We examined whether discrimination experienced by Hispanic/Latino adolescents is associated (a) directly with adolescent alcohol use or (b) indirectly with adolescent alcohol use via mediation by ethnic identity and/or peer associations. Data were drawn from an NIAAA-funded randomized controlled trial evaluating the efficacy of a Guided-Self Change intervention for Hispanic/Latino youth with alcohol and interpersonal violence problems (R01 AA12180; see Wagner et al., 2014). The current sample included 371 Hispanic/Latino teenagers (mean age = 16.3 years [SD = 1.37]; 38% female). Using structural equation modeling (SEM), results revealed that perceived discrimination was indirectly related to alcohol consumption through positive (non-drinking) peer affiliations. Additionally, ethnic identity was found to moderate the relationship between discrimination and positive peer affiliation. These findings further our understanding about how discrimination and ethnic identity interact, as well as provide directions for how the effectiveness of prevention models may be enhanced for reducing underage drinking among Hispanic/Latino adolescents.

Este artículo revisa la prevalencia de niñas en el Sistema de Justicia Juvenil de Estados Unidos, compara las tasas de encarcelamiento nacional e internacional y examina las necesidades de un perfil de las niñas involucradas. Los autores ofrecen su modelo como ejemplo para desarrollar una aproximación dirigida al género femenino en el Sistema de Justicia, incluyendo una descripción de su operacionalización en una comunidad de los Estados Unidos. En los desarrollos críticos y la emergencia de oportunidades para cada uno de los componentes del modelo, se destacan: la promoción legislativa y las políticas, el modelo de programación, la educación pública, la capacitación y asistencia técnica, las herramientas sensibles al género, los sistemas de responsabilidad y la evaluación. Las lecciones aprendidas se presentan como plataforma para la interlocución sobre la manera en que la comunidad internacional puede, en forma individual, evaluar necesidades y recursos, y trabajar conjuntamente para dar una mejor respuesta a las niñas. El artículo concluye con recomendaciones para escoger, evaluar e implementar mejores prácticas para una reforma significativa.

Objective Adolescent substance use and abuse is a pressing public health problem, and is strongly related to interpersonal aggression. Such problems disproportionately impact minority youth, who have limited access to evidence-based interventions such as ecological family therapies, brief motivational interventions (BMI), and cognitive behavioral therapies (CBT). With a predominantly minority sample, our objective was to rigorously evaluate the efficacy of a school-based BMI/CBT, Guided Self-Change (GSC), for addressing substance use and aggressive behavior. Method We conducted a school-based RCT with 514 high school students (mean age 16.24 years, 41% female, 80% minority) reporting using substances and perpetrating aggression. We used structural equation modeling to compare participants randomly assigned to receive GSC or standard care (SC; education/assessment/referral-only), at post-treatment, and 3- and 6-months post-treatment, on alcohol use, drug use, and interpersonal aggression outcomes as assessed by the Timeline Follow-Back. Results Compared with SC participants, GSC participants showed significant reductions (p < .05) in total number of alcohol use days (Cohen’s d =0.45 at post-treatment, and 0.20 at 3-months post-treatment), drug use days (Cohen’s d =0.22 at post-treatment, and 0.20 at 3-months post-treatment), and aggressive behavior incidents (Cohen’s d =0.23 at post-treatment). Moreover, treatment effects did not vary by gender or ethnicity. Conclusions With minority youth experiencing mild to moderate problems with substance use and aggressive behavior, GSC holds promise as an early intervention approach that can be implemented with success in schools.

Beginning in the late 1980s, the number of girls entering the juvenile justice system increased dramatically. Although historically girls had entered the justice system with status offenses, recent examinations suggest a sharp rise in the number of girls charged with more serious crimes. Researchers and policy makers have increasingly acknowledged the need for a gender-specific approach, which has prompted the development of gender-responsive theories, strategies, and programming to specifically address female delinquency. This article focuses on an evaluation of a gender-specific intervention and examines factors that contribute to its efficacy. More specifically, the current article explores the provision and completion of services by girls in the Reaffirming Young Sisters' Excellence Program, paying particular attention to variations by race and ethnicity.

Lesbian, gay, bisexual, transgender, queer, and/or questioning (LGBTQ) youth are at particularly pronounced risk for experiencing trauma, and trauma appears to increase the risk for juvenile justice system involvement. While it is well documented that LGBTQ youth experience significantly higher rates of trauma and sexual orientation violence than do their heterosexual counterparts, the interconnectedness of trauma, delinquency, and sexual-minority status among teenage girls has not been well studied. In addition, the juvenile justice system is ill equipped to deal with LGBTQ youth, underequipped for addressing issues related to trauma, and may inflict further trauma through homophobia among staff and sexual majority peers. Given (a) the pronounced trauma-related treatment need among juvenile offending girls, and (b) the lack of research focused on sexual-minority girls in the justice system, this review will focus on recent trauma research involving juvenile justice system-involved and lesbian and bisexual girls. The authors review current trends and practices and make recommendations for how to improve services and treatment for justice system-involved girls.