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Young adolescents (N = 68) completed questionnaires concerning perceptions of neighborhood stress (i.e., high negative influences, low cohesion, and connectedness). Youth self-reported their own depressive symptoms and participated in a public speaking task designed to be moderately stressful. Increases in skin conductance in response to this laboratory-based challenge task were measured (i.e., skin conductance level reactivity; SCLR). Higher levels of depressive symptoms were associated with greater perceptions of neighborhood stress, with the effects of neighborhood stress particularly strong among boys. For boys only, the association between perceived neighborhood stress and depressive symptoms was moderated by SCLR. For boys with average or above average levels of SCLR, greater perceptions of neighborhood stress were associated with more depressive symptoms.

Objective: This study aims to identify types of gender‐identity‐specific social support provided by parents that helps transgender and gender‐expansive (TGE) youth of color thrive. Background: TGE youth of color benefit from parental social support, though less is known about supportive practices that specifically affirm marginalized gender identities—gender‐identity‐specific social support. Guided by a counter‐storytelling framework that highlights the voices of TGE youth of color, this study investigates how TGE youth of color perceive such support from parents. Method: Data were collected via semistructured interviews with 18 youth (14–25 years, Mage = 20.28) who identified as TGE and as persons of color. Transcripts were analyzed using a modified thematic coding approach to identify themes related to youth perceptions of parental support of their gender identities. Results: Findings revealed four major themes related to parental provision of gender‐identity‐specific social support: self‐work, support of gender‐atypical behavior during early development, current affirmational and instrumental support, and family cohesion. Participants discussed parental gender‐identity‐specific support as a valued source of strength. Conclusion: TGE youth well‐being can be enhanced by facilitating parents' provision of gender‐identity‐specific social support. Implications: Specific insight into sources of resilience and strength for TGE youth of color are offered for researchers and practitioners. [ABSTRACT FROM AUTHOR]

Abstract Prior research has shown that the COVID-19 pandemic has negatively impacted American college students; however, few studies have focused on first-year students and their experiences with attending college during unprecedented circumstances. To address this gap, first-year college students (N = 268) completed online questionnaires assessing their perceptions of the extent to which the COVID-19 pandemic had impacted them in terms of access to resources and psychological well-being. Students also completed a measure of college-specific adjustment in the relational, psychological, and educational domains. Greater perceived COVID-19-specific resources impact was associated with lower educational adjustment. Greater perceived COVID-19-specific psychological impact was associated with lower levels of relational college adjustment and lower levels of psychological college adjustment. A multi-group analysis indicated that although the association between perceived psychological impact and college-specific psychological adjustment was significant for both White students and Black students, it was stronger among White students. [ABSTRACT FROM AUTHOR]

Understanding college students' perceptions of parental support and its impact on student adjustment have important implications for maximizing retention rates within higher education institutions. College students (N = 53) participated in qualitative interviews focused on students' perceptions of mothers' and fathers' support during college and its impact on college adjustment. Holistic coding interviews indicated three different classifications of parents based on levels of support: supportive, ambivalent, and unsupportive. Students indicated that their parents continued to be the main source of support and a key factor that supports their adjustment during the college years. In contrast, students who did not receive such support expressed having difficulties continuing working toward their degree. Students' narratives also indicated that mothers and fathers provided support in different ways. These findings have important implications for practice, and in particular how high education institutions can promote adjustment and retention rates by encouraging parental engagement. [ABSTRACT FROM AUTHOR]

Strong and supportive relationships with parents are key to promoting the mental health of LGBTQ+ teens. Overwhelmingly, studies have focused on ways to improve parental acceptance, largely neglecting understanding the parent–teen dyad as a unit and ignoring teens' contributions to their relationships with their parents. To address this gap, we conducted 19 separate interviews with LGBTQ+ teens and their Latter-day Saint (LDS) parents (38 total interviews) to explore the ways that teens contributed to the development of positive relationships. Additionally, we explored teen-related factors that presented challenges to the parent–teen relationship. Thematic analyses suggested that LGBTQ+ teens engaged in several behaviors that benefitted their relationships with their LDS parents, including having authentic and meaningful conversations, fostering family connections, engaging in casual communication, being open about LGBTQ+ identity, and giving parents time and grace. Participants reported several common teen-related factors that presented challenges to the relationship, including communication and connection difficulties, challenges related to general development, and parents and teens avoiding LGBTQ+ and religious topics. Results suggest that while several of these factors may be relevant for parent–teen relationships more broadly, many were specific to LGBTQ+ teens with active, LDS parents. These findings highlight the ways that LGBTQ+ teens manage to foster positive relationships with their parents despite potential conflict between their LGBTQ+ identities and their parents' religious beliefs. [ABSTRACT FROM AUTHOR]