2 10 107 https://icmglt.org/library/files/original/01dc308b1ecb1e10033e155ccb8411cf.png e1315e211dcb4cb2ffb6427a5c88b5a5 Electronic Resource View Source <a href="https://doi.org/10.1542/peds.2023-063978">https://doi.org/10.1542/peds.2023-063978</a> Document Type Journal article Author(s) Meg D. Bishop, Samantha A. Moran, Rodman E. Turpin, Elizabeth M. Aparicio, Ethan H. Mereish, Stephen T. Russell, Jessica N. Fish Volume Vol. 154 Issue No. 3 Publisher AAP Publications Journal Name Pediatrics Publication Date 2024 Region California, United States Language English Access Open Access Abstract Binge drinking disparities between sexual and gender minority (SGM) students and their heterosexual, cisgender peers are well-established. Data limitations have precluded understandings of whether the onset and progression of these disparities differ by grade. Additionally, little is known about whether and how SGM-related binge drinking varies across groups of students coincidingly defined by sexual orientation or gender identity (SOGI), race, and ethnicity. In the current study, we used a large, statewide sample of secondary school students in California to describe the prevalence of binge drinking among subgroups of adolescents at the intersections of grade, race and ethnicity, and SOGI. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Binge Drinking Disparities by Grade, Race and Ethnicity, Sexual Orientation, and Gender Identity Subject The topic of the resource Health behavior in adolescence Creator An entity primarily responsible for making the resource Kristen Walker Adolescents Alcohol Abuse California Gender Identity Race Sexual Identity Sexual Orientation Students United States https://icmglt.org/library/files/original/2afae080c17ce115c5704c72d2603036.png 701f74fb2fbb40215917af28302b8f00 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Multigenerational Legacies of Trauma of Aboriginal Australians Subject The topic of the resource Aboriginal and Torres Strait Islander Peoples Electronic Resource View Source <a href="https://apo.org.au/node/327862">https://apo.org.au/node/327862</a> Document Type Research paper Author(s) Kevin Dunn, Jehonathan Ben, Rachel Sharples, Nida Denson, Elias Amanuel, Fethi Mansouri, Craig McGarty, Yin Paradies Publisher Centre for Resilient and Inclusive Societies Publication Date 2024 Region Australia Language English Access Open Access Abstract The research addresses the relatively neglected subject of anti-racism in Australia. Forms of day-to-day anti-racism action and prosocial intercultural interaction already exist, often in public and semi-public places. Yet they have received little attention in anti-racism research and practice, programs and policymaking. To our knowledge, this is the first global survey to examine everyday anti-racism practices on such a large scale, and the first to quantitatively measure 'transversal enabler' practices, for creating connections between people from different cultural backgrounds who inhabit the same locality. The research maps the frequencies and forms of everyday anti-racism and prosocial attitudes and interaction in Victoria; identifies the factors and social variations that underlie everyday action; and explores transversal enabler practices quantitatively, including their prevalence. It indicates a gap between positive dispositions towards cultural diversity and actual involvement in practices that foster social transformation. We suggest that Victorians can do better on everyday pro-sociality and make a series of recommendations on strategies to inform anti-racism practice, program and policies for more meaningful and deeper intercultural engagement. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Can do better: Mapping ordinary anti-racism and pro-sociality in Victoria Subject The topic of the resource Anti-racism Creator An entity primarily responsible for making the resource Kristen Walker Australia Cultural Diversity Multiculturalism racism Social Connection Electronic Resource View Source <a href="http://ezproxy.nypl.org/login?url=https://www.proquest.com/dissertations-theses/conducting-needs-assessment-exploring-relevance/docview/3049976549/se-2?accountid=35635">http://ezproxy.nypl.org/login?url=https://www.proquest.com/dissertations-theses/conducting-needs-assessment-exploring-relevance/docview/3049976549/se-2?accountid=35635</a> Document Type Dissertation Author(s) Andrew DeMers Publisher Alliant International University ProQuest Dissertations & Theses Publication Date 2024 ISBN 9798382326665 Region Oakland, California, United States Language English Access Restricted Access Abstract Native American (NA) students