova, 2017; Zong & Batalova, 2017). Research has begun to investigate the impact of the nation's immigration practices and policies on immigrant Latino/a families and youth. Current immigration policies can create vulnerabilities, including fear and mistrust, discrimination, limited access to services, parent-child separation, and poverty. These experiences increase risk for poor mental health outcomes and may exacerbate prior exposure to traumas in the home country (e.g., violence) and during migration (e.g., extortion). This paper reviews current immigration policies for arriving Mexican and Central American immigrants and links to mental health among documented and undocumented immigrant families and youth. A discussion of positive policies and resources that may mitigate the damaging impact of immigration-related stress is included. Finally, social justice implications for clinicians and researchers are discussed, with culturally sensitive interventions, advocacy, and dissemination of research and policy as primary recommendations. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Parent Perceptions of Child Weight Status in Mexican-Origin Immigrant Families: An Investigation of Acculturation, Stress, and Coping Factors.

Parents often underestimate their child's weight status, particularly when the child is overweight or obese. This study examined acculturation, stress, coping, and involuntary responses to stress and their relation to estimation of child's weight status among Mexican-origin immigrant families. Eighty-six families provided data on child's height and weight, caregiver's perception of their child's weight status, and caregiver's responses to acculturation, stress, and coping scales. Parents underestimated their child's weight status, particularly when the child was overweight or obese. Although acculturation and stress were not associated with accuracy, parents' responses to stress were linked to parent perceptions. Parents who reported more frequent use of involuntary engagement (e.g., rumination, physiological arousal) were more accurate. Future research, as well as healthcare providers, should consider how parents manage and respond to stress in order to fully understand the factors that explain weight perceptions among Mexican-origin immigrant parents.

Stress and cultural resilience among low-income Latino adolescents: Impact on daily mood.

OBJECTIVES: Given that Latino adolescents endorse more negative mood when compared to their counterparts of other backgrounds (Kann et al., 2016), it is important to evaluate the impact of risk and resilience factors on negative mood among this population. The current study uses daily diary methodology to examine the associations that daily economic stress, daily family stress, familism, and ethnic identity commitment and exploration have with average daily negative mood and variability in daily negative mood. METHODS: Participants included 58 (M = 13.31, 47% female) low-income Latino adolescents who completed study measures over a 1-week period along with a baseline assessment. RESULTS: Results show that daily family stress was strongly linked to daily negative mood, whereas familism emerged as a salient resilience factor. Contrary to predictions, ethnic identity commitment appeared to be detrimental for youth's daily negative mood; furthermore, ethnic identity exploration was found to exacerbate daily negative mood when youth were experiencing high economic stress. However, youth with stronger identities also had less variability in negative mood, specifically when experiencing high family stress. CONCLUSIONS: Although results of this study suggest familism is a key promotive factor, ethnic identity may increase vulnerability in stressful contexts. Thus, programs should build adaptive coping in order for youth with stronger ethnic identities to be prepared to deal with the harmful societal climate they reside in. (PsycINFO Database Record

Positive Peer Association Among Black American Youth and the Roles of Ethnic Identity and Gender.

The study examined whether peer association, a subtype of peer influence that involves the indirect modeling of behaviors, can promote positive development among Black American adolescents living in high-risk neighborhoods. Data were collected during a three-year longitudinal study from a sample of 316 Black American adolescents (M = 11.65 years). As positive peer association increased over time, youth experienced an increase in self-esteem, school connectedness, paternal and maternal closeness, and a decrease in supportive beliefs about aggression. Additionally, lower ethnic identity appeared to account for why some youth experienced a sharper increase in maternal and paternal closeness as positive peer association increased. Future interventions should consider harnessing the ability of prosocial peers to foster healthy development.

Stress, Coping, and Mood Among Latino Adolescents: A Daily Diary Study.

