Gabriela L. Stein

An internalizing pathway to alcohol use and disorder.

Research emanating from the field of developmental science indicates that initial risk factors for alcohol use and disorder can be evident in early childhood. One dominant developmental pathway connecting these initial risk factors with subsequent alcohol involvement focuses on the central role of disinhibited or externalizing behaviors. In the current paper, we delineate a second pathway that focuses on internalizing symptomatology. Several studies indicate that internalizing symptoms in early and middle childhood predict alcohol involvement in adolescence and young adulthood. We use a developmental psychopathology framework to describe a risk model that traces the potential developmental markers of this internalizing pathway and to consider the relation between the internalizing pathway and the more widely researched externalizing pathway. We outline the markers of risk in this pathway and conclude with a discussion of the implications of this model for prevention efforts and future research. In this manner, we strive for a translational goal, linking our existing understanding of internalizing processes and alcohol use and disorder with our efforts to develop effective prevention programs.

The influence of cultural identity and perceived barriers on college-going beliefs and aspirations of Latino youth in emerging immigrant communities

Emerging immigrant communities differ from established communities in terms of needs and available resources. Students in these emerging communities may still be acculturating to new contexts and establishing their ethnic identities, which may impact their ability to engage in planning for the future. The current study examines what impact these cultural identity variables, in addition to perceptions of barriers to college entrance, would have on educational aspirations and college-going self-efficacy beliefs of Latino adolescents. Findings from 171 middle- and high school Latino students from immigrant families indicated that public ethnic regard and resilience to barriers were positively associated with college-going self-efficacy, and Anglo orientation had a trend-level effect, while perceived barriers were negatively related to that outcome. Private ethnic regard and person-based barriers were negatively associated with educational aspirations. Generation status, gender, mother’s education, and age were control variables. Implications for research and practice are provided, focusing on perceived barriers and self-efficacy beliefs.

The Protective Role of Familism in the Lives of Latino Adolescents

Familism, a Latino value that promotes loyalty, cohesiveness, and obedience within the family, predicts improved outcomes for Latino adolescents. However, few studies have tested whether familism serves a protective role when adolescents are facing stress. We examined whether familism predicted psychosocial outcomes in the context of stress, and whether familism moderated the relationship between peer discrimination, acculturative stress, and economic stress predicting these outcomes in a sample of 173 Latino adolescents. Familism was associated with fewer depressive symptoms and greater school attachment, but it did not moderate the relationship between any of the stressors and outcomes. Discrimination was associated with greater depressive symptoms, worse school attachment, and greater perceived barriers to college, but socioeconomic stress and acculturation stress did not uniquely predict these outcomes once taking into account discrimination. Thus, although familial culture values lead to improved outcomes in youth, they are unable to counter the detrimental effects of discrimination.

Gendered academic adjustment among Asian American adolescents in an emerging immigrant community.

Research on the academic adjustment of immigrant adolescents has been predominately conducted in large cities among established migration areas. To broaden the field’s restricted focus, data from 172 (58% female) Asian American adolescents who reside within a non-traditional or emerging immigrant community in the Southeastern US were used to examine gender differences in academic adjustment as well as school, family, and cultural variables as potential mediators of gender differences found. Results suggest that girls report significantly higher educational goals, intrinsic academic motivation, and utility value of school compared to boys. These gender differences are statistically mediated by ethnic exploration and family processes, most prominently, family respect. School connectedness and perceived discrimination are also associated with academic adjustment at the bivariate level, suggesting that academic success may be best promoted if multiple domains of influence can be targeted.

Ethnic differences among adolescents beginning treatment for depression.

This study examines ethnic/racial differences at the start of treatment among participants in the Treatment for Adolescents with Depression Study (TADS). African American and Latino youth were compared to Caucasian youth on symptom presentation and cognitive variables associated with depression. Contrary to hypothesis, there were no significant differences in symptom presentation as measured by the interview-based items of the Childrens Depression Rating Scale--Revised (CDRS-R). However, African American and Latino youth were both rated as demonstrating more severe symptoms on the observational items of the CDRS-R compared to Caucasian youth. In terms of cognitive variables associated with depression, African Americans reported fewer negative cognitive biases compared to Caucasians, but cognitive biases were significantly correlated with depression severity across ethnic groups.

