Trauma-informed care in school-based health centers: A mixed methods study of behavioral health screening and services.

An explanatory, parallel mixed method design was used to examine trauma screening and behavioral health service rates in urban school-based health centers (SBHCs) and SBHC personnel's experiences providing culturally responsive, trauma-informed care. Logistic regressions were performed with electronic medical records from N = 4,794 patients ages 12-22 receiving care in a SBHC using trauma screening rates and service use as dependent variables. Quantitative analyses were supplemented with semistructured interviews with medical providers and behavioral health clinicians (N = 9) from eight SBHCs. The overall trauma screening rate across the SBHCs was 69.2%. Screening rates were higher for older and Spanish-speaking youth. The rate of behavioral health use was 32.9%, with higher rates among students screened for trauma at a prior medical visit, recent immigrant, and female youth. This suggests that trauma screening is feasible and facilitates access. Additionally, English-speaking youth were more likely to use behavioral health services than Spanish-speakers. Qualitative analyses suggested a strong sense of mission, collaboration, and beliefs that trauma screening facilitated access to care all facilitated trauma-focused screening. Barriers included staffing shortages and language translation challenges. Analysis also highlighted the importance of culturally responsive practices (e.g., interpreters, culture-specific assessment tools, knowledge of population needs). Mixed methods integrative analysis highlighted the ways in which barriers and facilitators aligned with the overall rates of access to screening and behavioral health care, and factors that helped the SBHCs tailor care to diverse youth. Limitations and implications for practice are discussed. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

"It's going to help me in life": Forms, sources, and functions of social support for youth in natural mentoring relationships.

Social support is associated with positive physical and psychological health outcomes for youth. We took a qualitative approach to examine the sources, forms, and functions of social support youth receive from natural mentoring relationships in their lives. Based on in-depth interviews with 40 adolescents participating in a study of youth-adult relationships and natural mentoring processes, we found that (1) different types of adults had the capacity to provide different types of support and were likely to provide overlapping supports; (2) emotional, informational, and instrumental support qualitatively differed depending on the adult's role (e.g., teacher), while companionship and validation were consistent across adults; and (3) youth were able to identify benefits attached to the social support received from adults. Our findings contribute to a more nuanced understanding of aspects and characteristics of effective youth-adult mentoring processes and call for fuller assessments of social support in youths' lives so we may better meet their developmental needs.

Assessment of Truck-Mounted Area-Wide S-methoprene Applications to Manage West Nile Virus Vector Species in the Suburbs of Chicago, IL, USA.

West Nile virus remains the leading cause of arboviral neuroinvasive disease in the United States, despite extensive efforts to control the mosquito vectors involved in transmission. In this study, we evaluated the effectiveness of Altosid SR-20 (active ingredient, S-methoprene 20%) larvicide applications using truck-mounted ultra-low volume (ULV) dispersal equipment to target Culex pipiens Linnaeus (Diptera: Culicidae) and Cx. restuans (Theobald)larvae. A combination of emergence bioassays, open-field measurements of deposited S-methoprene and spray distribution using gas chromatography-mass spectrometry, and assessments of adult Culex spp. populations in response to applications were conducted over the summer of 2020 within the North Shore Mosquito Abatement District (IL, USA). Open-field applications revealed that dispersed Altosid SR-20 using ULV equipment was effective (75% emergence inhibition in susceptible lab strain Cx. pipiens larvae) up to 53 m. In suburban neighborhood applications, we found that S-methoprene deposition and larval emergence inhibition (EI) in front yards did not differ significantly from backyards. An overall EI of 46% and 28% were observed for laboratory strain Cx. pipiens and wild Cx. restuans larvae respectively, and both had an EI significantly higher than the untreated control group. The EI of exposed wild Cx. pipiens larvae did not differ from the untreated controls, suggesting an increased tolerance to S-methoprene. No difference in abundance of gravid or host-seeking adult Culex spp. post-application was detected between treated and untreated sites. These results document the ability of area-wide application to distribute S-methoprene, but this strategy will need further modifications and evaluation for Culex spp. management.

