The structure and developmental course of Positive Youth Development (PYD) in early adolescence: Implications for theory and practice

Using data from Grades 5 to 7 of the longitudinal 4-H Study of Positive Youth Development (PYD), this research assessed the structure and development of PYD. Building on Grade 5 findings, that “Five Cs” (Competence, Confidence, Connection, Character, and Caring) could be empirically defined as latent constructs converging on a second-order construct, labeled PYD, we used structural models to assess the fit of this original model for Grades 5, 6, and 7. Results indicated that PYD continued to be a robust construct that can be defined comparably for Grades 6 and 7, as it was in Grade 5. We discuss implications for future research and for applications of the finding that, across the three years of early adolescence that we assessed (about ages 10 to 12), there is continuity in the structure of PYD.     

Structural Comparison of Cognitive Associative Networks in Two Populations1

The cognitive associative structure of 2 populations was studied using network analysis of free‐word associations. Structural differences in the associative networks were compared using measures of network centralization, size, density, clustering, and path length. These measures are closely aligned with cognitive theories describing the organization of knowledge and retrieval of concepts from memory. Size and centralization of semantic structures were larger for college students than for 7^th graders, while density, clustering, and mean path length were similar. Findings presented reveal that subpopulations might have very different cognitive associative networks. This study suggests that graph theory and network analysis methods are useful in mapping differences in associative structures across groups.     

INTIMATE PARTNER VIOLENCE PERPETRATED BY COLLEGE WOMEN WITHIN THE CONTEXT OF A HISTORY OF VICTIMIZATION

Using a longitudinal design, the current study explored intimate partner violence perpetration among 1,300 college women within the context of one's history of physical and sexual victimization across 4 years of college. Structural equation modeling indicated that sexual victimization does not predict concurrent use of women's intimate partner violence but does predict subsequent use of women's intimate partner violence during the later years of college. In contrast, physical victimization is associated positively with concurrent use of women's intimate partner violence but is negatively associated with subsequent use of women's intimate partner violence for women. Furthermore, the negative relationship of victimization to subsequent perpetration primarily is due to those with high levels of victimization histories. The present study provides the first model of intimate partner violence within the context of victimization history using longitudinal data. The findings indicate that women's intimate partner violence perpetration is not context-free, but rather is influenced by their own physical and sexual victimization histories.     

The protégé's role in negative mentoring experiences

Negative experiences were obtained from mentors to identify the role played by protégés in creating difficulties within mentoring relationships. Content analysis revealed a wide range of examples, many of which were consistent with theory and research on dysfunctional mentoring and interpersonal relationships. The findings also indicated that the how typical the negative experience was related positively to its perceived impact on the relationship. Further, as the perceived impact of the experience increased, relationship satisfaction decreased. The results are discussed in terms of future research, mentoring theory, and applied practice.     

Psychological Indicators of Innovation Adoption: Cross‐Classification Based on Need for Cognition and Need for Change

Predicting how and when consumers will switch from a current familiar brand to a new option is a matter of concern for every level of new product introduction—from brand extensions to “really new” discontinuous innovations. In this article, we build on the innovativeness literature by investigating the degree to which 2 consumer characteristics, the need for cognition (N_cog) and the need for change (N_change), help explain individuals’ propensity to choose new innovations versus status quo options. We demonstrate that by separating N_cog and N_change and cross‐classifying individuals based on these attributes, 4 unique patterns of change behavior emerge. A large‐scale choice study was conducted by surveying metropolitan residents about changes in telecommunication services (local, long distance, and cellular). We use a latent class model to uncover the segmentation structure in the choice data, using the constructs as concommitant variables in the segment classification portion of the econometric model. The results show that the predicted theoretical structure explains observed data and can be used to significantly increase the predictive power of models of change behavior.     

Substance Use Research with Indigenous Communities: Exploring and Extending Foundational Principles of Community Psychology

Many Indigenous communities are concerned with substance use (SU) problems and eager to advance effective solutions for their prevention and treatment. Yet these communities also are concerned about the perpetuation of colonizing, disorder‐focused, stigmatizing approaches to mental health, and social narratives related to SU problems. Foundational principles of community psychology—ecological perspectives, empowerment, sociocultural competence, community inclusion and partnership, and reflective practice—provide useful frameworks for informing ethical community‐based research pertaining to SU problems conducted with and by Indigenous communities. These principles are explored and extended for Indigenous community contexts through themes generated from seven collaborative studies focused on understanding, preventing, and treating SU problems. These studies are generated from research teams working with Indigenous communities across the United States and Canada—inclusive of urban, rural, and reservation/reserve populations as well as adult and youth participants. Shared themes indicate that Indigenous SU research reflects community psychology principles, as an outgrowth of research agendas and processes that are increasingly guided by Indigenous communities. At the same time, this research challenges these principles in important ways pertaining to Indigenous–settler relations and Indigenous‐specific considerations. We discuss these challenges and recommend greater synergy between community psychology and Indigenous research.     

