Despite Arab Americans’ increasing population in the United States, there is limited research concerning their psychological functioning. Ethnic identity (EI) has been found to positively predict the psychological well-being of various ethnic minority individuals. Therefore, in a sample of Arab American, emerging adult college students, we investigated how Phinney’s Multigroup EI Measure subscales (i.e., Other-Group Orientation (OGO), Affirmation & Belonging, EI Exploration, and EI Commitment) predicted components of the Ryff Scales of Psychological Well-Being (i.e., Self-Acceptance, Personal Growth, and Purpose in Life). Affirmation & Belonging positively predicted Self-Acceptance, EI Commitment predicted Purpose in Life, and OGO predicted Personal Growth. Additionally, EI Exploration negatively predicted Self-Acceptance. Findings were generally consistent with Social Identity Theory, Erikson’s theory, Phinney’s theory, and previous research. Results demonstrated the importance of studying components of Arab American emerging adults’ EI in relation to under-researched forms of psychological well-being.
<!-- /* Font Definitions */ @font-face{font-family:"Cambria Math";panose-1:2 4 5 3 5 4 6 3 2 4;mso-font-charset:0;mso-generic-font-family:roman;mso-font-pitch:variable;mso-font-signature:-536870145 1107305727 0 0 415 0;}@font-face{font-family:Times;panose-1:2 0 5 0 0 0 0 0 0 0;mso-font-charset:0;mso-generic-font-family:auto;mso-font-pitch:variable;mso-font-signature:-536870145 1342185562 0 0 415 0;} /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal{mso-style-unhide:no;mso-style-qformat:yes;mso-style-parent:"";margin:0in;margin-bottom:.0001pt;mso-pagination:widow-orphan;font-size:12.0pt;font-family:"Times New Roman",serif;mso-fareast-font-family:"Times New Roman";}.MsoChpDefault{mso-style-type:export-only;mso-default-props:yes;font-family:"Calibri",sans-serif;mso-ascii-font-family:Calibri;mso-ascii-theme-font:minor-latin;mso-fareast-font-family:Calibri;mso-fareast-theme-font:minor-latin;mso-hansi-font-family:Calibri;mso-hansi-theme-font:minor-latin;mso-bidi-font-family:"Times New Roman";mso-bidi-theme-font:minor-bidi;}size:8.5in 11.0in;margin:1.0in 1.0in 1.0in 1.0in;mso-header-margin:.5in;mso-footer-margin:.5in;mso-paper-source:0;}div.WordSection1{page:WordSection1;}Racial discrimination is on the rise in the United States. Arab AmericanMuslims is one group that has experienced an increase in perceived racialdiscrimination. Even less is known about Arab American Muslim Adolescents experiencesof coping when faced with racial discrimination. This study aims to highlight the livedexperiences of Arab American adolescents’ perceived racial discrimination as itrelates to their coping experiences. Therewere 10 (female=5; male=5) Arab American youth ages 13-17 and identifiedas Muslim. Participants were recruited using purposive sampling. Using aphenomenological approach, data were collected using semi-structured individualinterviews and online journals. Validity was assessed via member checks andtriangulation of data using multiple participants and sources. The data were analyzed using interpretivephenomenological analysis, guided by Risk and Resilience theory and CriticalRace Theory. Results highlighted three positive and three negative waysparticipants experienced coping to perceived racial discrimination.Implicationsof this study can aid psychologists in promoting positive responses to racialdiscrimination while also helping students recognize negative responses.Understanding the way an adolescent responds provides better insight into theirpsychological well-being.
This study aimed to investigate the role of ethnic enclaves in perceived discrimination among Arab American adolescents. Little research has investigated what specific risk and protective factors play a role in perceived discrimination within ethnic enclaves; and which of these factors may be the most salient to Arab American adolescents. The study used a phenomenological approach, using semi‐structured interviews, journals, and parent interviews to collect and triangulate the data. Member checking and peer debriefing were also used to check for validity. A ‘protective’ theme, described as ‘living in a bubble’ and two ‘risk’ themes described as ‘cracks’ (i.e., within‐group discrimination) and ‘pores’ (i.e., online discrimination) were identified. Although ethnic enclaves appeared to protect adolescents from out‐group discrimination, it also appeared to be porous, with risk factors, such as online discrimination, ‘seeping’ into the community.
Obsessive-compulsive disorder (OCD) and autism spectrum disorder (ASD) are neuropsychological disorders that can be challenging to students both academically and social-emotionally, especially when they occur together. Students with ASD can have co-occurring OCD, which can complicate social-emotional and academic outcomes. Teachers are in an ideal situation to provide classroom-based strategies, such as self-monitoring, that can help facilitate students’ social and academic success. With self-monitoring, students observe and measure their behavior and compare it against a goal, which can promote greater self-awareness and behavior change. This column provides a step-by-step guide on how to implement self-monitoring with students who have OCD and ASD.
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