The Association Between Family Physical Abuse and Suicide Attempts Among Gender Minority Adolescents: A Comparison Study.

Purpose: This study examines the prevalence of reported family physical abuse and the concurrent association between abuse and suicide attempts by adolescent gender identity. Methods: This study used the Profiles of Student Life: Attitudes and Behaviors dataset (N = 121,150 adolescents aged 11-19 [mean = 14.74, standard deviation = 1.78]) collected from 61 participating school districts and programs across the United States by Search Institute from 2012 to 2015. Multigroup logistic regression was used to examine the association between family abuse and suicide attempts by gender identity. Correlates included race/ethnicity, age, parent education, rurality, binge drinking, and tobacco use. Results: Results indicated that cisgender adolescents (i.e., participants who did not select a transgender identity) reported significantly less family abuse compared to gender minority adolescents. Family physical abuse was associated with higher odds of suicide attempts among all adolescents. The association was stronger for female adolescents compared to male adolescents but not significantly different across gender minority adolescents, including those who identify as transgender female to male, transgender male to female, and transgender without identifying or being unsure of their gender identity. The association between family physical abuse and suicide attempts was stronger among heterosexual female adolescents compared to sexual minority female, heterosexual male, sexual minority male, heterosexual gender minority, or sexual and gender minority adolescents. Conclusions: Findings highlight the importance of identifying and treating family abuse to prevent suicide attempts, particularly among gender and sexual minority adolescents.

Adolescents' developing awareness of inequality: Racial and ethnic differences in trajectories.

To advance knowledge of critical consciousness development, this study examined age-related change in awareness of inequality by race and ethnicity, gender, parent education, generation status, and their interactions. With longitudinal data (2013-2017) from 5019 adolescents in grades 6-12 (55.0% female) from California, Minnesota, and West Virginia, multigroup second-order latent growth curves were estimated for Black (13.7%), Latinx (37.0%), Asian (8.1%), and white (41.3%) youth. Black, Latinx, and Asian adolescents increased awareness of inequality longitudinally; white youth showed no change. Multiracial youth accelerated awareness of inequality in mid-adolescence; changes in race and ethnicity predicted decline, followed by increases. Girls with more educated, immigrant-origin parents started out more aware of inequality. Results signal the need for race-specific and intersectional approaches to studying critical consciousness development.

Promoting Social and Emotional Learning in Middle School: Intervention Effects of Facing History and Ourselves.

There are fewer evidence-based social and emotional learning programs for middle school students compared to younger grades. This randomized controlled trial tests the effectiveness of Facing History and Ourselves (hereafter, Facing History) with a sample of 694 (Facing History n = 437; Comparison n = 257) students from a low-resourced school district. Youth self-identified as female (59%), Black/African American (61%), Hispanic/Latinx (18%), White (2%), and multi-racial or some other race/ethnicity (19%). Intervention students perceived their classrooms as more caring and democratic than students in the comparison group. They reported higher levels of empathy, prosocial behavior, and stronger participatory citizenship beliefs. This study expands the evidence-based of effective SEL programs available to schools.

Assessing the Link between Adolescents' Awareness of Inequality and Civic Engagement across Time and Racial/Ethnic Groups.

Adolescents' awareness of societal inequality has been linked to higher civic engagement. This study expands prior research by testing whether awareness of inequality differentially motivates prosocial and political forms of civic engagement, whether adults' modeling of civic agency moderates links between awareness of inequality and civic engagement, and whether associations differ by race/ethnicity. Longitudinal data came from 3208 youth (Mage = 14.1, Range = 7-20, 56.1% female, 39.7% White, 38.4% Latinx, 12.3% Black, and 6.9% Asian). Across racial/ethnic groups, awareness of societal inequality predicted increased political behaviors and beliefs 2 years later. Adults' modeling of civic agency predicted certain forms of civic engagement but did not moderate links. The findings advance theory and research on the motivating role of awareness of inequality for political beliefs and actions.