in the Oakland Unified School District of CA are exposed to SEL curriculums at their schools. Adolescents can find it difficult to engage in therapeutic services especially if it was not their choice to participate in those services. Therapeutic services can carry a stigma for many Native Americans due to historical trauma. Group therapy provides a further challenge for adolescents as self-disclosure may be intimidating in a room full of peers especially if the therapist is non-native. This study used culturally responsive cinematherapy to assess its relevance as a mode of treatment with adolescents in a group setting. Interviews were conducted with nine NA adolescents from the Bay Area who have watched the television show Reservation Dogs to assess its efficacy for group therapy and its ability to demonstrate SEL competencies. Six NA adults were also surveyed through three focus group sessions where they were shown clips of the show and asked the same questions to assess for possible differences among age cohorts. In addition, both groups were asked questions about the health needs of Native Americans in general. Results from the study were analyzed through thematic analysis and ten themes were developed. Results could be helpful for therapists developing future programs and for future areas of research. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Conducting a Needs Assessment: Exploring the Relevance of Social-Emotional Learning and Cinematherapy in an Indigenous Community Subject The topic of the resource Indians of North America--Ethnology Creator An entity primarily responsible for making the resource Kristen Walker Adolescents California Mental Health Native Americans Oakland Post-Traumatic Stress Disorder (PTSD) Therapy United States Electronic Resource View Source <a href="https://ir.lib.uwo.ca/oip/441">https://ir.lib.uwo.ca/oip/441</a> Document Type Dissertation Author(s) David G. Sparrow Publisher Western University Journal Name The Dissertation in Practice at Western University Publication Date 2024 Language English Access Open Access Abstract This Dissertation-in-Practice (DiP) addresses a problem of practice which is an urgent need for enhanced mental health supports at Alpine Prairie Middle School (APMS) within the Western Canadian School District (WCSD). Amidst resource and budgetary constraints, this study explores holistically informed strategies grounded in the principal's positionality and grounded by critical theory. This DiP focusses on transformative and distributed leadership approaches, considering the school as a complex adaptive system. A leadership framework integrates critical theory, transformative leadership, distributed leadership, and pragmatism to effectively lead the change process. The implementation plan includes a four-step change model: awakening, mobilization, acceleration, and institutionalization, tailored for APMS. This model aligns the organization with changes involving mental health literacy (MHL) and transformative social emotional learning (tSEL), managing the transition smoothly. Comprehensive communication and evaluation plans ensure successful integration of change strategies into the school's operations, supporting and improving students' mental health. Adopting a holistic approach, emphasizing equity, diversity, inclusion, and decolonization (EDID), this DiP describes a supportive and resilient environment where every student can thrive. This DiP also emphasizes the importance of a proactive stance on student mental health, the need for ongoing professional development for educators, and the value of involving the entire school community in mental health initiatives. By addressing these critical areas, the DiP seeks to create a more inclusive and supportive educational environment for all students at APMS. The findings may also inform future initiatives to improve mental health supports in middle schools. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Crisis Management: Addressing the Impact of Insufficient Resources and Supports on Middle School Students' Mental Health Subject The topic of the resource Mental health education Creator An entity primarily responsible for making the resource Kristen Walker Decolonization Mental Health Middle School https://icmglt.org/library/files/original/46ab7465e8e694623bbe3a35a1883d9f.png 9dfc867e7d21d9b7021e058f9c838896 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Multigenerational Legacies of Trauma of Aboriginal Australians Subject The topic of the resource Aboriginal and Torres Strait Islander Peoples Electronic Resource View Source <a href="https://doi.org/10.1177/13634615241257349">https://doi.org/10.1177/13634615241257349</a> Document