The current study examines whether daily coping moderates the effects of daily stress on same-day mood and next-day mood among 58 Latino adolescents (Mage  = 13.31; 53% male). The daily diary design capitalized on repeated measurements, boosting power to detect effects and allowing for a robust understanding of the day-to-day experiences of Latino adolescents. Hierarchical linear modeling revealed that on days when youth reported higher levels of peer and academic stress, they also reported more negative moods. However, only poverty-related stress predicted mood the following day. Engagement coping buffered the effect of poverty-related stress on next-day negative and positive mood, while disengagement exacerbated the effects of academic and peer stress. The need for interventions promoting balanced coping repertoires is discussed.

School Personnel Experiences in Notifying Parents About Their Child's Risk for Suicide: Lessons Learned.

BACKGROUND: Schools across the nation are increasingly implementing suicide prevention programs that involve training school staff and connecting students and their families to appropriate services. However, little is known about how parents are engaged in such efforts. METHODS: This qualitative study examined school staff perspectives on parent involvement in the implementation of a district-wide suicide prevention program by analyzing focus group and interview data gathered on the program implementation processes. Participants included middle school teachers, administrators, and other school personnel. RESULTS: Study results revealed that in the immediate wake of a crisis or concern about suicide, school staff routinely contacted parents. However, substantial barriers prevent some students from receiving needed follow-up care (eg, lack of consistent follow-up, financial strain, parental stress, availability of appropriate services). Despite these challenges, school staff identified strategies that could better support parents before, during, and after the crisis. In particular, school-based services increased the success of mental health referrals. CONCLUSIONS: Our study suggests that systematic postcrisis follow-up procedures are needed to improve the likelihood that students and families receive ongoing support. In particular, school-based services and home visits, training and outreach for parents, and formal training for school mental health staff on parent engagement may be beneficial in this context.

Parent perspectives from participating in a family component for CBITS: Acceptability of a culturally informed school-based program.

This study explored parents' responses to a family component developed as an addition to the Cognitive Behavioral Intervention for Trauma in Schools (CBITS). The family component was developed to improve engagement and participation in CBITS and to support parents' own skill-building. To evaluate the acceptability and feasibility of the family component from the perspective of parents who participated, qualitative interviews were conducted with 15 low-income, Latino parents (80% female; 80% immigrants; average age = 38.07). Themes emerged across 3 primary categories: Need for CBITS + Family, Results of Participating in CBITS + Family, and Implications for Feasibility. Parents agreed that there was a need for programs like CBITS and expressed a firm belief in the importance of parental involvement with their children and schools. Parents reported a high level of satisfaction with the family component and indicated that it was beneficial to them, culturally relevant, and that they would recommend it to others. Still, some logistical barriers to participation and areas for improvement were noted. Overall, the results of this study indicate that CBITS + Family is an appropriate, acceptable, and feasible intervention for Latino families. Supplemental data from children whose parents participated in the program provide further support for the value of the family component. Clinical implications for implementing culturally sensitive, school-based interventions with parents are discussed. (PsycINFO Database Record

Examining the impact of a family treatment component for CBITS: when and for whom is it helpful?

This study compared the Cognitive Behavioral Intervention for Trauma in Schools (CBITS), as it is typically delivered, to CBITS-plus-family treatment component (CBITS + Family), developed through a community partnership. This study used a quasi-experimental design, capitalizing on ongoing CBITS implementation within a school system. In total, 32 parent/student dyads were recruited in CBITS groups and 32 parent/student dyads were recruited in CBITS + Family groups. Parents and students in both conditions completed pre- and posttreatment measures, in addition to a 6-month posttreatment follow-up assessing symptoms. Families were low-income and predominately Latino. Children were 59% female with an average age of 11.70. Participating parents were 84% female with an average age of 38.18. The majority of parents (80%) were immigrants and 70% reported not finishing high school. Parents who received CBITS + Family showed significant improvements in attitudes toward mental health, school involvement, and primary control coping, while demonstrating significant reductions in involuntary engagement and inconsistent discipline. CBITS + Family appears to be most beneficial for children with high symptom severity in terms of reducing posttraumatic stress disorder symptoms and disengagement coping. Finally, greater improvements in parent variables predicted larger symptom reductions among children within the CBITS + Family group. This study suggests that CBITS + Family is beneficial for parents of children exposed to trauma and may be especially helpful for children with high initial symptom severity. Children in CBITS + Family appear to benefit most when their parents show larger improvements in school involvement and greater reductions in parental inconsistency and involuntary engagement.

