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The impacts of this pandemic have not been felt equally. The current pandemic has aggravated preexisting prejudices and shed light on long-standing social, economic, and health inequities that have been and continue to be perpetuated by systems of oppression. Psychologists are in a unique position to collaboratively work with marginalized individuals navigating pandemic threat, discrimination, and oppressive systems. This paper presents best practice recommendations for U.S.-based psychologists working with marginalized populations impacted by COVID-19. Psychologists are encouraged to synchronously develop the following three areas of evidence-based practice, as they relate to the impacts of COVID-19: (a) self-reflection and self-awareness in a COVID-19 context (i.e., reflecting on one's identities and one's knowledge and attitudes toward sociohistorical inequities), (b) knowledge acquisition (i.e., adopting an attitude of cultural humility, identifying "emotional contagion," identifying impacts of systemic injustice that may be compounded by COVID-19, and recognizing racial trauma in clients of color), and (c) collaboration with clients (i.e., identify the mental health toll of oppressive systems, explore COVID-19 relevant and culturally responsive methods of healing, encourage virtual community engagement, and incorporate ethnic and racial identity development in personal and professional work). Engaging with these best practice recommendations should result in the psychologist's improved ability to identify and address the consequences of systemic oppression that have been highlighted and exacerbated by COVID-19 on their own behavior and their clients' mental health. Furthermore, psychologists engaged with these best practice recommendations should find themselves better prepared to utilize culturally responsive interventions despite barriers created by COVID-19. [ABSTRACT FROM AUTHOR]

In this paper, we articulate a conceptual model for the process of ethnic identity development and integration among Asian American children and youth that offers potential explanations for their marginalization as they negotiate multiple facets of their identities and locate themselves in local and national contexts. The conceptual model is based on an integration of theory and empirical research on the intertwined processes of ethnic identity development and socialization of children and youth in Asian American families and is anchored in the developmental domain of identity formation and integration. We present the conceptual model as three overlapping circles to represent salient features of physical and social contexts, prevalent metanarratives that have been empirically established as salient meaning-making frames pertinent to the lived experience of Asian Americans in the United States, and the dynamic individual-context interplay and mutual adjustment that is part of developmental process. We then build on the work of scholars who have advanced the theoretical and empirical literature on the Asian American experience in the United States, to illustrate how the three components (features of context, master narratives, and developmental processes) intersect in the overlapping spaces of the model to foreground the dialectic processes whereby identity is constructed as contextualized in place. The primary contribution of the model is to facilitate generating research questions that can unravel the complexities of how specific ethnic backgrounds (e.g., immigration and settlement histories), developmental status, individual position on societal racial/ethnic hierarchy, and prevalent societal metanarratives contextualize the development of an Asian American ethnic-racial identity. [ABSTRACT FROM AUTHOR]