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Racial discrimination is on the rise in the United States. Arab American Muslims is one group that has experienced an increase in perceived racial discrimination. Even less is known about Arab American Muslim Adolescents experiences of coping when faced with racial discrimination. This study aims to highlight the lived experiences of Arab American adolescents’ perceived racial discrimination as it relates to their coping experiences. There were 10 (female=5; male=5) Arab American youth ages 13-17 and identified as Muslim. Participants were recruited using purposive sampling. Using a phenomenological approach, data were collected using semi-structured individual interviews and online journals. Validity was assessed via member checks and triangulation of data using multiple participants and sources. The data were analyzed using interpretive phenomenological analysis, guided by Risk and Resilience theory and Critical Race Theory. Results highlighted three positive and three negative ways participants experienced coping to perceived racial discrimination. Implications of this study can aid psychologists in promoting positive responses to racial discrimination while also helping students recognize negative responses. Understanding the way an adolescent responds provides better insight into their psychological well-being.

Discrimination is a common experience among racially and ethnically minoritized (REM) youth and often results in negative health and psychological outcomes. However, few studies provide adolescents with opportunities to directly share their discriminatory experiences, especially within the school context. Using a critical race theory framework and phenomenological approach, the present study explored how Black middle school students experienced and responded to discrimination in school settings. Findings revealed that youth experienced both direct and vicarious discrimination at school from multiple sources. Additionally, their responses indicated developmental and adaptive challenges, as well as a nuanced understanding of discrimination in their daily lives. Implications regarding educators' roles in affirming and supporting Black students' experiences are discussed. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

The current study examined how acculturation gap, acculturative stress, parent–child conflict, and behavior problems are related in a sample of Arab American adolescents. Seventy-six parent–child dyads completed questionnaires assessing acculturation, parent–child conflict, and behavior problems. Parents and adolescents reported similar levels of acculturation on American mainstream orientation as well as on Arab heritage orientation. Regression analyses showed that the acculturation gap between parents and children in heritage cultural orientation significantly predicted adolescent behavior problems. Mediation analyses revealed that adolescent-reported parent–child conflict partially mediated the relation between acculturative stress and behavior problems. Parent-reported parent–child conflict partially mediated the relation between the acculturation gap and behavior problems. Current findings highlight the importance of examining adolescents’ and parents’ acculturation as well as the underpinnings of parent–child conflict in Arab American families.

Professional organizations and federal legislation stipulate that assessments of all students must be fair and unbiased. Although these entities provide guidance, there continues to be a gap between guidelines and practice. This article examines the nature of culturally competent practice with Ebonics-speaking youth. Many school psychologists face challenges such as large caseloads, lack of knowledge about Ebonics, and limited access to culturally appropriate assessment materials. The present article fills this gap by providing practitioners with information on the history of Ebonics, implications for the students they assess, and practical ways to address these issues with limited resources.

SUMMARY School psychologists involved in the delivery of psychological and educational interventions face the challenge of identifying interventions that will work within their schools. The evidence-based intervention (EBI) approach has received attention as a promising way to identify effective interventions. The national Task Force on Evidence Based Interventions in School Psychology (sponsored by the American Psychological Association Division 16 and the Society for the Study of School Psychology, and endorsed by the National Association of School Psychologists) has developed coding criteria to review, evaluate, and identify efficacious interventions. This paper expands the work of the Multicultural and Diversity Committee of the EBI Task Force and offers direction for school psychologists in selecting and implementing interventions appropriate for their settings. We explore the meaning of EBIs in the context of a diverse world and discuss the cultural considerations that are necessary to responsibly a...

Whether born in the United States or being immigrants, Arab American youth may experience challenges related to maintaining their heritage culture’s traditions and values and the degree to which they participate in mainstream American tra4 Anisa Goforth, Evelyn Oka, Frederick Leong, and Daniel Denis ditions. The goals of this research study were to see how acculturation, acculturative stress, and religiosity were associated with psychological adjustment among Muslim Arab American adolescents. One hundred twentyeight Arab American adolescents (ages 11–21) completed measures of demographic characteristics, acculturation, acculturative stress, religiosity, and social desirability. Age, gender, religiosity, and length of time in the U.S. were found to significantly predict heritage cultural orientation but not mainstream cultural orientation. Moreover, acculturation and acculturative stress significantly predicted psychological problems but not overall competence. The implications of the study address how practitioners may consider religion, acculturation, and related stressors when working with Muslim Arab American adolescents.

