EMBRace With Grandparents
Anahtar kelimeler
Öz
Açıklama
Approximately 90% of Black youth report facing or witnessing racial discrimination in their proximal (e.g., classroom) and virtual (e.g., social network) environments. The association between discrimination and negative mental health outcomes (e.g., more severe and higher rates of depression) has been repeatedly established in the literature. Moreover, discrimination impairs the way youth cope, and it is this compromised coping that is associated with negative psychological, academic, and health outcomes. Further, adolescent outcomes may lead to marked health complications and widening disparities in adulthood. Within adolescence, families can have a contributing role in the buffering or exacerbation of coping processes and behaviors to discriminatory experiences. The majority of Black families use racial socialization (RS)—or the verbal and nonverbal communication regarding racial matters—to facilitate coping with race. While RS has been shown to disrupt the trajectory from discrimination to negative psychological outcomes in some respects, it has also contributed to increased youth depressive and anxious symptoms given the wide variety of strategies observed in RS communication. Furthermore, less is known about the impact that grandparents have in the socialization process of their adolescent grandchildren, even though Black grandparents are more likely to rear their grandchildren compared to other races and given current trends. To address these gaps, the emergence of a new RS theory and accompanying clinical intervention seeks to investigate and improve upon this potentially protective cultural process by improving RS competency and enhancing coping processes. The Racial Encounter Coping Appraisal and Socialization Theory (RECAST) postulates that caregivers' explicit and consistent delivery of psychoeducation-informed, skilled, and confident RS practices can reduce caregiver stress and subsequent psychological problems experienced by Black youth via greater coping self-efficacy and coping behaviors. The Engaging, Managing, and Bonding through Race (EMBRace) intervention is the application of RECAST and seeks to improve upon competent RS practices through therapeutic and empirically supported strategies. The use of culturally-relevant theory in clinical treatment is vital to Black youth's coping with specific (i.e., racial) stressors linked to long-term health and wellness outcomes. The empirical investigation of RECAST can also clarify whether aging caregivers (e.g., grandparents) develop the same competencies as other primary caregivers for an intergenerational exploration of RS practices. Thus, the goal of this study is to test the effectiveness of a unique culturally-relevant and family-based intervention developed to enhance RS competencies in Black caregivers and reduce negative psychological outcomes for adolescent children. Building on the preliminary data that I collected during the acceptability pilot testing of the EMBRace intervention in Philadelphia, the proposed study will test the mechanism of caregiver RS competency as a moderator of discrimination, coping self-efficacy, coping, and adolescent psychological outcomes.
The specific aims of the study are to:
1. improve caregiver RS competency, including a decrease in stress;
2. improve adolescents' self-reported coping strategies through enhanced coping self-efficacy; and
3. decrease adolescents' self-reported psychological problems within the EMBRace treatment group.
By posttest and 6-week follow-up, EMBRace families are hypothesized to:
1. be rated as and rate themselves as more competent in their RS practices, including less stress;
2. report more satisfactory coping and higher coping self-efficacy scores; and
3. report less psychological problems relative to pre-test and a control group.
The success of an EMBRace pilot and subsequent clinical trials can lead to its uptake by service agencies and youth-facing organizations to address the pervasive societal problem of racial discrimination for Black youth and families. The reduction of psychological harm in Black families will have a reverberating impact in various systems (e.g., school, health, residential), which can also address the persistent gaps evident in these systems (e.g., achievement, life expectancy, resource). Furthermore, I seek to have a sustainable and long-term research agenda in the improvement of patient health given the community-oriented nature of EMBRace, which partners with families and organizations and trains clinicians for both the improvement of Black family outcomes and the treatment of race-related problems.