Enhancing Education and Career Pathways Through Peer and Near-Peer Social Capital.

Social capital strengthens emerging adults' ability to reach life goals, but little is known about how peers and near-peers (slightly older and/or more experienced peers who serve in mentorship or coaching roles) support social capital development especially among young people of color. To address this gap, the current study examined how social capital derived from peers and near-peers contributes to emerging adults' ability to actively mobilize social capital in pursuit of their education or career goals (i.e., self-initiated social capital) and, in turn, their education and career outcomes. A total of 841 emerging adults who participated in one of five community-based education and/or workforce support programs were surveyed (72% female; Mage = 20.1, SD = 1.84; 35% Latinx, 30% Black, 19% Asian, 16% Other). Peer social capital was indirectly associated with outcomes (i.e., progress towards education/career goals, commitment to paying-it-forward, collective efficacy to change systems) via greater self-initiated social capital, whereas near-peer social capital was both directly and indirectly associated with outcomes. The mechanisms by which peer and near-peer social capital support emerging adults as they work towards their goals may differ and have important program implications.

Opportunity Reboot: A Community-Based Evaluation Focused on Opportunity Youth.

The number of young people living in the margins of society reflects one of the most pressing social inequities of our time. Opportunity youth often face many complex challenges perpetrated by a range of systemic issues. These trajectories can be positively disrupted by surrounding youth with a cohesive web of relational and instrumental supports and spaces where their strengths and potential are seen. Opportunity Reboot, a technical assistance and program enhancement model, was developed to leverage the existing capacity and strengths of community programs to more effectively create pathways to school, career, and life success for opportunity youth. The impact of Opportunity Reboot was tested using a single-group, non-experimental design and a quasi-experimental design with propensity score matching. Findings established associations between opportunity youths' experiences of three core Opportunity Reboot features and growth in select positive identity, social-emotional competencies, and skills for systems navigation outcomes. Opportunity Reboot youth were also more likely, on average, than comparison youth to be employed in the four quarters after endline data collection; this finding was even stronger when comparing youth of color in the Opportunity Reboot and comparison groups. This evaluation strengthens the evidence that program enhancement models like Opportunity Reboot hold promise for positively disrupting the lives of opportunity youth.

Adolescents' Evaluations of Political Leaders: The Case of President Donald Trump.

The current study explored youths' views of President Donald Trump using quantitative ratings and open-ended responses from a diverse sample of 1,432 U.S. adolescents from three geographic regions. Adolescent demographic characteristics (i.e., gender, race, geographic location) were systematically associated with their views about Trump. Open-ended responses demonstrated substantial variability in youths' rationales for approving or disapproving of the president. Adolescents' attitudes were informed by knowledge of the president's leadership attributes, political views and policies, and their own experiences. Findings indicate that adolescents draw upon and synthesize a broad range of information when formulating their political views and coordinate this knowledge with their own opinions and experiences when evaluating political figures.

Examining Character Structure and Function Across Childhood and Adolescence.

Character strengths are an integral component of positive youth development that can promote flourishing. Developmental principles posit constructs become increasingly complex with age, yet this process has not been examined with character. Using a socioeconomically and ethnically diverse sample of 2,467 youth ages 9-19, bifactor models were estimated across elementary, middle, and high school-age groups to examine age differences in character structure and function. With successive age, a greater number of specific character strength factors were identified, suggesting character structure becomes more differentiated across adolescence. Results linking character bifactor models to indicators of positive functioning also supported differentiation in character function across ages. Findings point to the need for theoretical and empirical considerations of character structure and function across development.

Are Developmental Assets Protective Against Suicidal Behavior? Differential Associations by Sexual Orientation.

