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Walker Chloe - One of the best experts on this subject based on the ideXlab platform.

  • A Narrative Review of Protective Factors that Predict Enculturation Processes for Latinx Individuals in the U.S.
    VCU Scholars Compass, 2020
    Co-Authors: Sun Jane, Rodriguez Jennifer, Cason Alanna, Flores Yessica, Villareal Karl, Santana Arlenis, Walker Chloe
    Abstract:

    A Narrative Review of Protective Factors that Predict Enculturation Processes for Latinx Individuals in the U.S. Jane Sun, Dept. of Psychology, Jennifer Rodriguez, Alanna Cason, Yessica Flores, Karl Villareal, Arlenis Santana, Dept. of Psychology Graduate Student, & Chloe Walker, Dept. of Psychology Graduate Student, with Dr. Chelsea D. Williams, Dept. of Psychology According to the 2010 U.S. Census, the rise of immigration led the Latinx community to experience the largest population growth amongst all ethnic-racial groups (Sanchez et al., 2012). Enculturation is the process of preserving heritage cultural values while enduring the influence of the current, surrounding culture (Schwartz et al., 2013). Enculturation is a subcomponent in the broad spectrum of acculturation, the process through which the introduction of two differing cultures induces cultural changes (Rodriguez et al., 2002). While current research has focused on the protective factors involved in the acculturative process, minimal research has centered on the protective factors in enculturation amongst the Latinx community. The aim of the current narrative review was to identify the protective factors (e.g., language, values, generational differences, group membership) associated with enculturation of Latinx U.S. citizens. Implications will discuss the promotion of social awareness within the Latinx community.https://scholarscompass.vcu.edu/uresposters/1333/thumbnail.jp

  • Sex Differences in Skin Tone Predicting Depressive Symptoms among College Students of Color
    VCU Scholars Compass, 2020
    Co-Authors: Rodriguez Jenifer, Delaney Eryn, Minter Jenna, Walker Chloe
    Abstract:

    Sex Differences in Skin Tone Predicting Depressive Symptoms among College Students of Color Jenifer Rodriguez, Jenna Minter, Depts. of Psychology and Political Science, Eryn DeLaney, Dept. of Psychology Graduate Student, & Chloe Walker, Dept. of Psychology Graduate Student, with Dr. Chelsea D. Williams, Dr. Amy Adkins, Dr. Tricia Smith, & Dr. Danielle Dick, Dept. of Psychology Skin tone, or more specifically the meaning and treatment that society attaches to skin tone, has been found to impact individuals’ outcomes, with those with darker skin tones (who experience more colorism) experiencing more negative outcomes (e.g., Norwood, 2014). However, less research has tested whether there are sex differences in these relations. Intersectionality theory (Crenshaw, 1989) suggests that one’s lived experiences result from their holistic experiences of intersecting aspects of themselves (e.g., skin tone and sex). Thus, to address gaps in research, the current study examined sex as a moderating variable in the relation between skin tone and depressive symptoms among 81 college Students of color who were part of a larger study on cultural experiences, genetics, and ancestry. We hypothesized that sex would moderate this relation, such that skin tone would predict greater depressive symptoms, and this association would be weaker among males compared to females (Hunter, 2007). A linear regression was conducted to test our hypothesis. Findings indicated that sex moderates the relation between skin tone and depressive symptoms, however, in a direction contrary to our hypothesis. In particular, there was no relation between skin tone and depressive symptoms among females (B = .08, p = .54), however, for males, those with darker skin tones had lower depressive symptoms (B = -.53, p = .02). In conclusion, this study pushes for more research on the sex differences in how skin tone affects mental health among college Students.https://scholarscompass.vcu.edu/uresposters/1332/thumbnail.jp

  • Evidence-Based Programs & Measures Of Mental Health Literacy among Adolescents: A Narrative Research Review
    VCU Scholars Compass, 2020
    Co-Authors: Naemi Roxana, Hawa Sabrina, Walker Chloe
    Abstract:

