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An integrative risk and resilience model for understanding the adaptation of immigrant-origin children and youth.
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| Pengarang | : | Suarez-Orozco, Carola; Motti-Stefanidi, Frosso; Marks, Amy; Katsiaficas, Dalal. |
| Nama Majalah/Jurnal | : | American Psychologist |
| Volume / Edisi | : | 73 (No. 6) |
| Halaman | : | 781-796 |
| Abstrak | : | We propose an integrative model for the adaptation of immigrant-origin children and youth that combines ecological with risk and resilience frameworks. Immigrant-origin children and youth are now, and will continue to be, a diverse and demographically important segment of all postindustrial nations’ populations. Synthesizing evidence across psychological, educational, and sociological disciplines produced since the seminal publication of García Coll et al.’s (1996) model, along with significant events such as a global refugee crisis, a sociopolitical “deportation nation” climate, and heightened xenophobia, we provide a model for understanding the current conditions immigrant-origin children and youth encounter as they develop. This new integrative conceptual model for addressing positive frameworks for adaptation provides a culturally relevant approach for understanding both the risks and resilience of this population. The model was designed to inform practice and future research in the service of immigrant-origin children and youth. (PsycInfo Database Record (c) 2020 APA, all rights reserved) |
New directions for racial discrimination research as inspired by the integrative model.
| Pengarang | : | Seaton, Eleanor K.; Gee, Gilbert C.; Neblett, Enrique; Spanierman, Lisa. |
| Nama Majalah/Jurnal | : | American Psychologist |
| Volume / Edisi | : | 73 (No. 6) |
| Halaman | : | 768-780 |
| Abstrak | : | In 1996, Cynthia García Coll and colleagues introduced a groundbreaking model that articulated factors that influenced the development of ethnic−racial minority and immigrant youth. One of the key arguments was that racial discrimination is a stratification mechanism resulting in negative developmental outcomes for minority youth, and this argument has been supported by several meta-analyses. Against the backdrop of the rise of White nationalism, increasing hate crimes against ethnic−racial minority individuals, implementation of national policies that disproportionately affect communities of color, and the shift to a majority–minority country, it is imperative for future research to refine key aspects of the integrative model that are intricately connected to these trends. The present article offers recommendations for future research in 4 areas: (1) expansion of segregation indicators to include mass incarceration and mass deportation, (2) expansion of the study of resilience factors among minority youth, (3) application of the integrative model to White youth, and (4) the development of comprehensive measures and utilization of diverse methodologies. It is imperative that future research clarify these issues to further understanding of the development of all children in the context of racial discrimination. (PsycInfo Database Record (c) 2024 APA, all rights reserved) |
Understanding development of African American boys and young men: Moving from risks to positive youth development.
| Pengarang | : | Gaylord-Harden, Noni K.; Barbarin, Oscar; Tolan, Patrick H.; Murry, Velma McBride. |
| Nama Majalah/Jurnal | : | American Psychologist |
| Volume / Edisi | : | 73 (No. 6) |
| Halaman | : | 753-767 |
| Abstrak | : | African American boys and young men in the United States face challenges unique to being a male and an ethnic minority in our society. Despite the marginalization of African American boys and young men, this article argues that African American boys and young men, like other individuals, are in large proportion able to overcome adversity and utilize positive youth development assets and resources, and that focusing on capabilities and strengths is worthy of primary emphasis (Lerner, Dowling, & Anderson, 2003; Stevenson, 2016). García Coll and colleagues’ (1996) integrative model of developmental competencies in minority children lays the groundwork for conceptualizing the profound influence of racism, economic disadvantage, oppression, segregation, and other trauma-inducing experiences on the development of African American boys and young men. We extend that framework by adding notions of positive development and adaptive calibration to contextual challenges to account for prosocial development of African American boys and young men. We present descriptive and experimental research support for this approach and argue that it has the potential for increasing the validity, sophistication, and utility of developmental research on about African American boys and young men are presented. (PsycInfo Database Record (c) 2024 APA, all rights reserved) |
The development of purpose in life among adolescents who experience marginalization: Potential opportunities and obstacles.
