Talking through the tough: Identifying facilitating factors to preparation for bias and racial-ethnic discrimination conversations among families from minoritized ethnic-racial groups.

Parent-child conversations about race-related issues serve a protective function for minoritized families and are needed to help children of color thrive in the United States (Hughes et al., Advances in Child Development and Behavior, 51, 2016 and 1). Despite the difficulties that parents experience in having such conversations to prepare youth to cope with discrimination (Priest et al.

Race, discrimination, and racism as "growing points" for consideration: attachment theory and research with African American families.

The author acknowledges attachment theory as a widely accepted analytic paradigm that has generated creative and impactful research for over half a century. This acknowledgment is followed with commentary on what the author considers critically relevant yet unacknowledged topics of inquiry in the attachment literature. The author contends that race, discrimination, and unaddressed systemic racism are the most important issues in the United States today and profoundly affect all areas of African American family life, particularly parenting, parent-child bonds, and other familial relationships in African American families.

Coping (together) with hate: Strategies used by Mexican-origin families in response to racial-ethnic discrimination.

Coping in the context of racial-ethnic discrimination is often framed as an individualistic process, where the focus is on how the individual deals with the racialized stressor to mitigate its negative effects. However, individuals exist within social contexts including the family and coping processes may operate interdependently as well. Further, racialized stressors have the potential to disrupt the entire family system, regardless of whether the experience in that moment is shared among all its members.

Preventive intervention for urban, low-income preschoolers at familial risk for conduct problems: a randomized pilot study.

Conducted a pilot study to test the feasibility of a prevention program for promoting parenting in families of preschoolers at high risk for behavior problems. Risk status was based on a family history of antisocial behavior and residence in a low-income, urban community. Thirty preschoolers (ages 21/2 to 5) and their parents were randomly assigned to a 1-year, home- and clinic-based intervention or to a no-intervention control condition.