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Psyc 411 > Dec 2 Lecture > Flashcards

Dec 2 Lecture Flashcards

1
Q

EMBRACE program - what does it stand for?

A

Embrace

ENGAGING

MOTIVATING

BONDING

through race

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2
Q

video intro to EMBRACE intervention

A

it’s a racial socialization intervention to reduce stress and enhance coping in BLACK FAMILIES

engages in the 4 types of ERS

in RECAST theory model, racial socialization acts as moderator between discrimination and negative outcomes

boosts self-efficacy of parents when socializing their kids

therapist-led intervention for parents and kids, together

5 sessions, strengths-based

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3
Q

EMBRACE address the ________ elephant….

A

racial elephant in the room

addressing this makes it less shocking and insurmountable

intervention builds confidence and provides tools to address it

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4
Q

EMBRACE family testimonials

A

helped with discussing classroom and law enforcement disc

general parent-child communication benefitted

boosted talking about heritage

helpful for parent-child relationship and understanding of one another

dedicated time and place to talk about strictly racial topics

parents learning to listen to child instead of being in constant “parent-mode”

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5
Q

EMBRACE program based on RECAST model

A
  1. parents high ERS competency will help IMPROVE…
  2. CHILD’S coping self-efficacy which will improve…
  3. their ability to COPE with racism

and therefore PROMOTE POSITIVE YOUTH OUTCOMES

(so essentially, boost parental ERS and this will improve child coping and outcomes)

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6
Q

EMBRACE structure

A

1 child, 1 parent with the therapist

individual and joint therapist RUN the whole thing

pre-test and post-test meetings

5 actual sessions (90 mins each)

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7
Q

EMBRACE: first 4 sessions focused on…

A

different main ERS messages

(cultural socialization, prep for bias, promotion of mistrust, egalitarian messages)

focus on INCREASING COMPETENCY through knowledge about racial encounters and in-vivo practice situations between parents and children

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8
Q

long term outcomes that RECAST model and EMBRACE hope to affect

A

improved academic achievement

reduced internalizing/externalizing problems

reduced physiological arousal

increased familial communication

increased awareness and management of racial stressors

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9
Q

what does pilot test say about EMBRACE? CLINICIAN FEEDBACK

A

good things!

thought it was empowering, appropriate timing, will be helpful to families in the future, was interesting, helpful, explored important topics, easy to deliver, good format…

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10
Q

what does pilot test say about EMBRACE? PARENT and YOUTH FEEDBACK

A

both YOUTH and PARENTS, in terms of COPING…

had better:
- CALCULATION of stressor
- idea of LOCATION of stressor
- COMMUNICATION about stressor
- RELAXATION in response to stressor

compared to before the intervention

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11
Q

EMBRACE pilot population

A

10 Black families

10 parents and 10 youth between 10-14 years old

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12
Q

AMBRACE youth and parents had better what after the intervention?

A

calculation, location, communication and relaxation in response to stressor

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13
Q

EMBRACE summary

A
  1. interesting ERS competency-focused intervention targeted towards Black families
  2. initial PROMISING results from PILOT testing
  3. NO LARGE SCALE trials yet

^ Dr Riana Anderson = currently focusing on mobile health intervention - creating smartphone app that helps improve coping with discriminatory encounters in youth

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14
Q

EMBARK stands for…

A

Empowering Behaviours to Address Race with Kids

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15
Q

EMBARK is an…

A

ERS intervention for White families

targeted at 5-7 year old White kids (younger than Identity Project/EMBRACE)

helps White parents address RACE & RACIAL BIAS in/with their kids

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16
Q

EMBARK content

A

TRAINING VIDEOS for parents and STORYBOOKS for them to read with their kids, as well as POST-STORY ACTIVITIES

provides opportunities to ADDRESS RACIAL BIASES IN EVERYDAY LIFE - via reading storybooks

17
Q

EMBARK: parents’ reactions

A

generally parents liked it

became more SELF-EFFICACIOUS (COMPETENT) around addressing their children’s racial biases

18
Q

idea behind EMBARK

A

if we can disrupt formation of damaging racial/bias SCHEMAS in kids

will raise more ANTI-RACIST white kids

really TARGETS PARENTS and their methods of raising their children

19
Q

one talk at a time tagline

A

“providing support for Black, Asian and Latino/a/x middle school youth and their families to have valuable conversations about difficult topics”

20
Q

what is OTAAT? your reading

A

VIDEO BASED intervention meant to PROMOTE PARENTS to give BALANCED amount of cultural socialization and PREP FOR BIAS messages