| Pengarang | : | Sumner, Rachel; Burrow, Anthony L.; Hill, Patrick L. |
| Nama Majalah/Jurnal | : | American Psychologist |
| Volume / Edisi | : | 73 (No. 6) |
| Halaman | : | 740-752 |
| Abstrak | : | In recent decades there has been a dramatic increase in the amount of research focused on purpose in life, demonstrating a host of benefits that emerge for individuals committed to a purpose. As with other constructs in the positive youth development framework, there is a paucity of work investigating how experiences of marginalization impact the development of this psychological asset among adolescents. To catalyze research on this front, we draw attention to potential opportunities and obstacles associated with experiences of marginalization and how they might affect an adolescent developing a purpose in life. Like García Coll and colleagues’ (1996) integrative model, our perspective includes sociocultural factors (e.g., social position, adaptive culture), an emphasis on intragroup variability, and discussion of potentially promoting and inhibiting aspects of marginalization. Following a description of existing research on purpose development during adolescence, we discuss how experiences of marginalization could contour the development of self-integrative, strong, and articulated purpose among adolescents. To conclude, specific considerations for future research are outlined, including how existing definitions of and tools for measuring purpose can be adapted to produce a scientific literature that values and includes the normative purpose development of adolescents who experience marginalization. (PsycInfo Database Record (c) 2020 APA, all rights reserved) |
Theorizing the benefits and costs of adaptive cultures for development.
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | American Psychologist |
| Volume / Edisi | : | 73 (No. 6) |
| Halaman | : | 727-739 |
| Abstrak | : | Child socialization and development are, in part, products of adapting cultural systems. These systems evolve from the combined influence of collective history and current environmental affordances. They permeate family systems, shaping child development via numerous mechanisms, including structures and roles; values, beliefs, and goals; and parenting—to name a few. Recent growth in the study of child development among racial, ethnic, and cultural minority groups, which has been supported by important cultural-developmental theoretical advances, sheds essential light on the ways in which adapting cultural systems permeate child socialization and development in all families. Across this scholarship, there are numerous examples of the effectiveness of adapting cultural systems for promoting developmental competencies. There are also examples, however, in which adapting cultural systems either fail to promote developmental competencies or undermine the development of competencies. To address these theoretical and empirical tensions, we advance a set of propositions. Together, the propositions situate the developmental consequences of adapting cultural systems within multiple scientific traditions, including psychological, ecological, family systems, developmental, and biological perspectives. These propositions can support scientific inquiries aimed at identifying both the benefits and costs of adaptive cultures for development among diverse groups. (PsycInfo Database Record (c) 2020 APA, all rights reserved) |
Contributions of the integrative model for the study of developmental competencies in minority children: What have we learned about adaptive culture
| Pengarang | : | Perez-Brena, Norma J.; Rivas-Drake, Deborah; Toomey, Russell B.; Umaña-Taylor, Adriana J. |
| Nama Majalah/Jurnal | : | American Psychologist |
| Volume / Edisi | : | 73 (No. 6) |
| Halaman | : | 713-726 |
| Abstrak | : | The integrative model for the study of developmental competencies in minority children (García Coll et al., 1996) is considered by many to have signaled a landmark shift in conceptualizing the normative development of minority children. Since its publication, the model has been widely used in child development scholarship to challenge deficit perspectives of ethnic-racial minority children and families, which were—and arguably still are—pervasive. In this article, we provide a systematic qualitative review of the research pertaining to what García Coll and colleagues (1996) termed adaptive culture, which refers to “a social system defined by sets of goals, values, and attitudes that differs from the dominant culture” (p. 1896), and which on its own has been discussed in 93 studies. We conclude with a critical discussion of areas of inquiry informed by the integrative model and recommendations for future directions in theory and empirical work. (PsycInfo Database Record (c) 2020 APA, all rights reserved) |
Reframing marginalization and youth development: Introduction to the special issue.
| Pengarang | : | |
| Nama Majalah/Jurnal | : | American Psychologist |
| Volume / Edisi | : | 73 (No. 6) |
| Halaman | : | 707-712 |
| Abstrak | : | The field of developmental science was revolutionized, in part, by the publication of García Coll and colleagues’ (1996) integrative model for the study of developmental competencies in minority children. Nevertheless, much work remains as changes within and beyond academia will require greater innovation in the way marginalization is conceptualized and studied. In this introduction to the Special Issue, “New Directions in Developmental Science with Youth Experiencing Marginalization,” we situate the contribution of the integrative model within a sociohistorical context and discuss how recent changes push us to reconsider the models and theories that guide existing work with youth who experience marginalization. We also introduce a nuanced definition of the term marginalization for the field to consider in relation to research on youth development. We define marginalization as a multidimensional, dynamic, context-dependent, and diverse web of processes, rooted in power imbalance and systematically directed toward specific groups and individuals, with probabilistic implications for development. In the context of this discussion, we also highlight the important insights gleaned from the collection of articles included in this Special Issue and how they advance the field. (PsycInfo Database Record (c) 2020 APA, all rights reserved) |
The Society for Industrial and Organizational Psychology's guidelines for education and training: An executive summary of the 2016/2017 revision.