    Evidence-Based Programs & Measures Of Mental Health Literacy among Adolescents: A Narrative Research Review Roxana Naemi, Dept. of Psychology, Sabrina Hawa, & Chloe Walker, Dept. of Psychology Graduate Student, with Dr. Chelsea D. Williams, Dept. of Psychology This current narrative research review aims to provide a review of measures that assess the principles of mental health literacy among adolescents. Mental health literacy can be defined as the degree to which an individual processes and understands mental health information and is able to seek further treatment (Olsson & Kennedy, 2010) and varies based upon age (Farrera et al., 2008), sex differences and relationships with peers (Burns& Rupee 2006), and attitudes towards mental health (Olsson & Kennedy, 2010). Using PsycINFO to find research to date, findings of the review indicated that for evidence-based programs using mental health literacy, adolescents had a better understanding of mental health literacy post-program, whereas when they were first interviewed through surveys and questionnaires. Additionally, the review indicated that more studies assessing psychometrics of existing measures used to assess mental health literacy among adolescents are warranted. Discussion will center on programs and methodological approaches used to examine mental health literacy among adolescents and the need for implementing more programs promoting mental health literacy within schools.https://scholarscompass.vcu.edu/uresposters/1312/thumbnail.jp

  • Differences in Mental Health and Ethnic-Racial Identity between White Gender Variant Students and Gender Variant Students of Color
    VCU Scholars Compass, 2020
    Co-Authors: Sky Lark Xuxa, Santana Arlenis, Walker Chloe
    Abstract:

    Differences in Mental Health and Ethnic-Racial Identity between White Gender Variant Students and Gender Variant Students of Color Xuxa Sky Lark, Depts. of International Social Justice and French, Arlenis Santana, Dept. of Psychology Graduate Student, & Chloe Walker, Dept. of Psychology Graduate Student, with Dr. Diamond Y. Bravo, Dept. of Psychology, University of California, Riverside, and Dr. Chelsea Derlan Williams, Dr. Amy Adkins, and Dr. Danielle M. Dick, Dept. of Psychology Gender variant college Students (i.e., transgender, genderqueer, and questioning) experience increased risk for mental health disparities, discrimination, bullying, family disownment, homelessness, and hate crimes, to name a few (Eisenberg, 2017). Further disparities arise when the intersections of gender and race are both considered; however, few studies have tested ethnic-racial identity (ERI) development among gender variant individuals (Kattari, 2016), which is predominantly tested in cisgender populations (e.g., Aoyagi et al, 2017; Umaña-Taylor et al., 2014). This is a notable gap given that ERI is a normative aspect of adolescence and emerging adulthood that is associated with positive development (Umaña-Taylor et al., 2014). Understanding ERI and mental health among diverse gender variant individuals is important to be able to create effective interventions and resources across ethnic-racial backgrounds that considers individuals’ unique lived experiences (Mossakowski, 2003). To address these gaps, the current study, grounded in the minority stress framework (Meyer, 2003) and ERI frameworks (Umaña-Taylor et al., 2014), tested differences in mental health (i.e., anxiety and depression) and ERI (i.e., exploration, resolution, and affirmation) between White gender variant Students and gender variant Students of color. The sample in the current study was from a larger university-wide study (i.e., Spit for Science; Dick et al., 2014), and consisted of 112 ethnically diverse gender variant Students who identified as a White Student (n = 72) or identified as a Student of color (n = 40) in college. Students ranged in age from 18-24 years old (M = 20.15, SD = 1.61), and were 4.6% transgender women, 11.11% transgender men, 30.16% questioning, and 53.97% genderqueer. The Symptom Checklist 90-R (SCL-90-R; Derogatis & Cleary, 1977) was used to measure levels of depression and anxiety, and the Ethnic Identity Scale-Brief (EIS-B; Douglass & Umaña-Taylor, 2015) was used to assess ERI exploration, resolution, and affirmation. First, descriptive statistics were conducted to examine correlations among variables (Table 1). Next, hypotheses were tested with five t-tests that tested mean differences in mental health and ERI between gender variant White Students and Students of color. Findings indicated gender variant Students of color (compared to White gender variant Students) had significantly higher ERI exploration (t (107) = -6.49, p = .00), ERI affirmation (t (106) = -2.23, p = .03), and ERI resolution (t (106) = -5.61, p = .00). Although gender variant Students of color had higher mean levels of anxiety and depression than White gender variant Students, this difference was not significant (p \u3e .05). Discussion will center on how ERI may be a protective factor for gender identity-based risk factors among gender variant Students of color, which will be a fruitful area for continued investigation and intervention efforts.https://scholarscompass.vcu.edu/uresposters/1318/thumbnail.jp

Bonnie Fong - One of the best experts on this subject based on the ideXlab platform.

Delaney Eryn - One of the best experts on this subject based on the ideXlab platform.