Type Journal article Author(s) Jacob A. Burack, Amy Bombay, Laurence J. Kirmayer Volume Vol. 61 Issue No. 3 Publisher Sage Journals Journal Name Transcultural Psychiatry Publication Date 2024 Region Canada Language English Access Open Access Abstract This essay is an introduction to the thematic issue of Transcultural Psychiatry in honor of the work of Michael Chandler and Christopher Lalonde, developmental psychologists who made essential contributions to the study of identity and wellness among Indigenous youth in Canada and internationally. We outline their major contributions and illustrate the ways their innovative theory and methods have inspired decades of research, including the recent work presented in this issue, which addresses four broad themes: (1) the importance of a developmental perspective in mental health research; (2) the role of individual and collective continuity of identity in suicide prevention and mental health promotion; (3) Indigenous perspectives on trauma and resilience; and (4) Indigenous knowledge and values as a basis for culturally adapted and culturally grounded mental health services and interventions. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Cultural Continuity, Identity, and Resilience Among Indigenous Youth: Honoring the legacies of Michael Chandler and Christopher Lalonde Subject The topic of the resource Indigenous peoples Creator An entity primarily responsible for making the resource Kristen Walker Adolescents Canada Indigenous Youth Mental Health Psychology Resilience Suicide Prevention trauma Electronic Resource View Source <a href="http://ezproxy.nypl.org/login?url=https://www.proquest.com/dissertations-theses/culturally-proficient-preservice-teachers/docview/3058551371/se-2?accountid=35635">http://ezproxy.nypl.org/login?url=https://www.proquest.com/dissertations-theses/culturally-proficient-preservice-teachers/docview/3058551371/se-2?accountid=35635</a> Document Type Dissertation Author(s) Antwan Wilson Publisher Creighton University ProQuest Dissertations & Theses Publication Date 2024 ISBN 9798382744056 Region Nebraska, United States Language English Access Restricted Access Abstract This dissertation in practice (DIP) uses a quantitative survey research design to understand the impact of the teacher education program (TEP) at Nebraska Wesleyan University (NWU) on preservice teachers’ cultural proficiency growth. This research is important because the racial and ethnic diversity of the nation’s public school student population places additional responsibility on teacher preparation programs to help prepare culturally proficient teachers. The review of the research literature reflects the positive impact teacher education programs have on improving the culturally responsive teaching and classroom management efficacy of preservice teachers. Servant leadership was studied as a leadership lens for the development of preservice teachers as culturally proficient educators. The research methodology involved surveying preservice teachers in different stages within the TEP and analyzing differences in their responses to understand the potential influence of the TEP. Although statistical significance could not be claimed, the findings reflect preservice teachers with more TEP experience reported higher culturally responsive teaching efficacy than those with less TEP experience, while those with less TEP experience reported higher culturally responsive classroom management efficacy. The proposed solutions include embedding multiple opportunities for preservice teachers to reflect on their culturally responsive teaching and classroom management efficacy throughout their TEP progression and giving them more time to practice culturally responsive teaching and classroom management strategies. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Culturally Proficient Preservice Teachers: A Quantitative Analysis of a Teacher Education Program’s Influence on Preservice Teachers’ Culturally Responsive Teaching and Classroom Management Efficacy Subject The topic of the resource Educational change Creator An entity primarily responsible for making the resource Kristen Walker Diversity Education Educational Change Nebraska Sociology Teachers United States Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Multigenerational Legacies of Trauma of Indigenous Canadians (First Nations, Métis, Inuit) Electronic Resource View Source <a href="https://journals.sagepub.com/doi/pdf/10.1177/26323524241264880">https://journals.sagepub.com/doi/pdf/10.1177/26323524241264880</a> Document Type Journal article Author(s) Harrison Moore, Cara