Online racial discrimination and the role of white bystanders.

Black college students attending historically and predominantly White institutions are increasingly encountering online racial discrimination. This exposure may increase psychological distress and undermine academic performance. Although White bystanders may be well-positioned to challenge racist posts, limited research has examined interventions to increase White students' willingness to confront online racial discrimination. The present study used multiple methodologies to characterize the nature and frequency of online racial discrimination college students face, understand its impact on Black students, and increase challenges to online discrimination among White bystanders. Study data include content scraped from campus-related social media platforms over a 3-month period, transcripts from 8 focus groups conducted separately with Black (n = 35) and White (n = 33) college students, and data from an online experiment with 402 White college students. Taken together, study findings indicated that Black students encounter online racial discrimination with nontrivial frequency and are harmed by this exposure. Black students noted, however, that harm is mitigated when online racial discrimination is challenged by their White peers. Further, findings indicated that White students may be more likely to publicly confront racist posts if they (a) are aware of the harm it causes their Black peers; (b) perceive social norms that support confronting discrimination; and (c) receive guidance on what to say. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

From Apathy to Vigilance: Young Adolescents' Reactions to the Unite the Right Rally in Charlottesville.

The present study examined middle school students' responses to the 2017 Unite the Right rally in Charlottesville, Virginia. Using a consensual qualitative research approach, we analyzed interviews from 73 local, seventh-grade students (58% female; 55% students of color) to explore the range of students' emotional responses and cognitive engagement with the events. The resulting six profiles document heterogeneity in meaning-making and personal impacts across youth. Individual and social factors including race and ethnic identity varied across profiles. Many students of color expressed fear and vigilance toward racial violence while many White students expressed sadness and sympathy. We discuss the role of developmental factors in students' reactions as well as implications for supporting early adolescents in the wake of bias-motivated violence.

"It's like all of his attention is on you": A mixed methods examination of attachment, supportive nonparental youth-adult relationships, and self-esteem during adolescence.

The purpose of this mixed methods study was to examine the relationship between attachment, supportive nonparental youth-adult relationships, and self-esteem during adolescence. First, in a quantitative path analysis, we found that perceived social support from nonparental adults partially mediated the relationship between adolescent attachment and self-esteem. In our follow-up mixed methods analysis, we analyzed youth reflections of support experienced in relationships with significant non-parental adults (VIPs). As compared to youth with positive attachment models, youth with negative attachment models reported fewer instances of emotional support but more instances of validation support. The youth with negative attachment models described (1) the importance of trust and (2) receiving emotional support specific to their needs. In instances of validation support, these youth described how their VIPs (1) provided them with honest and realistic feedback, (2) challenged their negative thinking and (3) created opportunities for them to recognize and showcase their strengths. Our findings underscore the importance of considering youths' individual attributes in the context of their ongoing relationships in order to gain a more nuanced understanding of the role and dynamics of supportive nonparental youth-adult relationships in youths' lives.

Understanding mutuality: Unpacking relational processes in youth mentoring relationships.

Evidence suggests that a close interpersonal bond is important for the success of youth-adult mentoring relationships. Mutuality has been suggested to be important for developing a close interpersonal bond (Rhodes, 2002, 2005), but mutuality remains an abstract construct, difficult to understand and cultivate. Using thematic analysis of mentor and mentee (n = 42) interviews, we investigate how mentoring pairs reflect on mutuality. Results suggest that mutuality is understood as a combination of 2 dimensions: shared relational excitement and experiential empathy. Shared relational excitement is felt when there is a genuine desire by both the mentor and the mentee to invest in the relationship. Experiential empathy is the process through which mentors connect with, advise, and normalize the experiences of their mentees by sharing their own relevant experiences. This work has implications for mentor training, program development, and future research on youth-adult relationships.