  • Conversations About Race and Perceptions of Racial Discrimination Among Emerging Adults
    VCU Scholars Compass, 2020
    Co-Authors: Whitfield Angel, Cason Alanna, Santana Arlenis, Cisneros Maria, Delaney Eryn
    Abstract:

    Conversations About Race and Perceptions of Racial Discrimination Among Emerging Adults Alanna Cason, Depts. of Psychology and Criminal Justice, Angel Whitfield, Maria Cisneros, Dept. of Psychology Graduate Student, Arlenis Santana, Dept. of Psychology Graduate Student, & Eryn DeLaney, Dept. of Psychology Graduate Student, with Dr. Chelsea D. Williams, Dr. Tricia Smith, Dr. Amy Adkins, and Dr. Danielle Dick College Students of color have positive race-related experiences (e.g.., positive conversations), as well as negative race-related experiences (e.g., racial discrimination and negative experiences about race; Spencer 2006). Limited work has focused on conversations Students have about race, although the U.S. has become more diverse especially in college settings (Martinez-Acosta & Favero, 2018). To address these gaps, the current study focused on bidirectional relations between Students’ conversations about race and how they are related to discrimination experiences among 95 college-age Students of color. We hypothesized that (1) more negative conversations about race (and less positive conversations) would increase Students’ perceptions of racial discrimination, and (2) the more Students experienced discrimination, they would have more negative conversations (less positive conversations) about race. Two linear regression analyses were conducted. The first analysis indicated that negative conversations about race (B = .38, phttps://scholarscompass.vcu.edu/uresposters/1303/thumbnail.jp

  • Sex Differences in Skin Tone Predicting Depressive Symptoms among College Students of Color
    VCU Scholars Compass, 2020
    Co-Authors: Rodriguez Jenifer, Delaney Eryn, Minter Jenna, Walker Chloe
    Abstract:

    Sex Differences in Skin Tone Predicting Depressive Symptoms among College Students of Color Jenifer Rodriguez, Jenna Minter, Depts. of Psychology and Political Science, Eryn DeLaney, Dept. of Psychology Graduate Student, & Chloe Walker, Dept. of Psychology Graduate Student, with Dr. Chelsea D. Williams, Dr. Amy Adkins, Dr. Tricia Smith, & Dr. Danielle Dick, Dept. of Psychology Skin tone, or more specifically the meaning and treatment that society attaches to skin tone, has been found to impact individuals’ outcomes, with those with darker skin tones (who experience more colorism) experiencing more negative outcomes (e.g., Norwood, 2014). However, less research has tested whether there are sex differences in these relations. Intersectionality theory (Crenshaw, 1989) suggests that one’s lived experiences result from their holistic experiences of intersecting aspects of themselves (e.g., skin tone and sex). Thus, to address gaps in research, the current study examined sex as a moderating variable in the relation between skin tone and depressive symptoms among 81 college Students of color who were part of a larger study on cultural experiences, genetics, and ancestry. We hypothesized that sex would moderate this relation, such that skin tone would predict greater depressive symptoms, and this association would be weaker among males compared to females (Hunter, 2007). A linear regression was conducted to test our hypothesis. Findings indicated that sex moderates the relation between skin tone and depressive symptoms, however, in a direction contrary to our hypothesis. In particular, there was no relation between skin tone and depressive symptoms among females (B = .08, p = .54), however, for males, those with darker skin tones had lower depressive symptoms (B = -.53, p = .02). In conclusion, this study pushes for more research on the sex differences in how skin tone affects mental health among college Students.https://scholarscompass.vcu.edu/uresposters/1332/thumbnail.jp

  • A Narrative Review of Interpersonal Trauma, Mental Health, and Substance Use Among LGBQ College Students
    VCU Scholars Compass, 2020
    Co-Authors: Nguyen Meagan, Winfield Mar\u27quelle, Delaney Eryn
    Abstract:

    A Narrative Review of Interpersonal Trauma, Mental Health, and Substance Use Among LGBQ College Students Meagan Nguyen, Dept. of Psychology, Mar’Quelle Winfield, & Eryn DeLaney, Dept. of Psychology Graduate Student, with Dr. Chelsea D. Williams, Dept. of Psychology College is a critical time for LGBQ (lesbian, gay, bisexual, queer) individuals due to sexual identity formation and trauma exposure (e.g. Arnett, 2000; Acierno et al,. 2001). Studies have shown that heterosexism is manifested on college campuses through discriminaition and cultural norms that devalue LGBQ individuals and perpetuate heterosexuality as normative and superior (Rankin et al., 2010). Additionally, there is a drastic increase in prevalence across different trauma types (e.g., sexual assault), as well as the continuation of risk behavior and psychological distress, including substance abuse (Oswalt & Wyatt, 2011) during this time period. Using psychinfo to find articles to day, the purpose of this literature review was to examine the literature review and identify gaps in work that has exposed the associations between intimate partner violence (i.e., IPV), childhood sexual abuse, physical assault and sexual assault on mental health and substance use among LGBQ college Students. Findings indicated that the previously mentioned associations exist among LGBQ+ adults. Discussion will include limitations within these studies, implications and future directions to improve LGBQ college Students’ outcomes.https://scholarscompass.vcu.edu/uresposters/1337/thumbnail.jp

Yona Lunsky - One of the best experts on this subject based on the ideXlab platform.