Sexual orientation disparities in suicide behavior are well-documented. Yet, few studies have examined how developmental assets - key values, self-perceptions, skills, relationships, and opportunities that have been identified as the building blocks of positive youth development - are associated with suicide behaviors, particularly among sexual minority youth. This study examined concurrent associations between young people's developmental assets and suicidal behavior by sexual orientation using a large sample of 116,925 in-school U.S. adolescents (ages 11 to 19, M = 14.74, SD = 1.78). Most of the sample identified as only heterosexual (90.2%); 5% identified as mostly heterosexual, 3.5% as bisexual, 0.6% as mostly lesbian/gay, and 0.7% as only lesbian/gay. Most participants identified as White, non-Latina/o (62.6%) and as cisgender female (50.3%) or cisgender male (47.8%). Compared to only heterosexual adolescents, youth with all other sexual orientations reported lower levels of internal and external developmental assets except for non-sports extracurricular activity participation and social justice values. Identifying as a racial/ethnic minority, particularly for only heterosexual adolescents, and specifically as Latina/o for sexual minority adolescents was associated with greater risk for suicidal behavior. Further, identifying as a gender minority exacerbated risk for suicidal behavior. Relatedly, when youth reported feeling unsafe with their family, or in their school or neighborhood, they were at greater risk for suicidal behavior, regardless of sexual orientation. Feeling hopeful was associated with lower risk for suicidal behavior for all youth. Regardless of sexual orientation, planning and decision-making skills were associated with lower risk and social-emotional skills were associated with heightened risk for suicidal behavior. School boundaries and social justice values were associated with lower risk for suicidal behavior among bisexual adolescents; there were no additional protective assets for mostly/only lesbian/gay adolescents. In conclusion, sexual orientation disparities exist in the lives of adolescents for several internal and external developmental assets. Disparities in suicidal behavior by sexual orientation, however, were largely unexplained by differential associations between developmental assets and suicidal behavior.

Transgender Adolescent Suicide Behavior.

OBJECTIVES: Our primary objective was to examine prevalence rates of suicide behavior across 6 gender identity groups: female; male; transgender, male to female; transgender, female to male; transgender, not exclusively male or female; and questioning. Our secondary objective was to examine variability in the associations between key sociodemographic characteristics and suicide behavior across gender identity groups. METHODS: Data from the Profiles of Student Life: Attitudes and Behaviors survey (N = 120 617 adolescents; ages 11-19 years) were used to achieve our objectives. Data were collected over a 36-month period: June 2012 to May 2015. A dichotomized self-reported lifetime suicide attempts (never versus ever) measure was used. Prevalence statistics were compared across gender identity groups, as were the associations between sociodemographic characteristics (ie, age, parents' highest level of education, urbanicity, sexual orientation, and race and/or ethnicity) and suicide behavior. RESULTS: Nearly 14% of adolescents reported a previous suicide attempt; disparities by gender identity in suicide attempts were found. Female to male adolescents reported the highest rate of attempted suicide (50.8%), followed by adolescents who identified as not exclusively male or female (41.8%), male to female adolescents (29.9%), questioning adolescents (27.9%), female adolescents (17.6%), and male adolescents (9.8%). Identifying as nonheterosexual exacerbated the risk for all adolescents except for those who did not exclusively identify as male or female (ie, nonbinary). For transgender adolescents, no other sociodemographic characteristic was associated with suicide attempts. CONCLUSIONS: Suicide prevention efforts can be enhanced by attending to variability within transgender populations, particularly the heightened risk for female to male and nonbinary transgender adolescents.

Finding the fluoride: Examining how and why developmental relationships are the active ingredient in interventions that work.

Comments on an article by Megan M. Julian & Junlei Li (see record 2012-10324-001). Junlei Li and Megan Julian argued that a major and under appreciated factor in the success and failure of interventions intended to improve the lives of children and youth at risk is the degree to which those interventions promote what the authors called developmental relationships. They asserted that "developmental interventions produce desirable outcomes if and only if such interventions enhanced developmental relationships". To illustrate their hypothesis, Li and Julian compared the role of developmental relationships in effective interventions to the role that fluoride plays in toothpaste: it is the active ingredient that directly and most powerfully contributes to the intended outcome. Although inactive ingredients such as those that determine the color and taste of toothpaste add value, it is the active ingredient of fluoride that is essential for fighting cavities. In the context of interventions for youth at risk, Li and Julian argued that rather than focusing on the active ingredient of relationships, strategies too often focus on "inactive ingredients" such as performance incentives, systems for holding employees accountable for performance, and the creation of new curricula. (PsycINFO Database Record

The Intersection of Emotional and Sociocognitive Competencies with Civic Engagement in Middle Childhood and Adolescence.

