Potential Moderators of Racial Differences in Responses to Traumatic Events

Research regarding the influence of race on outcomes after trauma has been mixed, and we aimed to identify potential moderators of the relation between race and posttraumatic stress disorder (PTSD)–related outcomes. We conducted a secondary analysis of data from 477 participants in the Collaborative Psychiatric Epidemiology Surveys. African American individuals reported a shorter duration of and less frequent PTSD symptoms than Caucasian individuals, and also endorsed a greater number of reexperiencing and avoidance symptoms. Education, socioeconomic status, and social support did not significantly moderate relations between age of worst trauma and PTSD-related outcomes. Clinical and research implications are discussed.     

The Evasion of Propaganda: How Prejudiced People Respond to Anti-Prejudice Propaganda

This experiment tested the hypothesis that there would be a significant increase in powerlessness scores over a 10 year period. The sample was drawn from a population of college students originally tested in 1964. At the 10 year follow-up, all Ss had graduated from college and were either professionally employed (mostly as teachers) or engaged in child-rearing/home activities. The average age of the 1974 sample was 29 years and consisted of 70 females and 30 males. The test instrument was the adult version of Rotter's Internal-External (I-E) Locus of Control Scale which consists of 23 forced-choice items. There were no significant differences on total I-E scores over the 10 year period. However, with use of the Mirels two-factor scoring system, significant increases in social-political control were found. No significant differences in personal control were found. It was concluded that care should be taken in utilizing cross-sectional findings and that utilizing multidimensional scores suggests different results for previously published reports.     

Discounting the Difficult: How High Math-Identified Women Respond to Stereotype Threat

In this study, we examined how math identity moderates women's response to gender-related stereotypes in the domain of mathematics. Male and female college students with varying degrees of math identification took a challenging math test with a gender-related stereotype either activated (i.e., stereotype threat) or nullified. Consistent with previous research, women performed worse than men in the stereotype threat condition, but equal to men in the stereotype nullification condition when performance was adjusted for math SAT scores. Moreover, when faced with stereotype threat, high math-identified women discounted the validity of the test more than did less math-identified women or men in general. We discuss potential benefits and drawbacks of a discounting strategy for women who are highly identified with math.     

How to Identify Negative Actions with Positive Events

It is often assumed that, while ordinary actions are events, ‘negative actions’ (omissions, refrainments, etc.) are absences of events. I claim that a negative action is an ordinary, ‘positive’ event that plays a certain role. I argue that my approach can answer standard objections to the identity of negative actions and positive events.     

Exposure to Traumatic Events and PTSD in a Postconflict and Disaster-Prone Area

The present study examines lifetime exposure to traumatic events and the rate of PTSD among university students living in a postconflict and disaster-prone area. Two self-report questionnaires, namely the Life Events Checklist and a PTSD screening tool, were used in the study. PTSD was found in 21% of respondents. Approximately 96% of the respondents have been exposed to traumatic events during their lifetime. Both genders have the same rate of PTSD (p?=?0.9) and exposure to traumatic events (p?=?0.327). Findings suggest that lifetime exposures to traumatic events are high among students living in this region.     

The Social Context of Adaptation to Traumatic Events: Soviet Jews and the Holocaust

Much of the literature on trauma focuses on the impact of a single traumatic event and its psychological sequelae on a given individual. Little attention has been paid to the effects of multiple traumatic events within one lifetime, or the importance of understanding the relation of the social context of the trauma(s) to the experience of the trauma survivor. This study presents a qualitative analysis of interviews with older survivors of the Nazi attempt to exterminate the Jews (the Holocaust), who had recently migrated from the former Soviet Union to the United States. In-depth depictions of the effects of multiple traumas on the mental health of single individuals are presented. Further emphasis is placed on the specific social context of trauma to more fully understand the older adult trauma survivor.     

Rating Procedures for Improving Identification of Exposure to Potentially Traumatic Events When Using Checklist Measures

Research has shown peer victimization to have strong lasting effects on adolescents’ mental health. The purpose of this study was to examine relationships among religiousness, forgiveness, and mental health in the context of peer victimization. We hypothesized that religiousness and forgiveness could be protective factors against negative effects of peer victimization on internalizing symptomatology and emotion regulation. Participants were 127 adolescents between 12 and 18 years old and their primary caregivers. Results of structural equation modeling analyses show that religiousness might not be a strong protective factor in the context of peer victimization and that certain dimensions of forgiveness (specifically benevolence motivations) might actually exacerbate the effects of peer victimization on internalizing symptomatology rather than acting as a protective factor.     

