Maryam Kia-Keating

I Keep That Hush-Hush: Male Survivors of Sexual Abuse and the Challenges of Disclosure

Disclosure is a prominent variable in child sexual abuse research, but little research has examined male disclosure experiences. Sixteen male survivors of childhood sexual abuse were interviewed regarding experiences of disclosure. Analytic techniques included a grounded theory approach to coding and the use of conceptually clustered matrices. Participants described distinct personal (e.g., lack of cognitive awareness, intentional avoidance, emotional readiness, and shame), relational (e.g., fears about negative repercussions, isolation), and sociocultural (e.g., lack of acceptance for men to experience or acknowledge victimization) reasons for their struggles with disclosure. These results highlight that barriers to disclosure exist in multiple domains of experience and are encountered across the lifespan. Implications for future research and clinical interventions are discussed.

Protecting and Promoting: An Integrative Conceptual Model for Healthy Development of Adolescents

Resilience and positive youth development have substantial overlap and offer complementary perspectives on fostering healthy youth development. However, these two areas have not yet been fully integrated into a unified approach, one that has the potential to build on the interconnectedness of risk, protection, and assets within the ecological systems affecting adolescent development. This article draws on extant research to delineate linkages between the risk and resilience and positive youth development literatures. School-related outcomes are examined within an integrative conceptual model delineating eight developmental domains useful for future research on underlying mechanisms associated with healthy outcomes, as well as prevention and intervention efforts.

Relational Challenges and Recovery Processes in Male Survivors of Childhood Sexual Abuse

Male survivors of childhood sexual abuse face challenges resolving sexual victimization experiences with the ideals of masculinity, often experiencing intimacy problems, emotional discomfort, alienation, and anger. Little attention has been paid to how male survivors learn to develop long-term connections, disclose emotions in relationship contexts, and negotiate intimacy. The current qualitative study of 16 adult male survivors of childhood sexual abuse, examined the relational challenges and the processes by which these survivors improved their capacity for seeking and participating in supportive relationships over time. Several mechanisms associated with positive adaptation were identified in their narratives, including engaging in safe relationships; gaining a sense of belonging by locating a community of others with shared experiences; learning healthy ways to manage relationships through setting boundaries, controlling anger, building trust, and developing intimacy; and achieving acceptance. Clinical implications and future directions for research and intervention are presented.

Family functioning and posttraumatic growth among parents and youth following wildfire disasters.

A conceptual model was used to investigate how demographic characteristics, perceived fire stress, aspects of the recovery environment (life stressors since the disaster, social support), mental health, and coping influences parent and youth reports of family functioning and posttraumatic growth (PTG) following multiple wildfires. Participants included 50 parent-youth dyads (M = 14.5 years) who had been evacuated because of the fire, many of whom had homes that were damaged (60%) or destroyed (30%). For youth, younger age, being female, greater fire stress, more life stressors, and those using more positive reappraisal coping reported greater PTG. For parents, family type and perceived fire stress were positively related to PTG, and positive reappraisal approached significance. For family functioning, only the youth model was significant. Younger age and more life stressors were negatively related, and positive reappraisal coping was positively related, to family functioning. Overall, the results support the important role of positive reappraisal in postdisaster outcomes.

Influencing Adolescent Social Perceptions of Alcohol Use to Facilitate Change through a School-Based Intervention

The current study examines the effectiveness of a voluntary high school-based alcohol intervention by investigating one proposed mechanism of change in adolescent alcohol involvement: perception of peer use. High school students reporting lifetime drinking (N = 2055) completed fall and spring surveys that assessed demographic information, substance use, risk factors, and intervention attendance (N = 327). The motivational enhancement-based intervention used school and grade-specific normative data to facilitate change in adolescent perceptions regarding the frequency and quantity of peer alcohol use. Results indicate that intervention participants were more likely to increase the accuracy of their peer frequency estimates over the course of the year in comparison to the general student body. Furthermore, students demonstrating decreases in peer perceptions of alcohol use exhibited a greater reduction in number of binge episodes, lower maximum number of drinks consumed per episode, and average number of drinks consumed per drinking occasion (ps < .05); teens with the greatest alcohol use history demonstrated the largest reductions. Although we found no significant main effect for intervention attendance, findings support the role of reduced peer drinking estimates in decreasing alcohol involvement among teen drinkers.

