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The present study aimed to examine factors that may account for race/ethnicity differences in psychotic-like experiences (PLEs) in a middle childhood sample, including evidence for experiences of discrimination as a psychosocial mediator of these differences.In a sample of 9- to 10-year-olds (N = 10,839) from the Adolescent Brain Cognitive Development Study, we compared PLEs across racial/ethnic groups. We also examined whether experiences of discrimination indirectly linked racial/ethnic identity and PLEs and whether social support moderated this indirect association.Differences between racial/ethnic groups were found in the endorsement of PLEs, such that Black and Hispanic participants endorsed higher levels of PLEs compared with Asian, multiracial/multiethnic, and White participants. These differences were accounted for in part by experiences of discrimination, an indirect effect that was in turn attenuated by increased social support.This is the first study to suggest that the experience of discrimination may indirectly link the association between racial/ethnic differences and endorsement of PLEs using the Prodromal Questionnaire-Brief Child Version and additionally that social support may act as a moderator of this mediation. Results provide evidence that social inequities such as racial discrimination may contribute to increases in PLEs. These findings shed further light on the links between structural racism and mental health inequities for people in minoritized groups.

Systematic cognitive training and aerobic exercise programs have emerged as promising interventions to improve cognitive deficits in first-episode schizophrenia, with successful outcomes closely linked with greater treatment engagement (e.g., higher attendance and homework completion rates). Unfortunately, treatment disengagement from these services remains a persistent issue. Intrinsic motivation, or the willingness to exert effort because a task is inherently interesting or meaningful, has emerged as a promising malleable personal factor to enhance treatment engagement. This study investigated whether early task-specific intrinsic motivation and its domains (e.g., interest, perceived competence, and value) predicted treatment engagement within the context of intensive cognitive training and aerobic exercise interventions over a 6-month period. Thirty-nine participants with first-episode schizophrenia were administered baseline measures of task-specific intrinsic motivation inventories, one for cognitive training and one for exercise, and completed a 6-month randomized clinical trial comparing a neuroplasticity-based cognitive training plus aerobic exercise program against the same cognitive training alone. Results indicated that higher baseline scores of intrinsic motivation for cognitive training, specifically early perceptions of task interest and value, were predictive of greater cognitive training and exercise group attendance. Scores for exercise-specific intrinsic motivation were generally unrelated to indices of exercise participation, with the exception that the gain over time in perceived choice for exercise was linked with greater exercise homework completion and a similar directional tendency for greater in-clinic exercise attendance. This study provides support for monitoring and enhancing motivation early during service delivery to maximize engagement and the likelihood of successful treatment outcomes.

BACKGROUND: Comparing the course of antipsychotic-naïve psychosis in low- and middle-income countries (LMIC) may help to illuminate core pathophysiologies associated with this condition. Previous reviews-primarily from high-income countries (HIC)-identified cognitive deficits in antipsychotic-naïve, first-episode psychosis, but did not examine whether individuals with psychosis with longer duration of untreated psychosis (DUP > 5 years) were included, nor whether LMIC were broadly represented. METHOD: A comprehensive search of PUBMED from January 2002-August 2018 identified 36 studies that compared cognitive functioning in antipsychotic-naïve individuals with psychosis (IWP) and healthy controls, 20 from HIC and 16 from LMIC. RESULTS: A key gap was identified in that LMIC study samples were primarily shorter DUP (

As students living in urban communities face unique challenges, social-emotional programming is needed that fosters multicultural enrichment and civic engagement. We developed and pilot tested Building Community, a small group intervention, to foster multicultural and civic engagement skills. Building Community is a culturally relevant short-term group intervention for upper elementary-aged students that draws upon the multicultural literature and Six Cs positive youth development and civic engagement research as reported by Zarrett and Lerner (Child Trends 11:1–5, 2008). A convergent parallel mixed methods design was used to explore outcomes on multicultural development and civic engagement among five ethnically diverse elementary-aged students. Findings suggested an emerging sense of multicultural development and expanding awareness of ways to engage in the community. Although quantitative analyses revealed little change, there was a small increase in the Civic Attitudes subscale that corresponded with qualitative themes from interviews and artifacts. Implications for school psychologists and practitioners working with multiculturally diverse students are described.

Aim The experiences of culturally diverse individuals at clinical high-risk for psychosis (CHR) is not well studied. Exploratory research needs to examine whether differences exist between racial/ethnic groups within the CHR population. Understanding experiences of Latinx patients is of importance, as the Latinx population represents the most rapidly growing paediatric population in the United States and they face significant barriers to mental health treatment. Because Latinx persons experience high rates of mental illness-based stigma and discrimination in their communities, they may face additional stigma-based barriers to CHR treatment. Method Twenty-six participants (15 Latinx, 11 non-Latinx white/NLW) who met CHR criteria based on the Structured Interview for Psychosis-Risk Syndromes (SIPS) were interviewed regarding stigma associated with CHR identification and symptoms. Using a consensus-based open-coding thematic analysis approach, data were analysed for stigma, discrimination, and coping responses. Results Instances of internalization of stereotypes appeared to be more salient to NLW participants than Latinx participants, and Latinx participants reported seemingly more anticipated rejection from stereotypes than NLW participants. Experiences of discrimination also appeared to be more salient to Latinx participants than NLW participants. Moreover, Latinx participants reported evidently greater instances of discrimination across anticipated, individual, and structural discrimination. Finally, while covering strategies appeared to be more salient to NLW's, Latinx clients more often described using secrecy as well as a greater range of coping responses, including empowerment. Conclusion While the experience of anticipated rejection appeared to be more salient to Latinx CHR participants and they seemingly report more secrecy than NLW, they also engaged in empowerment-related coping strategies. Future research should continue to explore the roles of cultural values in influencing coping strategies among CHR individuals.

