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This systematic review examined core elements within school-based interventions and supports for Black adolescent males (12 to 18 years of age) and identified themes for research in this area. Several educational, psychology, and social science databases were searched systematically. From this search, 13 published studies met the inclusion criteria and were reviewed for detailed analysis. Our analysis of the literature on published findings for effective types of school-based interventions for Black boys revealed four overarching themes: (1) partnership with local school districts and schools, (2) utilization of family and community resources, (3) provision of educational opportunities for Black boys, and (4) encouragement of active engagement among Black boys through personal and cultural relevance to the boys' lives. We discuss implications for future interventions targeting Black adolescent males. Finally, we propose a call for additional interventions for Black adolescent males and scientifically rigorous evaluation of those interventions. [ABSTRACT FROM AUTHOR]

Black, Indigenous, and Persons of Color (BIPOC) autistic transition-aged youth (TAY) report lower rates of competitive employment compared to White autistic TAY and even greater deficits with social skills associated with positive job interviewing. A virtual job interviewing program was adapted to support and improve the job interviewing skills of autistic TAY. The current study evaluates the effectiveness of an efficacious virtual interview training program on the job interview skills, interview anxiety, and likeliness to be hired, for a subsample of 32 BIPOC autistic TAY, ages 17–26 years old from a previous randomized control trial of the program. Bivariate analyses were used to evaluate between-group differences at pre-test related to background characteristics, and whether Virtual Interview Training for Transition-Age Youth (VIT-TAY) was associated with changes between pre-test and post-test measures of job interview skills. Additionally, a Firth logistic regression was conducted to examine the relationship between VIT-TAY and competitive integrative employment at 6 months, covarying for fluid cognition, having ever had a job interview, and baseline employment status. Participants receiving pre-employment services (Pre-ETS) and virtual interview training had better job interview skills (F = 12.7, ρ <.01; η ρ 2 =.32), lower job interview anxiety (F =.3.96, ρ <.05; η ρ 2 =.12), and a higher likeliness of receiving employment (F = 4.34, ρ <.05; η ρ 2 =.13 at the 6-month follow up compared to participants that only had Pre-ETS. Findings from this study suggest that virtual interview training for TAY is effective for BIPOC autistic TAY in improving their interview skills to gain competitive employment and lower their job interview anxiety. [ABSTRACT FROM AUTHOR]

Black adolescent males use available mental health services at a disproportionately lower rate compared to males of other racial groups. This study examines barriers to school-based mental health resource (SBMHR) use among Black adolescent males, as a means of addressing reduced usage of available mental health resources and to improve these resources to better support their mental health needs. Secondary data for 165 Black adolescent males were used from a mental health needs assessment of two high schools in southeast Michigan. Logistic regression was employed to examine the predictive power of psychosocial (self-reliance, stigma, trust, and negative previous experience) and access barriers (no transportation, lack of time, lack of insurance, and parental restrictions) on SBMHR use, as well as the relationship between depression and SBMHR use. No access barriers were found to be significantly associated with SBMHR use. However, self-reliance and stigma were statistically significant predictors of SBMHR use. Participants who identified self-reliance in addressing their mental health symptoms were 77% less likely to use available mental health resources in their school. However, participants who reported stigma as a barrier to using SBMHR were nearly four times more likely to use available mental health resources; this suggests potential protective factors in schools that can be built into mental health resources to support Black adolescent males' use of SBMHRs. This study serves as an early step in exploring how SBMHRs can better serve the needs of Black adolescent males. It also speaks to potential protective factors that schools provide for Black adolescent males who have stigmatized views of mental health and mental health services. Future studies would benefit from a nationally representative sample allowing for more generalizable results regarding barriers and facilitators to Black adolescent males' use of school-based mental health resources. [ABSTRACT FROM AUTHOR]

The article presents a study which examined racial differences in depression and depressive symptoms among autistic transition-age youth to understand racial disparities in depression in autistic people. Topics discussed include participants of the study, background characteristics and cognitive ability of the participants of the study, and evaluation of the behavioral challenges of the participants.

Completion of high school is a critical juncture predicting future success among adolescents. However, Black youth are often subjected to structural and micro-manifestations of structural barriers in schools, hindering their success. Moreover, research on resiliency factors associated with the academic success of Black adolescents facing structural barriers is woefully underdeveloped. In response, this study tested the associations between a resiliency factor (proposed by the Nguzo Saba and African-centered theory) and three predictors of school success (i.e., engagement, initiative-taking, and diligence). The study sample was derived from the Templeton Flourishing Children Project Pilot Study, which measured variables that contribute to "flourishing" and are important for improving youth outcomes. The sample of Black youth was evenly representative of both Black boys and girls. The results suggest that dimensions of school success can be bolstered by increased relational and personal concern among Black youth for their fellow peers, which supports that an Afrocentric worldview may be a relevant developmental asset for positive outcomes in Black adolescents. Finally, the implications of these findings are discussed, including opportunities and strategies for school behavioral health workers to assist Black youth who may be at risk for school failure. [ABSTRACT FROM AUTHOR]