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Experiences with perceived discrimination (e.g., perceptions of being treated unfairly due to race or ethnicity) are expected to impact negatively youths' prosocial development. However, resilience often occurs in light of such experiences through cultural factors. The current longitudinal study examined the influence of perceived discrimination on the emergence of Mexican American adolescents' later prosocial tendencies, and examined the mediating role of Mexican American values (e.g., familism, respect, and religiosity). Participants included 749 adolescents (49% female) interviewed at 5th, 7th, and 10th grade. Results of the current study suggested that, although perceived discrimination was associated negatively with some types of prosocial tendencies (e.g., compliant, emotional, and dire) and related positively to public prosocial helping, the associations were mediated by youths' Mexican American values. Directions for future research are presented and practical implications for promoting adolescents' resilience are discussed.

Mexican American youth are at greater risk of school failure than their peers. To identify factors that may contribute to academic success in this population, this study examined the prospective relationships from 5th grade to 7th grade of family (i.e., human capital [a parent with at least a high school education], residential stability, academically and occupationally positive family role models, and family structure) and individual characteristics (i.e., externalizing symptoms, bilingualism, gender, and immigrant status) to the academic performance of 749 Mexican American early adolescents (average age = 10.4 years and 48.7% were girls in 5th grade) from economically and culturally diverse families as these youth made the transition to junior high school. Results indicated that while controlling for prior academic performance, human capital and positive family role models assessed when adolescents were in 5th grade positively related to academic performance in 7th grade. Further, being a girl also was related to greater 7th grade academic success, whereas externalizing symptoms were negatively related to 7th grade academic performance. No other variables in the model were significantly and prospectively related to 7th grade academic performance. Implications for future research and interventions are discussed.

Latino adolescents often are less likely to participate in extracurricular activities compared to youth from other ethnic groups. This descriptive study examined the differences in activity participation by family resources and markers of cultural orientation for the four largest Latino ethnic groups in the U.S. Findings were based on secondary data analysis of the National Longitudinal Study of Adolescent Health (N = 11,689 Latino youth). Family resources were not strong predictors of participation, but the markers of cultural orientation did predict activity participation. Surprisingly, foreign-born youth had higher participation than native-born youth. The proportion of their friendship network that was non-Hispanic friends positively predicted activity participation, whereas the proportion of co-ethnic and foreign-born Hispanic friends negatively predicted activity participation. Findings from this investigation highlight that there were few differences in participation by Latino ethnic group affiliation but great variability within each Latino ethnic group. (Contains 7 tables and 3 footnotes.)

The Classroom Appraisal of Resources and Demands (CARD, elementary version) was used to investigate teacher stress among a sample of elementary teachers (n = 521). The CARD measures teacher stress by examining the subjective experience of both classroom demands and resources provided by the school, and thereby attempts to capture the situationally specific nature of teacher stress. This study attempted to examine whether the CARD can provide reliable and valid information that addresses the call by experts in the field of teacher stress research for measures that consider each teacher's specific occupational circumstances. Specifically, the factor structure of the CARD was supported empirically. Further evidence was offered for the construct and concurrent validity by correlations between CARD scales scores and other measures theoretically relevant to teacher well-being: general health, teacher efficacy, self-critical attitudes, and burnout symptoms. (Contains 1 figure and 5 tables.)

Transactional models of stress posit that perceptions of both resources and demands determine whether stress will be experienced. To test this model and better understand teacher stress, we examined levels of elementary teachers' burnout symptoms: (1) between schools, with individual/teacher perceptions of demands and resources aggregated to the group level, and (2) at the individual teacher level within schools, where perceptions of classroom demands and resources, as well as teachers' personal coping resources and experience, were taken into account. We assessed the specific classroom demands and resources hypothesized to contribute to elementary teachers' burnout symptoms using the Classroom Appraisal of Resources and Demands (CARD), and we used the Preventive Resources Inventory (PRI) to measure teachers' psychological coping resources. Burnout symptoms were measured using the Maslach Burnout Inventory (MBI). Data were collected from 451 teachers in 13 elementary schools within 3 adjacent counties that comprise part of the metropolitan statistical area for a large urban region in the southeastern United States. We administered surveys at teacher staff meetings over 2 academic years, and the overall response rate was 77.62%. We used hierarchical linear modeling to nest teachers within schools. Although there was little variance in reported burnout symptoms between schools, each of the individual teacher-level variables was associated in the predicted direction with burnout symptoms. These findings may support transactional models of stress in that individual differences among teachers within schools in perceptions of demands and resources predicted burnout symptoms and differences in school context were not. (Contains 4 tables.)

The authors explored stress among 521 teachers in 16 elementary schools. They used hierarchical linear modeling to examine the relation of school and teacher characteristics to reported demands and resources in the classroom. School-level predictor variables included spring vs. fall data collection, Title I status, minority percentage, the interaction between spring data collection and Title I status, and the composite achievement score. There were no statistically significant associations between Title I status or time of year for data collection and the Classroom Appraisal of Resources and Demands subscale scores. However, there were relations among minority percentage, the student achievement composite, and perceptions of the availability of instructional resources. (Contains 6 tables.)

Background: Mycosis fungoides with large-cell transformation (MF-LCT) is associated with an aggressive clinical course, yet data comparing treatment outcomes in MF-LCT are sparse.Objective: To compare treatment outcomes and to determine disease prevalence and characteristics associated with survival in MF-LCT.Methods: A retrospective review was conducted of mycosis fungoides patients from 2012 to 2020 treated at Thomas Jefferson University. Patients with histopathologic diagnosis of MF-LCT were included. Treatment outcomes were assessed by mean changes in the modified Severity Weighted Assessment Tool (mSWAT) and stage.Results: Of 171 patients with mycosis fungoides, 23 (13.4%) had histologic diagnosis of MF-LCT. The overall 5-year survival rate for MF-LCT was 74% and was not significantly associated with sex, age, or initial stage at the time of MF-LCT diagnosis. Brentuximab vedotin showed the greatest mean decrease in mSWAT (-20.53) and stage progression (change in Δ stage: -0.4) in MF-LCT compared to oral bexarotene (ΔmSWAT: +4.51; Δstage: +0.27), skin-directed therapy (ΔmSWAT: -5.93; Δstage: -0.08), and chemotherapy (ΔmSWAT: +4.97; Δstage: +0.85).Limitations: Single-center retrospective design, and patients often on multiple treatment modalities.Conclusions: We report superior treatment outcomes for brentuximab vedotin compared to oral bexarotene, skin-directed therapy, and chemotherapy in MF-LCT in both early and advanced disease. [ABSTRACT FROM AUTHOR]

The present research examined continuity and change in the importance of major life goals and the relation between change in goals and change in personality traits over the course of college (N = 298). Participants rated the importance of their life goals 6 times over a 4-year period and completed a measure of the Big Five personality traits at the beginning and end of college. Like personality traits, life goals demonstrated high levels of rank-order stability. Unlike personality traits assessed during the same period and in the same sample, the mean importance of most life goals decreased over time. Moreover, each goal domain was marked by significant individual differences in change, and these individual differences were related to changes in personality traits. These findings provide insights into the relatively unstudied question of how life goals change during emerging adulthood.