Using a sample of 391 low-income youth ages 13 to 17, this study
investigated the potential moderating effects of school climate, participation
in extracurricular activities, and positive parent-child relations on
associations between exposure to violence (i.e., witnessing violence and violent
victimization) and adolescent socioemotional adjustment (i.e., internalizing and
externalizing problems). Exposure to violence was related to both internalizing
and externalizing problems. High levels of participation in extracurricular
activities and positive parent-child relations appeared to function as
protective factors, weakening the positive association between exposure to
violence and externalizing problems. Contrary to prediction, school climate did
not moderate associations between exposure to violence and socioemotional
adjustment. Further, none of the hypothesized protective factors moderated the
association between exposure to violence and internalizing problems.
Using longitudinal data from a subsample of 890 African American families in the Child Development Supplement of the Panel Study of Income Dynamics, this study examined whether maternal endorsement of physical discipline moderates the link between (a) maternal psychological distress and spanking frequency and (b) spanking frequency and child depressive symptoms. As predicted, physical discipline administered by nonendorsing mothers was more strongly linked to maternal psychological distress than physical discipline administered by endorsing mothers. Also in keeping with the authors' hypothesis, the relation between spanking frequency and child-reported depressive symptoms was stronger for children of nonendorsing mothers than for children of endorsing mothers. In particular, the positive relation between physical discipline and children's depressive symptoms was significant only for children of nonendorsing mothers. These findings suggest that within-group variation in African American mothers' attitudes about physical discipline partially regulates the conditions under which these mothers use physical discipline and the probability that physical discipline contributes to depressive symptoms in children. Conclusions and implications for future research are discussed.
Using a sample of predominantly middle-class African American adolescents and parents (N = 424), the authors tested a path model linking parental expectations for children's future educational attainment, youths' motivation during Grade 11, and youths' subsequent on-time postsecondary educational progress. Parents' expectations were positively related to adolescents' educational attainment aspirations, attainment expectations, utility values (i.e., beliefs about the usefulness of education), and perceptions of racial barriers to upward mobility. Relationships between parents' expectations and youths' aspirations and expectations were mediated by youths' perceptions of parents' expectations. For boys, but not girls, Grade 11 educational expectations and utility values each uniquely predicted college attendance 1 year after high school graduation. In addition, boys' perceptions of racial barriers were negatively related to subsequent postsecondary progress through their influence on values. Findings underscore the importance of academic achievement motivation as a developmental resource for African American boys and suggest that boys are especially likely to benefit from interventions promoting positive motivational beliefs.
Psychology as a profession has an opportunity and obligation to advocate for and develop healthy work environments. This will require the design and conduct of doctoral-level training in occupational health psychology. A model for training might well be based on the assumptions that there is a viable role for occupational health psychologists trained at the doctoral level for both academic and applied work settings, and that doctoral training would be based on the integration of health psychology and public health. Issues remaining to be addressed in the development of doctoral training programs include appropriate predoctoral training, academic standards, the interdisciplinary nature of faculties, and appropriate settings for training. Future directions in establishing doctoral training in occupational health psychology will best be taken in dialogue with several other professions and institutions that share a common interest in reducing leading work-related diseases and injuries and promoting public health in the workplace.
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