Adolescent Mental Health in Relation to Anti-Racism Critical Action.

The relation between critical action and mental health in youth is unclear, despite theory suggesting that engagement in critical action may support adaptive mental health functioning for youth experiencing oppressive systems. The current study contributed to the literature in this understudied area by analyzing the relations between youth critical anti-racism action and their depressive symptoms and psychological well-being, as well as testing two potential moderators of these relations: parent critical motivation and community anti-racism. The study sample consisted of 430 13-to-17-year-old adolescents (M age = 15.3 years, 54% girls, 48% black and 52% white). The findings suggest that critical action is often associated with negative mental health outcomes; however, parent critical motivation and community anti-racism were protective in some instances and communal anti-racism action was more frequently linked to adaptive mental health outcomes than other forms of action. The findings underscore that both psychological risks and rewards are present for youth engaging in critical action for racial justice and highlight the importance of future research to identify malleable factors that are protective for these youth.

Prevention Services for Externalizing and Anxiety Symptoms in Low-Income Children: the Role of Parent Preferences in Early Childhood.

Dissemination of prevention programs targeting young children is impeded by challenges with parent engagement. Matching program characteristics to parent preferences is associated with increased retention in clinical/intervention settings, but little is known about the types of prevention programs that interest parents. The objectives of this study were to better understand parents' preferences for services designed to prevent externalizing and anxiety disorders and to identify factors associated with preferences. Ethnically diverse, low-income caregivers (n = 485) of young children (11-60 months) completed surveys on child anxiety and externalizing symptoms, parental worry about their children, parent anxiety symptoms, and preferences for prevention group topics. Parents were more likely to prefer a group targeting externalizing behaviors compared to anxiety. Cluster analysis revealed four groups of children: low symptoms, moderate anxiety-low externalizing, moderate externalizing-low anxiety, and high anxiety and externalizing. Parents' preferences varied according to co-occurrence of child anxiety and externalizing symptoms; interest in a program targeting externalizing problems was associated with elevated externalizing problems (regardless of anxiety symptom level), parent anxiety symptoms, and parent worry about their child. Only parent anxiety symptoms predicted parents' interest in an anxiety-focused program, and preference for an anxiety-focused program was actually reduced if children had co-occurring anxiety and externalizing symptoms versus only anxiety symptoms. Results suggest that parents' interest in a program to prevent externalizing problems was well-aligned with the presenting problem, whereas preferences for anxiety programming suggest a more complex interplay among factors. Parent preferences for targeted programming are discussed within a broader framework of parent engagement.

Predicting externalizing and internalizing behavior in kindergarten: examining the buffering role of early social support.

This study tested an ecological model predicting children's behavior problems in kindergarten from risk and protective factors (parent psychological distress, parenting behavior, and social support) during early childhood. Study participants were 1,161 sociodemographically diverse mother-child pairs that participated in a longitudinal birth cohort study. The predictor variables were collected at two separate time points and based on parent reports; children were an average of 2 years old at Time 1 and 3 years old at Time 2. The outcome measures were collected when children reached kindergarten and were 6 years old on average. Our results show that early maternal psychological distress, mediated by suboptimal parenting behavior, predicts children's externalizing and internalizing behaviors in kindergarten. Moreover, early social support buffers the relations between psychological distress and later suboptimal parenting behavior and between suboptimal parenting behavior and later depressive/withdrawn behavior. Our findings have several implications for early intervention and prevention efforts. Of note, informal social support appears to play an important protective role in the development of externalizing and internalizing behavior problems, weakening the link between psychological distress and less optimal parenting behavior and between suboptimal parenting behavior and children's withdrawal/depression symptoms. Increasing social support may be a productive goal for family and community-level intervention.

The impact of neighborhood, family, and individual risk factors on toddlers' disruptive behavior.

Disadvantaged neighborhoods confer risk for behavior problems in school-aged children but their impact in toddlerhood is unknown. Relations between toddlers' disruptive behavior and neighborhood disadvantage, family disadvantage, violence or conflict exposure, parent depressive symptoms, and parenting behavior were examined using multilevel, multigroup (girl-boy) models. Participants were 1,204 families (mean child age = 24.7 months). Unique associations between disruptive behavior and all risk factors were observed, but the effect of neighborhood disadvantage was negligible when all of the more proximal factors were accounted for. The results suggest both that children in disadvantaged neighborhoods are at greater risk of behavior problems than children in nondisadvantaged neighborhoods and that optimal prevention/intervention work with these children will attend to proximal risk factors.