Civic developmental theory anticipates connections between normative developmental competencies and civic engagement, but little previous research has directly studied such links. The current study sought to contribute to civic development theory by examining associations between emotional and sociocognitive competencies (empathy, emotion regulation, prosocial moral reasoning, future-orientation) and civic engagement (volunteering, informal helping, political behaviors and beliefs, environmental behaviors, social responsibility values, civic skills). Data came from a geographically and racially diverse sample of 2467 youth (Mage = 13.4, Range: 8-20 years, 56% female). The results indicated that empathy and future-orientation significantly predicted nearly all forms of civic engagement, whereas emotion regulation and prosocial moral reasoning were uniquely associated with specific forms of civic engagement. Exploratory multi-group models indicated that empathy and emotion regulation were more strongly associated with civic engagement among younger youth and prosocial moral reasoning and future-orientation were more strongly related to civic engagement among older youth. The findings help to advance developmental theory of youth civic engagement.

Thriving in School: The Role of Sixth-Grade Adolescent-Parent-School Relationships in Predicting Eighth-Grade Academic Outcomes.

The present study uses an ecological systems perspective to examine how parental involvement in school-related activities in sixth grade influences early adolescents' school bonding and academic achievement in eighth grade. Results of multilevel models of multiple data sources (i.e., adolescents, parents, and principals) suggested that parents' involvement in school, as reported by the adolescent in sixth grade, was a significant predictor of school bonding and academic grades in eighth grade. Furthermore, parent reports of guidance, support, and involvement in school and non-school activities were unrelated to their adolescents' grades and school bonding. Finally, schools' efforts to engage parents did not consistently predict an association between parental involvement and adolescent outcomes.

Developmental change in social responsibility during adolescence: An ecological perspective.

Social responsibility can be defined as a set of prosocial values representing personal commitments to contribute to community and society. Little is known about developmental change-and predictors of that change-in social responsibility during adolescence. The present study used an accelerated longitudinal research design to investigate the developmental trajectory of social responsibility values and ecological assets across family, school, community, and peer settings that predict these values. Data come from a 3-year study of 3,683 U.S. adolescents enrolled in upper-level elementary, middle, and high schools in rural, semiurban, and urban communities. Social responsibility values significantly decreased from age 9 to 16 before leveling off in later adolescence. Family compassion messages and democratic climate, school solidarity, community connectedness, and trusted friendship, positively predicted within-person change in adolescents' social responsibility values. These findings held after accounting for other individual-level and demographic factors and provide support for the role of ecological assets in adolescents' social responsibility development. In addition, fair society beliefs and volunteer experience had positive between- and within-person associations with social responsibility values. The manuscript discusses theoretical and practical implications of the conclusion that declines in ecological assets may partly explain age-related declines in social responsibility values. (PsycINFO Database Record

Understanding the Link between Social Organization and Crime in Rural Communities.

Rural communities make up much of America's heartland, yet we know little about their social organization, and how elements of their social organization relate to crime rates. The current study sought to remedy this gap by examining the associations between two measures of social organization - collective efficacy and social trust - with a number of structural community characteristics, local crime rates, and perceptions of safety in a sample of 27 rural and small town communities in two states. Measures of collective efficacy, social trust, and perceived safety, were gathered from key community members in 2006; other measures were drawn from the 2000 Census and FBI Uniform Crime Reporting system. A series of competing hypotheses were tested to examine the relative importance of social trust and collective efficacy in predicting local crime rates. Results do not support the full generalization of the social disorganization model. Correlational analyses showed that neither collective efficacy nor social trust had a direct association with community crime, nor did they mediate the associations between community structural characteristics and crime. However, perceived safety mediated the association between community crime and both measures of social organization. Analyses suggest that social trust may be more important than collective efficacy when understanding the effect of crime on a community's culture in rural areas. Understanding these associations in rural settings can aid decision makers in shaping policies to reduce crime and juvenile delinquency.