Academic achievement among immigrant and U.S.-born Latino adolescents: Associations with cultural, family, and acculturation factors.

This study examined proximal risk and protective factors that contribute to academic achievement among 130 Latino students. Participating students were 56.2% female and 35.3% foreign-born (mean age = 11.38, SD = .59). Acculturative stress, immigrant status, child gender, parental monitoring, traditional cultural values, mainstream values, and English language proficiency were explored in relation to academic achievement. Higher levels of parental monitoring, English language proficiency, and female gender were associated with higher grades, while mainstream values were associated with lower grades. In addition, a significant interaction between acculturative stress and immigrant status was found, such that higher acculturative stress was related to poorer grades for U.S.-born students in particular. Thus, parental monitoring and female gender are potential protective factors, while identification with mainstream values and low English language proficiency are risk factors for poor grades. U.S.-born students may be particularly vulnerable to the effects of acculturative stress.

Progress in improving mental health services for racial-ethnic minority groups: a ten-year perspective.

OBJECTIVE: This study examined progress in making the mental health workforce more diverse and in better representing racial-ethnic minority groups in randomized intervention trials of common mental disorders since the publication of the U.S. Surgeon General's 2001 report Mental Health: Culture, Race, and Ethnicity. METHODS: Data on the mental health workforce were drawn from a work group comprising research staff from the American Psychiatric Association, American Psychological Association, and the National Association of Social Workers; representatives of professional psychiatric nursing; and staff from the National Institute of Mental Health. Additional data were pooled from clinical trials published between 2001 and 2010, which were examined for inclusion of racial-ethnic minority populations. Proquest, PubMed, and Google Scholar were searched for the terms "clinical trials" and "randomized trials." The search was constrained to trials of adults with bipolar disorder, schizophrenia, and major depression, along with trials of children and adults with attention-deficit hyperactivity disorder. RESULTS: Between 1999 and 2006, professionals from racial-ethnic minority groups increased from 17.6% to 21.4% in psychiatry, from 8.2% to 12.9% in social work, and from 6.6% to 7.8% in psychology. Reporting race-ethnicity in clinical trials has improved from 54% in 2001 to 89% in 75 studies of similar disorders published by 2010, although few ethnic-specific analyses are being conducted. CONCLUSIONS: Little progress has been made in developing a more diverse workforce; racial-ethnic minority groups remain highly underrepresented. There is more representation of racial-ethnic minority populations in randomized intervention trials, but their numbers often remain too small to analyze. Recommendations for improving both areas are considered.

Engaging parents in evidence-based treatments in schools: Community perspectives from implementing CBITS.

This study explored parent engagement in an evidence-based treatment, the Cognitive Behavioral Intervention for Trauma in Schools (CBITS), which was delivered in a school setting. To examine the successes and challenges in engaging parents in this school-based program, we conducted qualitative interviews by phone to obtain data from clinicians, parents, and other school personnel across eleven schools from 3 different regions of the United States. Almost all of these schools served low-income and ethnically diverse communities. We describe general impressions of parent engagement, parent reactions and preferences with regard to CBITS, barriers to parent engagement, and how to overcome barriers from multiple perspectives. Parent engagement across schools varied, with extensive outreach and relatively good parent engagement in CBITS described in some schools, while in other schools, efforts to engage parents were not as consistent. Implications for future efforts to engage parents in school-based treatments are discussed.