Ethnic differences among substance-abusing adolescents in a treatment dissemination project

Despite evidence of ethnic differences in substance use patterns among adolescents in community samples, clinical studies have not found ethnic differences in posttreatment outcomes. Prior clinical studies have been limited by small samples, focus on broad treatment modalities, and lack of consideration of important covariates. We investigated ethnic differences in substance use frequency and problems in a large sample of White (60%), African American (12%), and Latino (28%) adolescents prior to and following an evidence-based treatment. Participants included 4,502 adolescents (29% female), with ages 13-18 years, who received Motivational Enhancement Therapy/Cognitive Behavior Therapy 5 Sessions. At baseline, African American adolescents demonstrated less frequent use, fewer problems, and less comorbidity than Whites or Latinos. Consistent with prior research, there were no ethnic differences in substance use outcomes among assessment completers (71%) when controlling for baseline differences. However, African Americans, older adolescents, and males were less likely to complete the posttreatment assessment. Implications for clinical service and effectiveness research are discussed.

Prevention and Intervention Research With Latino Families: A Translational Approach

The present paper takes a translational approach in applying the themes of the current special section to prevention and intervention science in Latino families. The paper reviews the current literature on cultural processes in prevention and intervention research with Latino families. Overall, many prevention and intervention programs have either been developed specifically for Latino families or have been modified for Latino families with great attention paid to the socio-cultural needs of these families. Nevertheless, few studies have tested the role of cultural values or acculturation processes on outcomes. We make recommendations based on findings within basic science and in particular this special section on the incorporation of these values and processes into prevention and intervention science with Latino families.

The Intersection of Racial-Ethnic Socialization and Adolescence: A Closer Examination at Stage-Salient Issues

The literature on parental racial-ethnic socialization (RES) has established the multiple protective effects of RES on developmental outcomes. Although the majority of this literature examines RES processes in adolescence, with the exception of identity processes this literature has not specifically tackled how these messages intersect with specific adolescent developmental processes. We review the literature on RES processes in non-White adolescents with a focus on the parent-adolescent relationship, risk-taking behaviors, romantic relationships, and different contexts (i.e., extracurricular, work, and social media settings). We propose that developmental science needs to account for how parental RES may not only change in adolescence, but in particular responds to the perceived risks associated with this developmental period and interacts with normative developmental tasks and milestones.

Fostering Activation Among Latino Parents of Children With Mental Health Needs: An RCT

OBJECTIVE Latino families raising children with mental health and other special health care needs report greater dissatisfaction with care compared with other families. Activation is a promising strategy to eliminate disparities. This study examined the comparative effectiveness of MePrEPA, an activation intervention for Latino parents whose children receive mental health services. METHODS A randomized controlled trial (N=172) was conducted in a Spanish-language mental health clinic to assess the effectiveness of MePrEPA, a four-week group psychoeducational intervention to enhance parent activation among Latino parents, compared with a parent-support control group. Inclusion criteria were raising a child who receives services for mental health needs and ability to attend weekly sessions. Outcomes were parent activation, education activation, quality of school interaction, and parent mental health. Effectiveness of the intervention was tested with a difference-in-difference approach estimating linear mixed models. Heterogeneity of treatment effect was examined. RESULTS MePrEPA enhanced parent activation (β=5.98, 95% confidence interval [CI]=1.42-10.53), education activation (β=7.98, CI=3.01-12.94), and quality of school interaction (β=1.83, CI=.14-3.52) to a greater degree than did a parent-support control group. The interventions impact on parent activation and education outcomes was greater for participants whose children were covered by Medicaid and were novices to therapy and those with low activation at baseline. No statistically significant effects were observed in parent mental health. CONCLUSIONS Activation among Latino parents was improved with MePrEPA, which can be readily incorporated in current practices by mental health clinics. Future work should replicate findings in a large number of sites, adding behavioral measures and distal impacts while examining MePrEPAs effects across settings and populations.

Latinos in Rural, New Immigrant Destinations: A Modification of the Integrative Model of Child Development

The Integrative Model of Child Development [Garcia Coll et al. (Child Development 67(5):1891–1914, 1996)] proposed a complex model of development in ethnic minority youth that considered how social positional, environmental, familial, cultural, and child factors interacted to predict psychosocial and academic outcomes. The current chapter builds off the Integrative Model to propose a revised model that is applicable to the study of Latino children and adolescents living in rural, emerging immigrant contexts. In this review, we highlight how the factors proposed in the original model apply to the rural, emerging immigrant context by reviewing the relevant literature. In addition, we posit new social positional variables that need to be considered in future studies of Latino youth living in rural, emerging communities.