Sex Differences in the Contribution of Respiratory Sinus Arrhythmia and Trauma to Children’s Psychopathology

Respiratory sinus arrhythmia (RSA), a marker of parasympathetic activity, has been shown to moderate the relation between adversity and child behavioral outcomes; however, this work has been conducted in primarily Caucasian samples and limited in focus to family-level adversity. The current analysis extends the previous literature to examine the co-contribution of exposure to potentially traumatic events (PTEs), baseline RSA, and RSA withdrawal to internalizing and externalizing behavior in a sample of primarily African American youth (n = 92) recruited using neighborhood mapping techniques from communities high in epidemiological indicators of adversity. Exposure to PTEs was associated with lower baseline RSA. Complex interactions were observed between sex of the child, baseline RSA and RSA withdrawal, and PTE exposure predicting to internalizing behaviors. Among girls with high (4+) levels of PTEs, high baseline RSA and RSA withdrawal predicted higher internalizing; for RSA withdrawal only, the inverse was observed for girls with low PTE exposure, for whom high RSA withdrawal predicted lower internalizing. No associations were observed from RSA to externalizing, or among boys to internalizing. Findings are consistent with distinct patterns among primarily African American samples and suggest the need for sex-specific conceptualizations of the link between environmental adversity, physiological reactivity, and internalizing behaviors.     

Behavioral Health Integration in Health Care Settings: Lessons Learned from a Pediatric Hospital Primary Care System

Behavioral health integration within primary care has been evolving, but literature traditionally focuses on smaller scale efforts. We detail how behavioral health has been integrated across a large, urban pediatric hospital system’s six primary care clinics (serving over 35,000 children annually and insured predominately through Medicaid) and discuss strategies for success in sustaining and expanding efforts to achieve effective integration of behavioral health into primary care. In a time span of 3 years, the clinics have implemented routine, universal behavioral health screening at well child visits, participated in a 15-month behavioral health screening quality improvement learning collaborative, and integrated the work of psychologists and psychiatrists. Additional work remains to be done in improving family engagement, further expanding services, and ensuring sustainability.     

A Narrative Inquiry into a Female Athlete’s Experiences with Protracted Concussion Symptoms

This article explores a female university volleyball student-athlete’s experience with protracted concussion symptoms. Through the methodology of narrative inquiry, four salient themes became apparent related to Daphnée’s experiences: (a) “I felt so alone,” (b) “I had to make one of the hardest decisions of my life,” (c) “I feel like I’m in prison,” and (d) “There’s no light at the end of the tunnel.” Overall, this study offers a rare look into the impact of concussion on an individual’s athletic and academic identities, career progression, and in turn, her imagined stories of who she was and who she was becoming.     

Recent evaluations of the peer-led approach in adolescent sexual health education: a systematic review

CONTEXT: Peer-led interventions have become a popular method of providing sexual health education to adolescents, but the efficacy of this approach and the methodological quality of recent trials have not been systematically reviewed. METHODS: Electronic and hand searches were conducted to identify quasi-randomized and randomized controlled trials of peer-led adolescent sexual health education published from 1998 to 2005. Studies were eligible if they had an appropriate comparison group, provided preintervention and postintervention data, and reported all outcomes. Study results were summarized and, where appropriate, pooled; in addition, 10 aspects of studies' methodological quality were assessed. RESULTS: Thirteen articles met the inclusion criteria. Pooled, adjusted results from seven trials that examined the effects of peer-led interventions on condom use at last sex found no overall benefit (odds ratio, 1.0). None of the three trials that assessed consistent condom use found a benefit. One study reported a reduced risk of chlamydia (0.2), but another found no impact on STI incidence. One study found that young women (but not young men) who received peer-led education were more likely than nonrecipients to have never had sex. Most interventions produced improvements in knowledge, attitudes and intentions. Only three studies fulfilled all 10 of the assessed quality criteria; two others met nine criteria. CONCLUSIONS: Despite promising results in some trials, overall findings do not provide convincing evidence that peer-led education improves sexual outcomes among adolescents. Future trials should build on the successful trials conducted to date and should strive to fulfill existing quality criteria.