"So, like, it's all a mix of one": Intersecting contexts of adolescents' ethnic-racial socialization.

Cultural-ecological theories posit that ethnic-racial identity (ERI) development is shaped by transactions between contexts of ethnic-racial socialization, yet research considering intersections among multiple contexts is limited. In this study, Black, Latino, White, and Asian American adolescents (N = 98; M  = 16.26, SD = 1.

Latina/o Youths' Discrimination Experiences in the U.S. Southwest: Estimates from Three Studies.

Despite growing awareness of the negative effects of ethnic-racial discrimination, we know little about the frequency of these experiences among Latina/o youth. Utilizing three independent studies, we examined estimates of general discrimination and police discrimination among Latino/a youth living in the U.S.

Experiences and outcomes of nurses referred to a peer health assistance program: Recommendations for nursing management.

Aim: To provide recommendations for nursing management based on the experiences of current and former nurses who were served by a peer health assistance program (PHAP).

Background: Providing help for nurses with impaired practice is critical to their health and well-being, assuring patient safety and public trust, as well as returning competent nurses to the healthcare workforce.

Methods: Nurses (n = 268) who were current clients or former clients of a PHAP were surveyed about their experiences.

The Development of Ethnic/Racial Self-Labeling: Individual Differences in Context.

Ethnic/racial self-labeling represents one's knowledge of and preference for ethnic/racial group membership, which is related to, but distinguishable from, ethnic/racial identity. This study examined the development of ethnic/racial self-labeling over time by including the concept of elaboration among a diverse sample of 297 adolescents (Time 1 mean age 14.75, 67% female, 37.

Time-varying associations of parent-adolescent cultural conflict and youth adjustment among Chinese American families.

The purpose of this study was to examine time-varying associations of parent-adolescent cultural conflict with depressive symptoms and grade point average (GPA) among Chinese Americans from ages 11-22. We pooled two independently collected longitudinal data sets (N = 760 at Wave 1) and used time-varying effect modeling (TVEM) to show that the frequency of parent-adolescent conflict increased during early adolescence (12 years), peaked at mid adolescence (16 years), and gradually decreased throughout late adolescence and young adulthood. In general, parent-adolescent conflict was associated with negative adjustment (more depressive symptoms and lower GPA) more strongly during mid- to late-adolescence (15 to 17 years) compared with other developmental periods.

A Universal Intervention Program Increases Ethnic-Racial Identity Exploration and Resolution to Predict Adolescent Psychosocial Functioning One Year Later.

Ethnic-racial identity formation represents a key developmental task that is especially salient during adolescence and has been associated with many indices of positive adjustment. The Identity Project intervention, which targeted ethnic-racial identity exploration and resolution, was designed based on the theory that program-induced changes in ethnic-racial identity would lead to better psychosocial adjustment (e.g.

Coparenting Conflict and Academic Readiness in Children of Teen Mothers: Effortful Control as a Mediator.

Children's exposure to coparenting conflict has important implications for their developmental functioning, yet limited work has focused on such processes in families with diverse structures or ethnically and culturally diverse backgrounds. This longitudinal study examined the processes by which Mexican-origin adolescent mothers' coparenting conflict with their 3-year-old children's grandmothers and biological fathers (N = 133 families) were linked to children's academic and social skills at 5 years of age, and whether children's effortful control at 4 years of age mediated the link between coparenting conflict and indices of children's academic readiness. Findings revealed that adolescent mothers' coparenting conflict with their child's biological father was linked to indices of children's academic and social school readiness through children's effortful control among girls, but not boys, whereas conflict with grandmothers was directly linked to boys' and girls' social functioning 2 years later.