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Racism continues to be a major source of stress for African Americans and can impair psychological functioning. Adolescents experiencing discrimination may engage in self-soothing, but risky behaviors, which leave them at risk for negative life trajectories. Black pride has been identified as a key factor in explaining the heterogeneity in responses to discrimination. Racial socialization, strategies parents use to promote Black pride and protect youth from discrimination, is an important focus of family-based prevention programs serving African American families. This study tests the efficacy of a culturally tailored preventive intervention for rural African American families to disrupt the negative consequences of discrimination on adolescent psychological functioning. Four waves of data from the Strong African American Families (SAAF) efficacy trial (Murry & Brody in Journal of Marital & Family Therapy 30(3):271-283, 2004) with 667 African American families in rural Georgia were used for this study. Structural equation modeling was used to test study hypotheses. Adolescent experiences with discrimination at age 15 predicted concurrent psychological functioning and multiple risk behaviors at age 16, including sexual risk behavior, substance use problems, academic failure, and juvenile justice involvement. Mediation analyses demonstrated that psychological functioning was a significant mediator of these relations. The SAAF program was associated with increases in racial socialization, which in turn fostered gains in adolescent Black pride. Black pride was indirectly associated with reduced risk behavior through adolescent psychological functioning, but Black pride did not moderate the effect of discrimination on psychological functioning. This study confirms that family-based prevention can support African American adolescent mental health in the context of discrimination. However, more emphasis on reducing exposure to discrimination is needed. [ABSTRACT FROM AUTHOR]

Students with disabilities or at risk for disability identification (SWD) are disproportionately affected by the bullying dynamic; however, professional development and educator-focused training on preventing bullying for this population is lacking. To address this gap, this study presents an analysis of qualitative data collected from general and special education teachers (n = 33) participating in an online professional development training using Multi-Tiered System of Supports (MTSS) to prevent bullying among students with disabilities. Braun and Clarke's six-step process was used to identify key themes and exemplar quotes from qualitative reflections collected as knowledge check responses embedded within two training modules. Three themes were identified and examined based on MTSS tiers: (1) teacher perceptions of SWD and their inclusion in a MTSS-based bullying prevention plan; (2) identifying key stakeholders for preventing bullying within a MTSS-based bullying prevention plan; and (3) potential challenges and solutions of implementing a MTSS-based bullying prevention plan within the individual, classroom, and school contexts. Findings highlight the need to educate teachers on how to use MTSS, especially for bullying prevention and interventions that are inclusive of SWD. Implications from this work extend to all students including those with mental health considerations, regardless of disability status. [ABSTRACT FROM AUTHOR]

This document is a correction notice for an article titled "The Strong African American Families Program: Disrupting the Negative Consequences of Racial Discrimination Through Culturally Tailored, Family-Based Prevention." The authors of the article have decided to make it an Open Access publication under the Creative Commons Attribution 4.0 International License. The document provides information on how the copyright of the article has changed and the terms of use for the content. The correction notice also includes a note from the publisher stating their neutrality regarding jurisdictional claims and institutional affiliations. [Extracted from the article]