Bablitz, Anna Santos Salas, Heather Morris, Aynharan Sinnarajah, Sharon M. Watanabe Volume Vol. 18 Journal Name Palliative Care & Social Practice Publication Date 2024 Region Edminton, Canada; Alberta, Canada Language English Access Open Access Abstract Background: Individuals experiencing socioeconomic inequity have worse health outcomes and face barriers to palliative and end-of-life care. There is a need to develop palliative care programs tailored to this underserved population. Objectives: To understand the characteristics and symptom profiles of a group of urban patients experiencing socioeconomic inequity and receiving palliative care. Design: Descriptive exploratory analysis of a patient dataset. The patient dataset was generated through a pilot research study with patients experiencing socioeconomic inequity and life-limiting illness who received a community-based palliative care intervention. Methods: The intervention took place over 1year in the Palliative Care Outreach and Advocacy Team, a community-based urban palliative care clinic in Edmonton, Alberta, Canada, serving persons experiencing socioeconomic inequity. Participants had to be at least 18 years of age, be able to communicate in English, require palliative care for a life-limiting illness, and be able to consent to inclusion in the study. Results: Twenty-five participants were enrolled. Participants predominantly identified as male and Indigenous, experienced poverty and housing instability, and had metastatic cancer. Our participants rated their pain, shortness of breath, and anxiety as more severe than the broader community-based palliative care population in the same city. Most patients died in inpatient hospices (73%). Conclusion: Our analysis provides an in-depth picture of an understudied, underserved population requiring palliative care. Given the higher symptom severity experienced by participants, our analysis highlights the importance of person-centered palliative care. We suggest that socioeconomic inequity should be considered in patients with life-limiting illnesses. Further research is needed to explore palliative care delivery to those facing socioeconomic inequity. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Describing the Characteristics and Symptom Profile of a Group of Urban Patients Experiencing Socioeconomic Inequity and Receiving Palliative Care: A descriptive exploratory analysis Subject The topic of the resource Indigenous peoples--Health and hygiene Creator An entity primarily responsible for making the resource Kristen Walker Canada Canada; Alberta Edminton Health Disparities Health Equity Indigenous Communities Socioeconomic Status (SES) https://icmglt.org/library/files/original/72d593f8772b43afe00de51c1a057ad7.png 12e7447b32807ca39db6d24651a31f90 Electronic Resource View Source <a href="https://doi.org/10.1177/00110000241275190">https://doi.org/10.1177/00110000241275190</a> Document Type Journal article Author(s) Julie A. Gameon, Paula FireMoon, Monica C. Skewes Volume Vol. 52 Issue No. 7 Publisher SAGE Publications Journal Name The Counseling Psychologist Publication Date 2024 Language English Access Open Access Abstract Grief research among American Indian (AI) and Alaska Native (AN) people has been limited to studies on historical trauma and elevated mortality rates among AI/ANs. A lack of validated measures is one barrier to grief research with AI/ANs. Therefore, we conducted three studies to develop and validate a culturally congruent measure of grief. In Study 1, interviews were conducted with 12 AI reservation-based community members to understand perspectives on grief. In Study 2, AI/AN community members (n = 10) and professionals (n = 7) provided feedback on measure items adapted or developed in Study 1. In Study 3, exploratory and confirmatory factor analyses using separate randomly selected samples from a web-based survey of 600 AI/ANs were conducted to identify the factor structure of the Complicated and Adaptive Grief Inventory for Native Americans (CAGI-NA). Findings suggest that the resulting 30-item CAGI-NA is valid, reliable, and suitable for use in research with AI/AN people. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Development and Preliminary Validation of the Complicated and Adaptive Grief Inventory for Native Americans Subject The topic of the resource Indigenous peoples Creator An entity primarily responsible for making the resource Kristen Walker American Indian/Alaskan Native (AI/AN) Grief Indigenous Communities Psychology Social Sciences https://icmglt.org/library/files/original/16bd782a2869c88693806570c679b055.gif d1987491413e104fcdd0ecd851f1e7f6 Electronic Resource View Source <a href="https://doi.org/10.1037/amp0001378">https://doi.org/10.1037/amp0001378</a> Document Type Journal article Author(s) Germine H. Awad, Kevin O. Cokley, Lillian Comas-Díaz, Gordon C. Nagayama Hall, Joseph P. Gone Volume Vol. 79 Issue No. 4 Publisher American Psychological Association Journal Name American Psychologist Publication Date 2024 Language English Access Restricted Access Abstract In 2021, the American Psychological Association (APA) passed a series of resolutions that initiated a process of atonement for its participation in promoting, perpetuating, and failing to challenge racism and discrimination toward communities of color (APA, 2021a, 2021b). The purpose of this special issue was to examine the ways in which the field of psychology has perpetuated racial hierarchy and harm toward communities of color. More importantly, the included articles offer guidance on the mechanisms and strategies that will aid in the dismantling of racism in the field of psychology and support efforts of reconciliation, repair, and healing. In this introduction, we present a brief history of racism in the field of psychology and highlight theories and methods that should be considered as efforts to combat systemic racial inequities. Articles in this special issue fall into four specific themes that include bias and scientific racism in research, intergroup collaboration, organizational and clinical implications, and changing the culture of psychology. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Dismantling Racism in the Field of Psychology and Beyond: Introduction to the special issue Subject The topic of the resource Clinical psychology Creator An entity primarily responsible for making the resource Kristen Walker Discrimination Psychology racism Electronic Resource View Source <a href="https://doi.org/10.1186/s12887-024-04951-4">https://doi.org/10.1186/s12887-024-04951-4</a> Document Type Journal article Author(s) Maria Pavlova, Melanie Noel, Serena L. Orr, Andrew Walker, Sheri Madigan, Sheila W. McDonald, Suzanne C. Tough & Kathryn A. Birnie Volume Vol. 24 Issue No. 508 Publisher Springer Nature Journal Name BMC Pediatrics Publication Date 2024 Language English Access Open Access Abstract Background Pediatric chronic pain (i.e., pain lasting ≥ 3 months) is prevalent, disabling, and costly. It spikes in adolescence, interrupts psychosocial development and functioning, and often co-occurs with mental health problems. Chronic pain often begins spontaneously without prior injuries and/or other disorders. Prospective longitudinal cohort studies following children from early childhood, prior to chronic pain onset, are needed to examine contributing factors, such as early pain experiences and mental health. Using data from a longitudinal community pregnancy cohort (All Our Families; AOF), the present study examined the associations between early developmental risk factors, including early childhood pain experiences and mental health symptoms, and the onset of pediatric chronic pain at ages 8 and 11 years. Methods Available longitudinal AOF data from child age 4 months, as well as 1, 2, 3, 5, 8, and 11 years, were used. Mothers reported their child’s pain experiences (e.g., hospitalizations, vaccinations, gut problems) at each timepoint from 4 months to 8 years, child chronic pain at age 8, and child mental health symptoms at ages 5 and 8 years. Children reported their chronic pain frequency and interference at age 11. Adaptive least absolute shrinkage and selection operator (LASSO) regressions were used to select predictor variables. Complete case analyses were complemented by multiple imputation using chained equation (MICE) models. Results Gut problems, emergency room visits, frequent pain complaints, and headaches at age 5 or earlier, as well as female sex, were associated with increased risk of maternal reported child chronic pain at age 8. Maternal reported chronic pain at age 8 was associated with higher levels of child-reported pain frequency and pain interferences at age 11. Boys self-reported lower levels of pain interference at age 11. Conclusions Some, but not all, painful experiences (e.g., gut problems, ER visits, pain complaints) in early life contribute to pediatric chronic pain onset and should be considered for screening and early intervention. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Early Childhood Risk Factors for Later Onset of Pediatric Chronic Pain: a multi-method longitudinal study Subject The topic of the resource Pediatrics Creator An entity primarily responsible for making the resource Kristen Walker Chronic Pain Mental Health Pediatrics Pregnancy