Adolescent Satisfaction with Brief Motivational Enhancement for Alcohol Abuse

Although many investigations point to the importance of treatment satisfaction and working alliance as predictors of treatment engagement and outcome, few studies have closely examined these issues among adolescents. This study investigates satisfaction among a nonclinical adolescent sample participating in a school-based alcohol-prevention program. Adolescents self-selected to one of three formats: individual, group, and website. Three hundred nineteen satisfaction measures completed at the time of each participant’s final session were used for analyses. Hierarchical regression analyses examined predictors of consumer satisfaction. In general, greater participation in the program was significantly related to satisfaction. Students who participated in the group and individual formats reported greater satisfaction than students who participated in the website format. Current alcohol users were less satisfied with the session focusing on how experimental use can lead to problem use; lifetime abstainers were more satisfied with the session focusing on stress and coping. These analyses have implications for informing future adolescent school-based interventions for alcohol problems.

Mental Health Stigma Prevention: Pilot Testing a Novel, Language Arts Curriculum-Based Approach for Youth.

BACKGROUND Researchers have emphasized the importance of integrating mental health education with academic curriculum. The focus of the current studies was Mental Health Matters (MHM), a mental health curriculum that is integrated with English language arts. It is taught by trained community member volunteers and aims to increase knowledge and decrease stigma toward individuals with mental health disorders. METHODS In Study 1, 142 sixth graders participated in MHM and completed pre- and postprogram measures of mental health knowledge, stigma, and program acceptability. Teachers also completed ratings of acceptability. Study 2 (N = 120 seventh graders) compared participants who had participated in MHM the previous year with those who had not using the same measures. RESULTS Sixth grade students and teachers rated the program as highly acceptable. Participants significantly increased their knowledge and decreased their levels of stigma. Seventh graders who had participated in MHM had significantly more mental health knowledge than peers who had not, but there were no differences in stigma. CONCLUSIONS The model appears to be acceptable to students and teachers. Future research is needed to assess the long-term effectiveness of integrating mental health education with other academic curriculum such as language arts or science.

Structural Validity of the Depression, Anxiety, and Stress Scales-21 Adapted for U.S. Undergraduates:

Effective self-report screening tools for emerging adults are understudied. The present study examined the latent structure of the Depression, Anxiety, and Stress Scales (DASS-21) with U.S. undergraduates. Data were collected from 1,413 undergraduates surveyed online. Three models were tested: (a) a one-factor model, (b) the original correlated three-factor model, and (c) a bifactor model that included a general negative affectivity factor and three specific factors of depression, anxiety, and stress. The bifactor model with three specific orthogonal factors yielded the best fit. All items loaded onto the general negative affectivity factor. This study provides an important evaluation of alternative models of the latent structure of the DASS among U.S. undergraduates, with results supporting it as an assessment of general distress for emerging adults.

Family Factors: Immigrant Families and Intergenerational Considerations

This chapter emphasizes the importance of paying special attention to the family context for immigrant youth. Some key considerations for immigrant families, including separation and reunification, cultural and language brokering, acculturative gaps, and family conflict, are described. Case vignettes are used to illuminate these experiences, in order to bring empirical findings to life and reflect the kinds of circumstances which practitioners may encounter in their work with immigrant families.

A novel examination of exposure patterns and posttraumatic stress after a university mass murder.

Objective: Occurring at an alarming rate in the United States, mass violence has been linked to posttraumatic stress symptoms (PTSS) in both direct victims and community members who are indirectly exposed. Identifying what distinct exposure patterns exist and their relation to later PTSS has important clinical implications. The present study determined classes of exposure to an event of mass violence, and if PTSS differed across classes. Method: First- and second-year college students (N = 1,189) participated in a confidential online survey following a mass murder at their university, which assessed event exposure and PTSS 3 months later. Latent class analysis (LCA) was used to empirically determine distinct classes of exposure patterns and links between class membership and PTSS. Results: The final model yielded 4 classes: minimal exposure (55.5% of sample), auditory exposure (29.4% of sample), visual exposure (10% of sample), and interpersonal exposure (5% of sample). More severe direct exposure (i.e., the visual exposure class) was associated with significantly higher levels of PTSS than the auditory exposure or minimal exposure classes, as was the interpersonal exposure class. There were no significant differences in PTSS between the auditory exposure and minimal exposure classes or the visual exposure and interpersonal exposure classes. Conclusion: Results point to the differential impact of exposure categories, and provide empirical evidence for distinguishing among auditory, visual, and interpersonal exposures to events of mass violence on college campuses. Clinical implications suggest that visual and interpersonal exposure may warrant targeted efforts following mass violence.