The Timing of School Transitions and Early Adolescent Problem Behavior.

This longitudinal study investigates whether rural adolescents who transition to a new school in sixth grade have higher levels of risky behavior than adolescents who transition in seventh grade. Our findings indicate that later school transitions had little effect on problem behavior between sixth and ninth grades. Cross-sectional analyses found a small number of temporary effects of transition timing on problem behavior: Spending an additional year in elementary school was associated with higher levels of deviant behavior in the Fall of Grade 6 and higher levels of antisocial peer associations in Grade 8. However, transition effects were not consistent across waves and latent growth curve models found no effects of transition timing on the trajectory of problem behavior. We discuss policy implications and compare our findings with other research on transition timing.

Adapting school-based substance use prevention curriculum through cultural grounding: a review and exemplar of adaptation processes for rural schools.

A central challenge facing twenty-first century community-based researchers and prevention scientists is curriculum adaptation processes. While early prevention efforts sought to develop effective programs, taking programs to scale implies that they will be adapted, especially as programs are implemented with populations other than those with whom they were developed or tested. The principle of cultural grounding, which argues that health message adaptation should be informed by knowledge of the target population and by cultural insiders, provides a theoretical rational for cultural regrounding and presents an illustrative case of methods used to reground the keepin' it REAL substance use prevention curriculum for a rural adolescent population. We argue that adaptation processes like those presented should be incorporated into the design and dissemination of prevention interventions.

The developmental roots of social responsibility in childhood and adolescence.

Social responsibility is a value orientation, rooted in democratic relationships with others and moral principles of care and justice, that motivates certain civic actions. Given its relevance for building stronger relationships and communities, the development of social responsibility within individuals should be a more concerted focus for developmental scholars and youth practitioners. During childhood and adolescence, the developmental roots of individuals' social responsibility lie in the growth of executive function, empathy and emotion regulation, and identity. Efforts to cultivate children and adolescents' social responsibility in the proximal settings of their everyday lives should emphasize modeling prosocial behaviors, communicating concerns for others, and creating opportunities to practice civic skills.

Exploring the Changing Meaning of Work for American High School Seniors from 1976 to 2005.

Using data from the Monitoring the Future study, this paper presents historical trends in U.S. high school seniors' work values across 30 years (1976 to 2005. Adolescents across three decades highly valued most aspects of work examined. Recent cohorts showed declines in the importance of work, values for job security, and various potential intrinsic rewards of work. After increasing until 1990, adolescents remained stable in their values for extrinsic and materialistic aspects of work until 2005. The value of work that allows for leisure time has steadily increased. Stable level differences in work values emerged for adolescents by gender, race, parents' education, and college aspirations. Findings have implications for understanding the changing meaning of work for the future workforce.

Thirty Year Trends in U.S. Adolescents' Civic Engagement: A Story of Changing Participation and Educational Differences.

Using annual cross-sectional data from Monitoring the Future, the present study examined trends in high school seniors' current and anticipated civic participation and beliefs over a 30-year period. We examined overall trends and patterns based on youths' post-high school educational plans. Findings point to declines in recent cohorts' involvement in conventional and alternative forms of engagement but greater involvement in community service. Regardless of period, the majority of youth said they intended to vote when eligible but few expressed trust in the government or elected officials. All civic indicators showed significant differences based on youths' college aspirations: Youth who planned to graduate from a 4-year college were more civically inclined than their peers with 2-year or no college plans.