Examining feasibility, acceptability, and participant experiences of an anti-racist parenting intervention for White U.S. parents.

Many White parents engage in minimal discussion of race and racism with their children, instead engaging in color-evasive practices that communicate that race is unimportant and that White people are racially neutral. Even White parents who express a commitment to anti-racist parenting frequently struggle to act on this commitment and feel underprepared to do so. The current mixed methods pilot study focused on the feasibility, acceptability, and participant experiences of an intervention ("CounterACT") that aimed to address this gap in White U.S.-based parents' skills and knowledge. Participants in the study were 27 White U.S.-based parents of 4- to 6-year-old White children who completed pre- and postintervention surveys as well as postintervention interviews. Findings suggest that the CounterACT model was feasible and acceptable. Parent self-report further suggests that CounterACT had beneficial effects on parenting, parents' beliefs regarding White privilege, and children's critical reflection. Parents reported positive experiences of CounterACT, particularly group components of the intervention. Key elements of participants' experience included learning to understand their own and their children's experience of Whiteness; learning to better tolerate and regulate emotional discomfort; connecting with others for motivation, accountability, and learning; and approaching racial socialization with greater intentionality. However, parents also experienced limits in their progress toward anti-racist parenting. Many indicated a desire for more concrete guidance and greater support enacting what they were learning in their own parenting. A particular concern was how to discuss White racial identities effectively. Our discussion highlights the implications of these findings for future work in this area. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Critical consciousness in children and adolescents: A systematic review, critical assessment, and recommendations for future research.

Critical consciousness refers to an individual's awareness of oppressive systemic forces in society, a sense of efficacy to work against oppression, and engagement in individual or collective action against oppression. In the past few decades, interest in critical consciousness as a resource that may promote thriving in marginalized people has grown tremendously. This article critically examines the results of a systematic review of 67 studies of critical consciousness in children and adolescents, published between 1998 and 2019. Across these studies, major themes included the role of socialization experiences, relationships, and context in the development of critical consciousness. In addition, critical consciousness was associated with a number of adaptive developmental outcomes, including career-related, civic, social-emotional, and academic outcomes-especially for marginalized youth. However, our analysis highlights several critical gaps in the literature. We highlight the need for further delineation of the impacts of parent and peer socialization on critical consciousness in specific developmental periods and for studying critical consciousness at multiple levels of the ecological system. We further note the dearth of rigorous experimental or quasi-experimental studies in the area of interventions to promote critical consciousness. In addition, we note that developmental questions-questions about the nature and function of critical consciousness over time-are largely unanswered in the literature, including questions about how critical consciousness manifests and develops during childhood. Leveraging the findings of our systematic review, we outline key next steps for this rapidly growing area of research. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Is poverty on young minds? Stereotype endorsement, disadvantage awareness, and social-emotional challenges in socioeconomically disadvantaged children.

Socioeconomic disadvantage is associated with social-emotional difficulties, including internalizing and externalizing problems, as early as toddlerhood. The aim of the current study was to understand whether economically disadvantaged children's beliefs about the consequences and correlates of poverty (poverty stereotypes) and their beliefs about their personal economic disadvantage contribute to their social-emotional functioning. Interviews were conducted with 94 socioeconomically diverse 4- to 9-year-old children, whose parents reported on their social-emotional functioning and family socioeconomic disadvantage. As hypothesized, among relatively socioeconomically disadvantaged children, perceived disadvantage was associated with social-emotional functioning. The same relation was not found for relatively socioeconomically advantaged children. Socioeconomically disadvantaged children who endorsed higher levels of personal disadvantage had more attention problems and more anxious-depressive symptoms than socioeconomically disadvantaged children who endorsed lower levels of personal disadvantage. In addition, only among socioeconomically disadvantaged children (and not among relatively advantaged children) was negative stereotyping associated with attention problems. Socioeconomically disadvantaged children who endorsed more negative stereotypes had higher levels of attention problems. There was no evidence of an association between negative stereotyping and anxious-depressive symptoms and no moderation of this relation by socioeconomic status. Implications and directions for future research are discussed in light of several relevant theoretical frameworks, including stigma consciousness, status anxiety, and critical consciousness. (PsycINFO Database Record (c) 2020 APA, all rights reserved).