While Asian groups have immigrated worldwide, suicide risk models have neglected to integrate cultural components. This study incorporates how stigma associated with failure to uphold clan/kinship roles can increase suicide risk in highly-marginalized Lao-Americans.One focus group with five Lao participants and 21 individual semi-structured interviews with community family members were conducted. Transcripts were coded via directed content analysis using the "What Matters Most" and Cultural Theory of Suicide frameworks.Violating role-expectations associated with youth, adults and older adults appears to be associated with risk for suicide. This suggests that the failure of adults to fulfill their roles might potentially threaten loss of "full personhood" and trigger stigma, thus potentially evoking greater suicide risk.Interventions would benefit from cultural considerations of fulfilling role-expectations and "personhood" to combat suicide and stigma within cultural communities.

This article describes the process used to develop a new measure of college knowledge and the findings from an initial study to examine the measure’s construct validity. We employed common test construction (item response theory, classical test theory) and factor analytic (exploratory factor analysis, confirmatory factor analysis) approaches to analyzing the data from 519 graduating high school seniors; these analyses support the construct validity of the measure. We discuss the importance of college knowledge in the college decision-making process and implications for school counseling practice and research.

Background: Stigma towards severe mental illness manifests in different ways across cultures and only recently has a theoretical perspective emerged to understand such cultural differences. The ‘What Matters Most’ framework identifies culturally specific dimensions of stigma by identifying the interactions between cultural norms, roles, and values that impact personhood. Objective: This study explores the cultural underpinnings that create and maintain stigmatizing attitudes towards severe mental illness in Chile. Methods: In-depth interviews developed using the ‘Scale of Perceived Discrimination and Devaluation’, and the ‘What Matters Most’ framework were conducted with twenty people identified as having a severe mental illness. Interviews were coded and discussed until agreement was reached, then analyzed by an independent reviewer to determine inter-rater reliability. Results: A key factor shaping stigma among women was the loss of capacity to accomplish family roles (i.e. take care of children).or men, cultural notions of ‘Machismo’ prevented them from disclosing their psychiatric diagnosis as a means to maintain status and ability to work. A protective factor against stigma for men was their ability to guide and provide for the family, thus fulfilling responsibilities attributable to ‘Familismo’. Social appearances could play either a shaping or protecting role,contingent on the social status of the individual. Discussion: In Chilean culture, stigma is rooted in gendered social characteristics and shared familial roles. Interventions should aim to address these norms and incorporate culturally salient protective factors to reduce stigma experienced by individuals with serious mental illness in Chile and other Latin American settings. Resumen Antecedentes: Estigma hacia la enfermedad mental se manifiesta en diferentes formas dependiendo de la cultura, sin embargo solo recientemente se ha desarrollado una perspectiva teórica para entender dichas diferencias culturales. El abordaje de ‘what matter most’ es capaz de identificar dimensiones culturalmente específicas relativas al estigma por medio de la identificación y extracción de las normas culturales, roles y valores que impactan la identidad de las personas. Objetivo: El presente estudio explora los cimientos culturales que crean y mantienen las actitudes estigmatizantes hacia las enfermedades mentales en Chile. Métodos: Se desarrollaron 20 entrevistas en profundidad en personas con trastorno mental severo utilizando la ‘Escala de Discriminación y Devaluación Percibida’ y orientadas por el enfoque ‘What Matter Most’. Las entrevistas fueron codificadas y discutidas hasta alcanzar grados de acuerdo apropiados, cuestióndeterminada por un revisor independiente que calculó el grado de acuerdo inter-jueces. Resultados: Un aspecto clave para moldear la expresión del estigma entre mujeres fue la pérdida de la capacidad para cumplir con su rol de dueña de casa (i.e. cuidar de sus hijos), mientras en los hombres nociones culturales asociadas al ‘Machismo’ impidieron que ellos develaran sus respectivos diagnósticos psiquiátricos para mantener su estatus social y habilidad para trabajar. Por otra parte, un factor protector en contra del estigma en hombres fue mantener su habilidad para guiar y proveer a su familia, y así cumplir plenamente con las responsabilidades atribuidas al ‘Familismo’. Finalmente, las apariencias sociales pueden jugar tanto un rol moldeador o protector en contra del estigma, y esto parece ser contingente al estatus social del individuo. Discusión: Estigma se asocia a características sociales y roles familiares enraizadas en la cultura Chilena. Intervenciones deberían abordajes éstas dimensiones e incorporar aquellos factores protectores que son potenciales recursos para reducir el estigma hacia la enfermedades mentales en Chile y en otros contextos Latinoamericanos.