Tarih
Son Doğrulandı: | 02/29/2020 |
İlk Gönderilen: | 09/11/2019 |
Tahmini Kayıt Gönderildi: | 09/16/2019 |
İlk Gönderilen: | 09/18/2019 |
Son Güncelleme Gönderildi: | 03/22/2020 |
Son Güncelleme Gönderildi: | 03/23/2020 |
Fiili Çalışma Başlangıç Tarihi: | 09/16/2020 |
Tahmini Birincil Tamamlanma Tarihi: | 12/17/2020 |
Tahmini Çalışma Tamamlanma Tarihi: | 02/15/2021 |
Durum veya hastalık
Müdahale / tedavi
Behavioral: EMBRace Intervention Group
Behavioral: EMBRace Waitlist Group
Evre
Kol Grupları
Kol | Müdahale / tedavi |
---|---|
Experimental: EMBRace Intervention Group Over 13 weeks, participants will engage in a pretest (week 1) 5 weekly sessions (weeks 2-6), a posttest (week 7) and a follow-up (week 13). The intervention (Engaging, Managing, and Bonding through Race: EMBRace) seeks to reduce racial trauma for both youth and caregivers and increase family functioning via psychoeducation and therapy. | Behavioral: EMBRace Intervention Group The EMBRace intervention will consist of five weekly sessions (weeks 2 - 6) that will be facilitated by EMBRace-trained therapists. Throughout the 8-week intervention, families will be scheduled for 2-hour blocks with sessions being administered to each parent and adolescent for 90 minutes (individually for 30 minutes, 15-minute break, and 45-minutes session with parent and adolescent together). The sessions will cover research-based types of Racial Socialization, including cultural pride, preparation for bias, and attentiveness and balance towards societal racism. Parents and youth will also learn and practice five literacy skills to process and manage the stress of racial encounters including the ability to recognize racial discrimination, accurately appraise the stress of self and others, reduce one's stress, engage instead of avoid, and finally resolve toward healthy outcomes. |
Other: EMBRace Waitlist Group Participants will wait for thirteen weeks without receiving EMBRace or alternative therapeutic sessions. The waitlist group will subsequently become the intervention group with the opportunity to participate in the EMBRace intervention protocol above. | Behavioral: EMBRace Waitlist Group The waitlist group will be asked to complete a pretest and posttest while the treatment group goes through the EMBRace intervention. During this time, the waitlist group will not have any additional requirements and will not be given any form of comparative treatments. Upon the completion of the treatment from the intervention group, the waitlist group will be consented for entry into the intervention arm of the study and will follow the procedures for the intervention group above. |
Uygunluk kriterleri
Çalışmaya Uygun Yaşlar | 10 Years İçin 10 Years |
Çalışmaya Uygun Cinsiyetler | All |
Sağlıklı Gönüllüleri Kabul Ediyor | Evet |
Kriterler | Inclusion Criteria: - The child must be between the ages of 10-14 years. - At least one caregiver will be primarily designated to attend sessions. - At least one biological parent must identify or be identified as African American. - The participant is a resident of the Detroit Metropolitan Area. - The participant's primary language is English Exclusion Criteria: - Having a relative who is currently an EMBRace staff member. - At least one of the biological parents does not identify as African American. |
Sonuç
Birincil Sonuç Ölçütleri
1. Change in Racial Socialization Competency [Measured in caregivers at pretest (week 1), Posttest (week 7), and 6 week follow-up (week 13)]
2. Change in Adolescent Depression [Measured in youth at pretest (week 1), Posttest (week 7), and 6 week follow-up (week 13)]
3. Change in Problem Behaviors [Measured in youth at pretest (week 1), Posttest (week 7), and 6 week follow-up (week 13)]
4. Change in Perception of Stress [Measured in youth and caregivers at pretest (week 1), Posttest (week 7), and 6 week follow-up (week 13)]
İkincil Sonuç Ölçütleri
1. Change in Adolescent Coping Behaviors [Measured in youth at pretest (week 1), Posttest (week 7), and 6 week follow-up (week 13)]
2. Change in Adolescent Racial Distress [Measured in youth at pretest (week 1), Posttest (week 7), and 6 week follow-up (week 13)]