Objective It is unclear how many people in the community have obsessions and compulsions and associated levels of interference. It is also unknown what variables predict help-seeking for these symptoms, whether they are developmentally stable, and whether they increase the risk of mental disorders. Method The authors analyzed data from the prospective longitudinal Dunedin study of an unselected birth cohort. The presence of obsessions and compulsions and mental disorders was assessed using the Diagnostic Interview Schedule (DIS) at ages 11, 26, and 32. Data on interference and help-seeking were obtained at ages 26 and 32. Results Obsessions and compulsions were frequent in individuals with mental disorders other than obsessive-compulsive disorder (OCD) and among people without mental disorders. Even in the latter group, these symptoms caused significant interference. The presence of anxiety/depression and of obsessions (particularly aggressive and shameful thoughts), but not compulsions, was associated with help-seeking. Harm/checking was the most prevalent symptom dimension. Symptom dimensions were temporally stable and associated with increased comorbidity. Obsessive-compulsive symptoms at age 11 predicted a high risk of an adult OCD diagnosis as well as elevated adult symptom dimensions. Conclusions Obsessions and compulsions are common in the adult population, have their roots in childhood, and are associated with interference, risk for disorders, and help-seeking. Subclinical obsessions and compulsions should be taken into account in research, intervention, and DSM-V.
This study examined relations between perceived racial discrimination, multiracial identity integration (i.e., racial distance and racial conflict), and psychological adjustment (i.e., distress symptoms, positive affect, and negative affect) of 263 multiracial adults, using an online cross-sectional survey design. As hypothesized, higher levels of perceived racial discrimination was related to lower levels of psychological adjustment (i.e., higher distress symptoms and negative affect). Also, higher levels of multiracial identity integration with low racial conflict was related to higher levels of psychological adjustment (i.e., lower distress symptoms and negative affect), whereas higher levels of multiracial identity integration with low racial distance was related to higher levels of psychological adjustment (i.e., lower negative affect). Finally, multiracial identity integration (i.e., lower racial conflict) moderated the relationship between perceived racial discrimination and psychological adjustment (i.e., negative affect) with results suggesting multiracial identity integration related to low racial conflict buffers the negative effects of perceived racial discrimination on psychological adjustment. Findings from this study are discussed in terms of future research on the psychological well-being of multiracial individuals and implications for clinical practice with multiracial adults.
This article describes the development and validation of the Multiracial Experiences Measure (MEM): a new measure that assesses uniquely racialized risks and resiliencies experienced by individuals of mixed racial heritage. Across two studies, there was evidence for the validation of the 25-item MEM with 5 subscales including Shifting Expressions, Perceived Racial Ambiguity, Creating Third Space, Multicultural Engagement, and Multiracial Discrimination. The 5-subscale structure of the MEM was supported by a combination of exploratory and confirmatory factor analyses. Evidence of criterion-related validity was partially supported with MEM subscales correlating with measures of racial diversity in one’s social network, color-blind racial attitude, psychological distress, and identity conflict. Evidence of discriminant validity was supported with MEM subscales not correlating with impression management. Implications for future research and suggestions for utilization of the MEM in clinical practice with multiracial adults are discussed.
Challenging the public dichotomy characterizing fathers as “involved” or “absentee,” we investigate racial variation in college men’s perceptions of their paternal relationships and the gendered constructions these promote. The analysis draws on intensive interviews (n = 76) with Asian American, Black, and white sons from one university and survey data (n = 1,576) from 24 institutions. In both data sets, Asian Americans and Blacks describe greater paternal distance than do whites. This conceals variations in sons’ understanding of fathers. Asian Americans often criticize their fathers’ distance, disidentifying with the near-exclusive focus on breadwinning they describe among fathers. In contrast, Blacks and whites normalize and identify with their dads. Blacks emphasize the “laid-back,” “cool” masculinity their dads impart, while whites often emphasize the independent masculinity based on mentorship and friendship their dads offer. Recasting sociological theories, we argue these differences emanate from divergent structural contexts, but more importantly, cultural conceptions of fatherhood, race, and gender as well as public discussions that valorize white models of fatherhood.
While considerable attention has been given to the ways that parents contribute to undergraduates’ success, far less attention has been given to what these students do for their families, variation in students’ provision of help, or the consequences of giving. Drawing on 61 interviews with Asian American college students from diverse ethnic and class backgrounds, this paper extends conventional understanding of families and college by analyzing the financial assistance and translation support Asian American undergraduates give their parents. Using a trichotomous model of class—comparing disadvantaged, advantaged, and ambiguous students—I show that class disadvantage motivated students’ helping, advantage deterred it, while the ambiguous fell in between. Culture (i.e., filial piety) and a broad view of family (i.e., siblings’ contributions) also influenced students’ help. Finally, based on interview data combined with partial support from analysis of participants' grade point averages data, I demonstrate that helping had positive and negative implications for students’ college experience.
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