  • Predictors of Psychology Graduate Student Interest in the Field of Developmental Disabilities.
    Journal of Mental Health Research in Intellectual Disabilities, 2010
    Co-Authors: Michelle A. Viecili, Jonathan A. Weiss, Jennifer A. Macmullin, Yona Lunsky
    Abstract:

    This study examined predictors of interest in the future provision of clinical services to people with developmental disabilities by Canadian Graduate Students in Psychology. Utilizing a cross-sectional survey, 458 Psychology Students from clinical, clinical neuroPsychology, and counseling Psychology programs from across Canada provided information on their interest in working with the population, their formal training experiences within the university, and their experiences outside the university. Formal training in school and informal experiences in the community were significant predictors of Students' intention to work with clients with a developmental disability. The implications of these findings for training programs are discussed.

  • Psychology Graduate Student training in developmental disability: A Canadian survey
    Canadian Psychology Psychologie canadienne, 2010
    Co-Authors: Jonathan A. Weiss, Yona Lunsky, Diane Morin
    Abstract:

    Psychology Graduate Student training in developmental disability has received very little attention in North America, and no study has examined the state of training for clinical and counselling psychologists in Canada, despite their involvement in the controlled act of diagnosis and their use of standardised instruments used regularly with this population. This study sought to examine Psychology Graduate Student training in the area of developmental disability across Canada. We invited Students from every Canadian Psychological Association accredited Clinical Psychology, Clinical NeuroPsychology, and Counselling Psychology program to participate in an online survey, distributed through university email lists. Three hundred and three Students reported on the developmental disability content within their training and coursework, their perception of the adequacy of that content, and their ideas for program improvement. Results indicated that the majority of Students believed it important to have training in developmental disability, yet struggled to obtain adequate didactic and experiential opportunities. The lack of sufficient training was most pronounced for Students whose training was adult-focused, but was also high for Students with a life span or child focus. We discuss different possibilities for increasing developmental disability training opportunities, including integrating its content within courses on assessment and diagnosis, psychotherapy, and ethics, and providing Students with supervision from psychologists who work with this population. Keywords: Graduate training, clinical Psychology, developmental disability, intellectual disability Much attention has been paid to diversity training in clinical and counselling Psychology programs, which includes training psychologists to work with "people with handicapping conditions; of differing ages, genders, ethnic and racial backgrounds, religions, and lifestyles; and from differing social and individual backgrounds (American Psychiatric Association [APA], 1979, pp. 4, as cited in Harris-Bluestone, Stokes, & Kuba, 1996)." Authors have discussed the need for diversity training in Psychology with regard to sexual orientation, urban versus rural settings, age, and cultural background (Alderson, 2004; Brooks, Mintz, & Dobson, 2004; Dana, Aguilar-Kitibutr, Diaz- Vivar, & Vetter, 2002; Fouad, 2006; Harowski, Turner, Le Vine, Schank, & Leichter, 2006; Hertzsprung & Dobson, 2000; Zweig, Siegel, & Sunder, 2006). The importance of diversity training is underscored by its required presence in the Canadian Psychological Association Accreditation Standards (Standard IHVIV, CPA, 2002) and American Psychological Association Accreditation Domains (Domain D, APA, 2009). However, these standards do not explicitly indicate that training in developmental disability (DD) is required. This is in sharp contrast to training in the U.K., where each doctoral Student in clinical Psychology completes a 6-month placement in a DD community team (British Psychological Society, 2005). To our knowledge, only one article exists with regard to Graduate Student training in DD, which was from the perspective of professional paediatric psychologists (La Greca, Stone, Drotar, & Maddux, 1988). The global definition of developmental disability that we adopted for this project is that put forth by a Canadian national coalition of service providers, advocates, and researchers, which notes that: "Children, youth and adults who have significantly greater difficulty than most people with intellectual and adaptive functioning and have had such difficulties from a very early age (or the developmental period prior to age 10). Adaptive functioning means carrying out everyday activities such as communication and interacting with others, managing money, doing household activities and attending to personal care. This definition of developmental disability also includes children, youth and adults with developmental disorders such as Fetal Alcohol Spectrum Disorders or Autism Spectrum Disorders. …

Jonathan A. Weiss - One of the best experts on this subject based on the ideXlab platform.

