Toward a moral reckoning on structural racism: Examining structural factors, encouraging structural thinking, and supporting structural intervention.

The racial reckoning of 2020 involved the largest social movement protest in U.S. history, but support for the Black Lives Matter movement declined shortly after. To advance a moral reckoning on structural racism that dismantles racialized structures and redresses racial inequities, we call on scholar activists within the field of community psychology to realign their own practices by (a) examining structural factors; (b) encouraging structural thinking; and (c) supporting structural intervention for racial justice. Two structural factors-political determinants and commercial determinants-maintain the status quo of structural racism, undermining efforts for racial equity. As a result, we encourage the development of structural thinking, which provides a structural analysis of racism and leads to support for structural intervention. With an intersectional race and class perspective, we detail how structural thinking could be developed among the professional managerial class (through structural competency) and among the oppressed class (through critical consciousness). Finally, we discuss structural intervention factors and approaches that can redress racial inequities and produce structural change. Ultimately, we provide a pathway for community psychologists to support activists building a multiracial, multiclass coalition to eliminate structures and systems of racial, political, and economic injustice.

Evaluating an integrated promotion and prevention bystander approach: Early evidence of intervention benefits and moderators.

Bullying victimization remains a pressing concern to the health and development of U.S. adolescents. Victims of bullying face threats to their safety and education. Hence, interventions are needed to prevent bullying and equip others to intervene in bullying situations. Prior research has examined preventive interventions with little consideration of promotion-tailored, peace-encouraging, interventions. Further, there is a need to test whether people's motives toward preventive and promotive actions may fit with certain intervention tracks. Here, we tested an upstander approach consisting of a universal assembly presentation with promotion-oriented education (Promote Caring) and prevention-oriented education (Say Something), as well as a tailored 150-minute workshop (Upstanding for Promotion-Prevention). High school students (n = 388; 53.9% girls) participated in the study with a control group (n = 335) and intervention group who self-selected to experience upstanding for peace promotion (n = 15) or upstanding for bullying prevention (n = 35). Students in the prevention-tailored track reported stronger safety beliefs (violence prevention beliefs and care promotion beliefs) than students in the control group and endorsed using more defending actions than control-group students. Students' gain, non-gain, and loss motivations moderated ties between upstanding track involvement and post-test safety beliefs, barriers to upstanding, and defending behaviors.

Youth-led resilience promotion during disaster recovery: A proposed framework, innovative program, and lessons learned.

OBJECTIVE: Disasters, such as a school shooting or a global pandemic, harm psychological health and necessitate recovery. To complement adult-led disaster recovery and trauma-specific approaches, we propose a Youth-Led Resilience Promotion (YLRP) framework focusing on: (a) multitiered change, (b) resilience goals, (c) a promotion mindset, (d) youth strengths, (e) prosocial behaviors, and (f) capacity building through partnerships. The YLRP framework guided the development of a YLRP program in the aftermath of the Chardon High School shooting in Chardon, OH, which is detailed in a case study. METHOD: As part of a Community-Academic Partnership, 20 college student trainers delivered a multitiered, multicomponent resilience promotion intervention: universal resilience promotion to 1,070 high school students; targeted resilience promotion to 200 student leaders through workshops; and indicated resilience promotion to 30 student leaders through mentoring. RESULTS: Student leaders formed a youth-led, afterschool club to advance relational resilience through prosocial strategies. Lessons learned from implementing the YLRP program for 6 years (2012-2017) are provided to guide YLRP program developers and program implementers. CONCLUSION: A youth-led program equipping youth leaders to engage in prosocial strategies may contribute to the psychological resilience and recovery of students after a school shooting, the coronavirus disease 2019 (COVID-19) pandemic, and other potentially traumatic events. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Intervening to promote pay-it-forward behavior: Does perceived self-motivation of the benefactor matter?

Pay-it-forward behavior reflects actively caring for people (AC4P) and the reciprocity principle. Interventions to increase the frequency of pay-it-forward behavior were evaluated. At a buffet-style dining hall, a research assistant (RA) entered the line and paid for the next person's meal. In the Sign Intervention Phase, the RA discreetly paid for the next person's meal. In the Verbal + Sign Intervention Phase, the RA verbally activated reciprocity and paid for the next diner's meal. For Baseline and Withdrawal, a sign prompted the purchase of another person's meal. The Verbal + Sign Intervention was significantly more effective at activating pay-it-forward behavior (24.6% of 171) than the Sign Intervention (15.6% of 122), Baseline (6.8% of 148), and Withdrawal (12.6% of 95). These results were contrary to the research hypothesis that verbal and sign prompting would decrease perceived self-motivation of the benefactor and thereby reduce the beneficiary's perceived obligation to pay it forward.

Actively caring to prevent bullying in an elementary school: Prompting and rewarding prosocial behavior.

This field study evaluated the impact of an intervention designed to prevent bullying among elementary-school students by prompting and rewarding prosocial behavior. More specifically, teachers of 404 second-, third-, fourth-, fifth-, and sixth-grade students from an elementary school in northeast Virginia asked their students to look out for other students' prosocial behaviors (termed "actively caring") and to submit their stories about actively caring. At the start of every class day, the teachers read three of these stories and recognized one story and the two associated students (i.e., the observer and the performer) by providing each with a wristband engraved with "Actively Caring for People." For six consecutive Fridays, students reported their observations of bullying and completed a single item estimate of self-esteem. Weekly surveys revealed reductions in "being bullied" and "bullying others," as well as an increase in self-esteem.

Mixture effects of organic micropollutants present in water: towards the development of effect-based water quality trigger values for baseline toxicity.

In this study we propose for the first time an approach for the tentative derivation of effect-based water quality trigger values for an apical endpoint, the cytotoxicity measured by the bioluminescence inhibition in Vibrio fischeri. The trigger values were derived for the Australian Drinking Water Guideline and the Australian Guideline for Water Recycling as examples, but the algorithm can be adapted to any other set of guideline values. In the first step, a Quantitative Structure-Activity Relationship (QSAR) describing the 50% effect concentrations, EC50, was established using chemicals known to act according to the nonspecific mode of action of baseline toxicity. This QSAR described the effect of most of the chemicals in these guidelines satisfactorily, with the exception of antibiotics, which were more potent than predicted by the baseline toxicity QSAR. The mixture effect of 10-56 guideline chemicals mixed at various fixed concentration ratios (equipotent mixture ratios and ratios of the guideline values) was adequately described by concentration addition model of mixture toxicity. Ten water samples were then analysed and 5-64 regulated chemicals were detected (from a target list of over 200 chemicals). These detected chemicals were mixed in the ratios of concentrations detected and their mixture effect was predicted by concentration addition. Comparing the effect of these designed mixtures with the effect of the water samples, it became evident that less than 1% of effect could be explained by known chemicals, making it imperative to derive effect-based trigger values. The effect-based water quality trigger value, EBT-EC50, was calculated from the mixture effect concentration predicted for concentration-additive mixture effects of all chemicals in a given guideline divided by the sum of the guideline concentrations for individual components, and dividing by an extrapolation factor that accounts for the number of chemicals contained in the guidelines and for model uncertainties. While this concept was established using the example of Australian recycled water, it can be easily adapted to any other set of water quality guidelines for organic micropollutants. The cytotoxicity based trigger value cannot be used in isolation, it must be applied in conjunction with effect-based trigger values targeting critical specific modes of action such as estrogenicity or photosynthesis inhibition.