Controlling the Past to Control the Future: Christian Nationalism and Mandatory Patriotic Education in Public Schools

Recent debates about whether educators should teach America's racist history have sparked activism and legislation to ensure students are taught American history in such a way that promotes “patriotism,” amplifying cherished national myths, emphasizing American exceptionalism, and erasing negative historical facts. Building on insights from both social dominance theory and Christian nationalism research, we propose Christian nationalism combines legitimizing myths that whitewash America's past with authoritarian impulses and thus seeks to enforce “patriotic” content in public school classrooms. We also theorize this connection varies across racial, partisan, and ideological identities. Data from a nationally-representative survey of Americans affirm Christian nationalism is by far the leading predictor Americans believe “We should require public school teachers to teach history in a way that promotes patriotism.” This association is consistent across race (possibly due to divergent meanings of both “Christian nationalism” and “patriotism” across groups), but varies by partisanship and ideological identity for whites. Specifically, Christian nationalism brings whites who identify with the ideological and political left into complete alignment with their conservative counterparts who are already more likely to support mandatory patriotic education. Our findings provide critical context for ongoing battles over public-school curricula and education's role in perpetuating social privilege.     

From the Clinic to Schools: Iterative Development of a Depression Prevention Program for Adolescents With ADHD Within an Urban School System

Attention-deficit/hyperactivity disorder (ADHD) is a prevalent disorder, particularly among Black youth and youth in urban settings. In addition to well-documented academic and social dysfunction, ADHD is associated with increased risk for depression and suicide. However, there is a stark mismatch between services available and need among adolescents with ADHD, especially those from low-income backgrounds. Implementation of services in schools is one promising way to overcome barriers to care, decrease stigma associated with mental health care, and offer the ability to practice mental health skills in a more natural environment. As such, the current study aims to (a) describe the iterative development of a school-based depression prevention program (i.e., Behaviorally Enhancing Adolescents’ Mood in Schools [BEAMS]) for adolescents with ADHD in an underresourced, urban school district using stakeholder feedback; and (b) evaluate the preliminary effectiveness of an open trial of BEAMS. Raw data for all participants (n = 6; 83% Black, 17% biracial; 83% male) with indications for significant Reliable Change Indices are presented in addition to two case vignettes to illustrate treatment components and exemplify participant response. Pre- and posttreatment focus group data are presented to depict the development of the BEAMS program, lessons learned, and modifications made to BEAMS, in preparation for a larger randomized trial. Future directions are discussed.     

Climate action now: How to fuel a social movement

Our research develops a framework that explores how to fuel the climate movement by accelerating grassroots, community-based climate action. Drawing on insights from consumer psychology, our framework identifies the psychological mechanisms that encourage and motivate people, both individually and collectively, to take climate action, thereby contributing to our understanding of how to advance social action and propel a social movement. Our climate action framework builds on: (1) individuals we describe as climate upstanders who rise up to take climate action with like-minded others, and (2) communities of climate upstanders who engage in collective action aimed at addressing the climate crisis. Our framework expands the field of consumer psychology by redefining the role of consumers to include the practice of social action and broadening the study of consumers to include collective, community-based action. We call on consumer psychologists to research individual and collective consumer practices related to social action and contribute to making social good central to the study of consumer psychology.     

The Relation of Exposure to Traumatic Events and Longitudinal Mental Health Outcomes for Children Enrolled in Systems of Care: Results from a National System of Care Evaluation

This study examined the relation between children's history of exposure to potentially traumatic events (PTEs) and clinical and functional mental health trajectories over a 18‐month period among a national sample of youth referred for services in children's behavioral health systems of care (SOCs). Using data from the national evaluation of the Comprehensive Community Mental Health Services program for communities funded from 1997 to 2000, the study sample included 9556 children and their families. Latent growth modeling was used to assess the effect of history of exposure to PTEs on trajectories in a number of behavioral health outcomes during the 3‐year period following referral to services, controlling for child demographic characteristics (gender, race, and age). Results revealed that, on average, children in SOCs exhibited significant improvements over time on all four outcome measures. Children with a history of exposure to PTEs had higher rates of internalizing and externalizing problem behaviors and functional impairments and fewer behavioral and emotional strengths at baseline, but experienced improvements in these outcomes at the same rates as children without exposure to a traumatic event. Finally, child race, gender, and age also were associated with differences in behavioral health trajectories among service recipients. Implications for SOCs, including approaches to make them more trauma‐informed, are discussed.