  • Predictors of Psychology Graduate Student Interest in the Field of Developmental Disabilities.
    Journal of Mental Health Research in Intellectual Disabilities, 2010
    Co-Authors: Michelle A. Viecili, Jonathan A. Weiss, Jennifer A. Macmullin, Yona Lunsky
    Abstract:

    This study examined predictors of interest in the future provision of clinical services to people with developmental disabilities by Canadian Graduate Students in Psychology. Utilizing a cross-sectional survey, 458 Psychology Students from clinical, clinical neuroPsychology, and counseling Psychology programs from across Canada provided information on their interest in working with the population, their formal training experiences within the university, and their experiences outside the university. Formal training in school and informal experiences in the community were significant predictors of Students' intention to work with clients with a developmental disability. The implications of these findings for training programs are discussed.

  • Psychology Graduate Student training in developmental disability: A Canadian survey
    Canadian Psychology Psychologie canadienne, 2010
    Co-Authors: Jonathan A. Weiss, Yona Lunsky, Diane Morin
    Abstract:

    Psychology Graduate Student training in developmental disability has received very little attention in North America, and no study has examined the state of training for clinical and counselling psychologists in Canada, despite their involvement in the controlled act of diagnosis and their use of standardised instruments used regularly with this population. This study sought to examine Psychology Graduate Student training in the area of developmental disability across Canada. We invited Students from every Canadian Psychological Association accredited Clinical Psychology, Clinical NeuroPsychology, and Counselling Psychology program to participate in an online survey, distributed through university email lists. Three hundred and three Students reported on the developmental disability content within their training and coursework, their perception of the adequacy of that content, and their ideas for program improvement. Results indicated that the majority of Students believed it important to have training in developmental disability, yet struggled to obtain adequate didactic and experiential opportunities. The lack of sufficient training was most pronounced for Students whose training was adult-focused, but was also high for Students with a life span or child focus. We discuss different possibilities for increasing developmental disability training opportunities, including integrating its content within courses on assessment and diagnosis, psychotherapy, and ethics, and providing Students with supervision from psychologists who work with this population. Keywords: Graduate training, clinical Psychology, developmental disability, intellectual disability Much attention has been paid to diversity training in clinical and counselling Psychology programs, which includes training psychologists to work with "people with handicapping conditions; of differing ages, genders, ethnic and racial backgrounds, religions, and lifestyles; and from differing social and individual backgrounds (American Psychiatric Association [APA], 1979, pp. 4, as cited in Harris-Bluestone, Stokes, & Kuba, 1996)." Authors have discussed the need for diversity training in Psychology with regard to sexual orientation, urban versus rural settings, age, and cultural background (Alderson, 2004; Brooks, Mintz, & Dobson, 2004; Dana, Aguilar-Kitibutr, Diaz- Vivar, & Vetter, 2002; Fouad, 2006; Harowski, Turner, Le Vine, Schank, & Leichter, 2006; Hertzsprung & Dobson, 2000; Zweig, Siegel, & Sunder, 2006). The importance of diversity training is underscored by its required presence in the Canadian Psychological Association Accreditation Standards (Standard IHVIV, CPA, 2002) and American Psychological Association Accreditation Domains (Domain D, APA, 2009). However, these standards do not explicitly indicate that training in developmental disability (DD) is required. This is in sharp contrast to training in the U.K., where each doctoral Student in clinical Psychology completes a 6-month placement in a DD community team (British Psychological Society, 2005). To our knowledge, only one article exists with regard to Graduate Student training in DD, which was from the perspective of professional paediatric psychologists (La Greca, Stone, Drotar, & Maddux, 1988). The global definition of developmental disability that we adopted for this project is that put forth by a Canadian national coalition of service providers, advocates, and researchers, which notes that: "Children, youth and adults who have significantly greater difficulty than most people with intellectual and adaptive functioning and have had such difficulties from a very early age (or the developmental period prior to age 10). Adaptive functioning means carrying out everyday activities such as communication and interacting with others, managing money, doing household activities and attending to personal care. This definition of developmental disability also includes children, youth and adults with developmental disorders such as Fetal Alcohol Spectrum Disorders or Autism Spectrum Disorders. …