Early and Concurrent Features of ADHD and Sensory Over-Responsivity Symptom Clusters.

OBJECTIVE: This study aimed to characterize clusters of children based on ADHD and sensory over-responsivity (SOR) symptoms, and to compare their markers. METHOD: Parents of 922 infants completed the Infant-Toddler Social and Emotional Assessment (ITSEA) Sensory Sensitivity, Attention, and Activity/Impulsivity scales at three time points during early childhood and the Child Behavior Checklist (CBCL) and SensOR inventory during elementary school age. RESULTS: Four school-age clusters emerged from the CBCL ADHD and SensOR scores: (a) elevated SOR symptoms only ( n = 35); (b) elevated ADHD symptoms only ( n = 38); (c) elevated ADHD and SOR symptoms (ADHD + S, n = 35); and (d) low ADHD and SOR symptoms ( n = 814). The SOR and ADHD + S clusters had higher early Sensitivity scores than the ADHD and Low clusters. The ADHD and ADHD + S clusters differed from the SOR and Low clusters in their early Attention and Activity/Impulsivity scores. CONCLUSION: SOR and ADHD symptoms occur independently and consistently over time.

Cognitive aspects of young children's experience of economic disadvantage.

Economic disadvantage is a well-studied risk factor for poorer behavioral and academic functioning in young children. Although the mechanisms by which disadvantage impacts children have long been of interest to researchers, studies to date have predominantly focused on mechanisms that are external to the child (e.g., parental depression, marital conflict). Very few studies have examined the internal, cognitive aspects of the experience of economic disadvantage, and almost none have considered how the effects of disadvantage on children's functioning might be mediated through cognitive processes. This article provides a framework for research into cognitive and social-cognitive mediators of economic disadvantage operating in early-to-middle childhood. The initial section of the article briefly reviews and summarizes the extant literature on childhood poverty and its effects. The second section reviews the evidence that preschool-aged children have the requisite cognitive abilities to recognize social inequality in their environments, to be aware of stereotypes related to social class, and to connect these social concepts to their own experience. The third section reviews and evaluates the small literature on children's appraisals, attributions, stereotypes, and perceptions of or about poverty and inequality. The fourth section defines and evaluates the literature on 2 social-cognitive processes-stereotype threat and status anxiety-that are hypothesized to mediate the effects of economic disadvantage on children's functioning. The article concludes with a series of proposed questions and hypotheses for future research, and elaborates on the potential implications of the proposed area of research. (PsycINFO Database Record

Effect of medroxyprogesterone on depressive symptoms in depressed and nondepressed perimenopausal and postmenopausal women after discontinuation of transdermal estradiol therapy.

OBJECTIVE: Concern about adverse effects of progestins on mood has influenced the use of medroxyprogesterone (MPA) and other progestins. In this brief report, we examined whether the administration of MPA leads to depressive symptoms in two groups of perimenopausal and postmenopausal women randomly assigned to treatment with estrogen: one currently experiencing clinical depression and another without depression. METHODS: Open-label MPA 10 mg/day was administered for 14 days for endometrial protection after completion of double-blinded treatment with 17ß-estradiol 0.1 mg/day for 8 to 12 weeks in 40- to 60-year-old perimenopausal and postmenopausal women enrolled in two separate randomized placebo-controlled trials for treatment of cognitive problems ("nondepressed group") or clinical depression ("depressed group"). Nonparametric tests were used to compare changes in depressive symptoms on the Beck Depression Inventory (BDI) within each group and between groups during MPA therapy. RESULTS: Of the 24 nondepressed (median BDI at baseline, 5.5; interquartile range [IQR], 2.5-8.5) and 14 depressed (median BDI at baseline, 17; IQR, 15-21) women treated with MPA, the BDI scores did not change during MPA treatment in either group (median change, 0; IQR, -2 to 0.5 and median, 0; IQR, -0.5 to 1.5, P = 0.28 and P = 0.50, respectively). Changes in BDI scores during treatment with MPA did not differ between groups (P = 0.25). CONCLUSIONS: Among women receiving MPA for 2 weeks after discontinuation of estradiol, depressive symptoms did not emerge on MPA. These findings were consistent for both depressed and nondepressed women, suggesting that, even among women who are currently experiencing depression, brief treatment with MPA is unlikely to disrupt mood.