Purpose Family-skills training programs prevent adolescent substance use, but few exist for immigrant Latino families. This study assesses the feasibility of a family-skills training intervention developed using a community-based participatory research framework, and explores parental traditional values as a modifier of preliminary effects. Design One-group pretest-posttest. Setting Four Latino youth–serving sites (school, clinic, church, social-service agency). Subjects Immigrant Latino parents of adolescents aged 10 to 14 years (N = 83). Intervention Eight-session program in Spanish to improve parenting practices and parent-youth interpersonal relations designed with Latino parents and staff from collaborating organizations. Measures Feasibility was assessed through retention, program appropriateness, and group interaction quality. Preliminary outcomes evaluated were (1) parenting self-efficacy, discipline, harsh parenting, monitoring, conflict, attachment, acceptance, and involvement, and (2) parent perception of adolescent internalizing, externalizing, and substance use behaviors. Covariates included sociodemographics and parental endorsement of traditional values. Analysis Feasibility outcomes were assessed with descriptive statistics. Paired t-tests measured changes in parenting outcomes. Adjusted multiple regression models were conducted for change in each outcome, and t-tests compared mean changes in outcomes between parents with high and low traditional values scores. Results Program appropriateness and group interaction scores were positive. Improvement was noted for eight parenting outcomes. Parents perceived that adolescent internalizing behaviors decreased. Parents with lower endorsement of traditional values showed greater pretest-posttest change in attachment, acceptance, and involvement. Conclusion This intervention is feasible and may influence parenting contributors to adolescent substance use. (Am J Health Promot 2013;27[4]:240–244.)

This longitudinal study investigated the career maturity growth curve of Korean Adolescents from 4th grade to 12th grade. The participants consisted of 3,241 male and 3,029 female students from the Korea Youth Panel Survey, a nationwide longitudinal study of South Korean adolescents. The present study explored the shape of the career maturity growth curve and the effects of sex-role stereotyping, gender, and socioeconomic status on the career maturity growth curve. Results indicated that the career maturity of Korean adolescents from 4th grade to 12th grade develops in a cubic manner. The authors found significant effects of household income and mother’s education level on the trajectory of the career maturity growth curve. The authors also found a significant, negative longitudinal relationship between sex-role stereotyping and career maturity as well as an interaction effect between gender and sex-role stereotyping on career maturity change. Implications for career guidance for Korean adolescents are discussed.

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In this study, we investigated empirical associations between others’ stigma regarding seeking psychological help (predictor), self-stigma regarding seeking help (mediator), loss of face concerns (moderator), and professional help-seeking attitudes (outcome) among 485 South Korean college students. We also explored the dimensionality of close others’ stigma and public stigma using a bifactor analysis. We recruited participants from several universities in South Korea. They completed an online survey containing demographic questions and study measures. Bifactor analysis results indicated that close others’ stigma and public stigma may be better treated as a unidimensional construct (i.e., others’ stigma). Mediation and moderated mediation analyses indicated that others’ stigma predicted self-stigma, which in turn predicted help-seeking attitudes. Furthermore, this mediation model was moderated by loss of face, in that as loss of face increased, the negative indirect effect of others’ stigma on help-seeking attitudes through self-stigma became weaker. We discuss implications for research and practice.