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This paper presents an application of the Lifespan Model of Ethnic-Racial Identity (ERI) Development (see Williams, et al., this volume). Using a tripartite approach, we present the affective, beha...

The current paper presents a lifespan model of ethnic-racial identity (ERI) from infancy into adulthood. We conceptualize that ethnic-racial priming during infancy prompts nascent awareness of ethn...

This chapter discusses the relationship between attention-deficit/hyperactivity disorder (ADHD) and trauma in adolescents. Trauma is conceptualized as a frightening, violent, or dangerous event that poses a threat to an individual’s bodily integrity or life. Exposure to traumatic events can impact adolescent development, contributing to emotional distress and difficulties with regulation; adolescents who have been exposed to trauma may exhibit symptoms that are classically seen in youth with ADHD. It is important, therefore, to arrive at an accurate diagnostic impression of adolescents who are presenting with inattention and regulation difficulties. Clinicians are advised to evaluate for the potential contribution of trauma when diagnosing ADHD in adolescents. Arriving at a clear diagnostic understanding of an adolescent’s presenting concerns has significant implications for the treatment of these youth. Adolescents with trauma histories who present with symptoms of ADHD require multifaceted interventions which target their emotional functioning as well as behavioral presentation.

Research has demonstrated a strong relationship between drinking motives and alcohol use among young adult populations. Further, there is substantial evidence of the association between psychosocial stressors and greater alcohol consumption. In the present study, we examined whether acculturative stress would moderate the relationship between major drinking motives and alcohol use behaviors and alcohol-related problems, and whether this relationship differs by racial/ethnic group.Six hundred diverse undergraduate students (mean age=21.50, SD=2.46; 82.8% female; 40.2% White/Caucasian) completed a series of measures, including demographic information, alcohol use/alcohol problems, and acculturative stress.Findings showed varying patterns in the moderating effect of acculturative stress on the relationship between drinking motives and alcohol consumption and alcohol-related problems, particularly for self-identified Hispanic, Black, and Asian students. Stronger drinking motives were associated with greater alcohol consumption and alcohol-related problems, and this relationship was stronger among Asian and Hispanic students who reported higher levels of acculturative stress. For Black students, greater acculturative stress was observed to weaken the relationship between coping, enhancement, and conformity motives and alcohol drinking frequency.Results are discussed in terms of incorporating acculturative stress in the development of tailored alcohol use interventions for vulnerable young adults, such as certain ethnic minority and immigrant groups. Clinical implications include screening for acculturative stress in primary care and counseling centers and early intervention programs to identify young adults who may be at-risk for or currently experiencing alcohol problems.

The immigrant paradox in childhood and adolescence is a population-level phenomenon wherein U.S.-born youth (or more highly acculturated immigrants) have less optimal developmental outcomes than newcomer immigrant youth. These patterns, which hold true after accounting for the generally lower income and parent education levels among first-generation immigrant families, have existed for decades in the United States. In this article, we address this topic in child development research, offering insights into studies to explain why the paradox occurs from the standpoint of both risk and resilience. We also present ideas for research and implications for developing policies and methods for effective practice with immigrant families.

Discrimination—the purposeful and harmful actions toward others because of their membership in a social group—can have profound effects on child and adolescent development. This chapter is concerned with mapping the literature on how perceived discrimination negatively affects a wide range of developmental processes (e.g., identity formation and prosocial behaviors) and outcomes across cognitive, physical health, socioemotional, and mental health areas. Because no such review has been written previously, we present a systematic review of this emerging body of research. We also attend to important theoretical models salient to understanding how discrimination harms children's lives, and to the social processes that may make children prone to discriminating against others. Thoughts on future research directions in this subfield accompany a discussion of the need for increased attention to the social contexts that promote discrimination in childhood and adolescence. Keywords: adolescence; childhood; discrimination; minority youth; prejudice; racism; stereotype threat