| Pengarang | : | Gibson, Jennifer Lee; Payne, Stephanie C.; Morgan, Whitney Botsford; Allen, Joseph A. |
| Nama Majalah/Jurnal | : | American Psychologist |
| Volume / Edisi | : | 73 (No. 5) |
| Halaman | : | 678-682 |
| Abstrak | : | The Society for Industrial and Organizational Psychology (SIOP, Division 14 of the American Psychological Association [APA]) maintains Guidelines for Education and Training to provide guidance for the training of industrial-organizational (I-O) psychologists. The 2016/2017 revision combines separate documents for master’s- and doctoral-level training into one document, because the competencies required for each degree are not very different. Instead, the degrees differ in breadth and depth. The updated Guidelines were approved as APA policy in August 2017. In this article, we briefly review the revision process and highlight the updates made in the latest version of the Guidelines. (PsycInfo Database Record (c) 2022 APA, all rights reserved) |
The experimental evidence for parapsychological phenomena: A review.
| Pengarang | : | Cardena, Etzel. |
| Nama Majalah/Jurnal | : | American Psychologist |
| Volume / Edisi | : | 73 (No. 5) |
| Halaman | : | 663-677 |
| Abstrak | : | This article presents a comprehensive integration of current experimental evidence and theories about so-called parapsychological (psi) phenomena. Throughout history, people have reported events that seem to violate the common sense view of space and time. Some psychologists have been at the forefront of investigating these phenomena with sophisticated research protocols and theory, while others have devoted much of their careers to criticizing the field. Both stances can be explained by psychologists’ expertise on relevant processes such as perception, memory, belief, and conscious and nonconscious processes. This article clarifies the domain of psi, summarizes recent theories from physics and psychology that present psi phenomena as at least plausible, and then provides an overview of recent/updated meta-analyses. The evidence provides cumulative support for the reality of psi, which cannot be readily explained away by the quality of the studies, fraud, selective reporting, experimental or analytical incompetence, or other frequent criticisms. The evidence for psi is comparable to that for established phenomena in psychology and other disciplines, although there is no consensual understanding of them. The article concludes with recommendations for further progress in the field including the use of project and data repositories, conducting multidisciplinary studies with enough power, developing further nonconscious measures of psi and falsifiable theories, analyzing the characteristics of successful sessions and participants, improving the ecological validity of studies, testing how to increase effect sizes, recruiting more researchers at least open to the possibility of psi, and situating psi phenomena within larger domains such as the study of consciousness. (PsycInfo Database Record (c) 2022 APA, all rights reserved) |
Forensic psychology and correctional psychology: Distinct but related subfields of psychological science and practice.
| Pengarang | : | Neal, Tess M. S. |
| Nama Majalah/Jurnal | : | American Psychologist |
| Volume / Edisi | : | 73 (No. 5) |
| Halaman | : | 651-662 |
| Abstrak | : | This article delineates 2 separate but related subfields of psychological science and practice applicable across all major areas of the field (e.g., clinical, counseling, developmental, social, cognitive, community). Forensic and correctional psychology are related by their historical roots, involvement in the justice system, and the shared population of people they study and serve. The practical and ethical contexts of these subfields is distinct from other areas of psychology—and from one another—with important implications for ecologically valid research and ethically sound practice. Forensic psychology is a subfield of psychology in which basic and applied psychological science or scientifically oriented professional practice is applied to the law to help resolve legal, contractual, or administrative matters. Correctional psychology is a subfield of psychology in which basic and applied psychological science or scientifically oriented professional practice is applied to the justice system to inform the classification, treatment, and management of offenders to reduce risk and improve public safety. There has been and continues to be great interest in both subfields—especially the potential for forensic and correctional psychological science to help resolve practical issues and questions in legal and justice settings. This article traces the shared and separate developmental histories of these subfields, outlines their important distinctions and implications, and provides a common understanding and shared language for psychologists interested in applying their knowledge in forensic or correctional contexts. (PsycINFO Database Record (c) 2019 APA, all rights reserved) |