This chapter examines the internalizing, externalizing, and total behavior problems of 119 preschool-age children with HIV/AIDS in Uganda. Variables are examined according to an ecological model of stress and coping consistent with the co-constructivist approach proposed by Li (Psychol Bull 129:171–194, 2003). Specifically, the context in which the child is living (e.g., health variables, demographic variables, home environment, and caregiver variables represented by who is caring for the child, caregiver anxiety and depression, and child outcomes (internalizing, externalizing, and total behavior concerns) are examined. A dynamic relationship between the context and child was discovered. Nearly 45 % of the children within the sample exhibited internalizing behavior concerns. The caregiving environment, as well as caregiver adjustment (anxiety and depression), was predictive of child internalizing behaviors. Furthermore, child characteristics and demographic variables (gender, medication status, and socioeconomic status) contributed to the adjustment of the caregiver. These findings demonstrate the dynamic and reciprocal relationship between young children with HIV/AIDS in Uganda and the context in which they live.

Every day, 1,100 children around the world are infected with human immunodeficiency virus (HIV), most as a result of mother-to-child transmission (MTCT) of the virus [United Nations Program on HIV/AIDS (UNAIDS) 2007]. In 2007 alone, an estimated 420,000 children worldwide were newly infected almost exclusively through MTCT (UNICEF 2008).

This study compared the effects of two approaches to networking. Two intact classes of college students participated in this study. The major focus of this study was to examine the extent to which the mental construction of networks was sufficient for recall to occur. Two intact classes of students participated in this study. Experimental participants were taught to construct their own networks both on paper and mentally while control participants were not. Recall of ideas was assessed at the pretest and at the posttest using a free-written recall task and a multiple-choice test. The results showed that networking mentally is as effective for recalling ideas and more time-efficient than networking on paper. Moreover, participants used different networking modalities depending on the passage to be read and the level of detail they are attempting to recall. The results are promising as they provide college students with a powerful tool that encourages cognitive processing without unnecessarily depleting their time resources. However, the results of this study also reveal that some initial experience with the strategy is necessary. Copyright 1999 Academic Press.

Self-regulated learning should be an educational objective for handicapped children and unsuccessful students. Self-regulated learning combines cognitive skill and motivational will so that students can select challenging tasks, apply effective learning strategies, and measure their success against personal standards. Self-regulated learning builds confidence in children and enables them to acquire effective problem-solving skills that extend beyond the classroom. A variety of classroom programs that enhance children's learning strategies, metacognition, and motivation, are described to show how instruction can foster self-regulated learning.

Reading is a foundation for literacy and education, yet it presents formidable problems for learning disabled children. Although some of these difficulties may have specific perceptual or phonological roots, we argue that they become pervasive roadblocks to learning and motivation. Thus, children who cannot decode words, identify main ideas, or summarize text well become frustrated. We discuss how, as a result of such frustration, learning disabled children develop counterproductive coping strategies and fail to use effective cognitive strategies. Interventions that teach students (a) how to use strategies selectively and (b) how to set goals, persevere, and make accurate attributions while reading help learning disabled readers significantly. The metacognitive and motivational characteristics of these successful interventions will be considered in terms of “cognitive coaching.” Instruction that incorporates the twin goals of enabling and empowering students is likely to lead to stable improvements in both acquisition and use of adaptive learning strategies.

Training studies in the field of children's reading have been useful methods for both theoretical understanding of the development of skilled reading and the improvement of educational practices. The data reported here are from an instructional study designed to improve students' use of reading strategies by increasing their metacognitive knowledge about reading. Approximately 500 third-grade and 500 fifth-grade children received an experimental curriculum that explicitly taught them to use reading strategies. An additional 600 children participated as control subjects. All children were tested at the beginning and end of the school year on a broad range of reading comprehension, strategy, metacognitive, and motivational measures. The findings indicate that children in experimental classrooms made significantly greater gains in awareness about reading than control children and demonstrated superior strategic skills. Additional analyses revealed the patterns of reading strategies, motivation, and metacognition characterizing readers of different ages and abilities. The implications of these results for conceptualizing reading and for educational practice were discussed.