PARENT FOCUSED INTERVENTION

21
Q

OTAAT content

A

eleven 3-5 min VIDEOS for parents to watch

ACTIVITIES in between (some for parent only, others for children too)

22
Q

OTAAT builds off of…but…

A

interventions like EMBRACE and other ERS-focused interventions for Black families

but targets WIDER DEMOGRAPHIC of Black, Latinx, and Asian families

(White adaptation just started by independent team)

23
Q

OTAAT really targets…

A

increasing prep for bias messages

because parents are typically already comfortable giving cultural socialization messages, but prep for bias not so much

24
Q

structure of OTAAT

A
  1. GOAL SETTING and ESTABLISHING MOTIVATION
  2. DIDATICS
  3. SOCIAL MODELLING AND REFLECTION
25
Q

OTAAT - goal setting and establishing motivation

A

OTAAT introduction

identifying barriers

reflecting on past experiences

setting learning goals

rating readiness

26
Q

OTAAT - didatics

A

ready, set, talk

setting time for conversations

identifying key messages

identifying key aspects of kids’ lived experiences that shapes convos

goals for convos, selecting convo starter questions

selecting strategies to discuss with youth for dealing with disc

27
Q

OTAAT - social modelling and reflection

A

recordings of real convos with families

to serve as examples (vicarious learning)

re-rating readiness

setting targets for convos

selecting strategies for increasing confidence

selecting topics

28
Q

OTAAT: instead of explicitly…

A

telling parents WHAT to say

it helps parents IMPROVE COMPETENCY and CONSIDER GOALS/TYPES of MESSAGES they relay

based on the CONTEXT and their CHILD

highlights importance of talking about COPING too, not just awarenesss of disc

29
Q

OTAAT was developed from…

A

review and synthesis of ERS literature

and

FOCUS GROUPS with 63 Black, Latinx, Asian American families

with late elementary/middle school kids

(bottom-up intervention)

30
Q

OTAAT initial pilot study SETUP

A

15 parents

5 Black, 5 Asian, 5 Latinx

80% of parents were already having CULTURAL SOCIALIZATION discussions with kids

but only 60% were engaging in PREP 4 BIAS

93% wanted to LEARN about prep 4 bias

31
Q

OTAAT - initial pilot - biggest barrier to parents giving prep 4 bias messages…

A
  1. not wanting child to DISLIKE OUTGROUP members
  2. not wanting to UPSET child
32
Q

OTAAT - initial pilot findings

A
  1. intervention led to MODERATE INCREASES IN READINESS for cultural socialization conversations
  2. LARGE INCREASE in perceived EFFICACY for PREP 4 BIAS conversations

^ no diff across racial/ethnic groups

33
Q

qualitative findings from pilot OTAAT

A
  1. parents reported INCREASED ERS AWARENESS and OPPORTUNITIES
  2. greater ERS MOTIVATION
  3. improvements in child-parent COMMUNICATION
34
Q

summary of OTAAT

A
  1. another intervention - this time just PARENT-FOCUSED
  2. aimed to INCREASE COMPETENCY and CONVERSATIONS around prep for bias and cultural socialization
  3. also in early stages, RCT recruitment currently underway
  4. promising initial pilot results - also INCLUSIVE of MORE GROUPS than interventions like EMBRACE
35
Q

overall summary of these ERI and ERS focused interventions

A
  1. all in EARLY STAGES - Identity Project is furthest along and has most wide adoption
  2. all seem to be leading to POSITIVE OUTCOMES from available data
  3. intervening on ERS and ERI are gateways to INCREASING CULTURAL RESILIENCE factors, COPING abilities, promoting positive OUTCOMES
  4. NOT REPLACEMENTS for evidence-based psychological treatment, but USEFUL as prevention and health promotion before severe problems arise
36
Q

ERS and ERI focused interventions - future directions

A
  1. how can these interventions be DELIVERED EFFECTIVELY and on a LARGE SCALE?
  2. what are the KEY INGREDIENTS in interventions leading to the most change?
  3. can they be INCLUSIVE of GREATER number of GROUPS (Indigenous, Multiracial, other groups less common in NA/European contexts?)
37
Q

end of semester takeaways

A
  1. discrimination is BAD for all forms of health and wellbeing
  2. discrimination is COMMON
  3. discrimination is embedded in SYSTEMS (are we complicit with these systems or working actively against them and towards equity?)
  4. RESILIENCE is the NORM, not the exception to the norm
    (many aspects of cultural background, history, values, identity contribute to resilience)
  5. RESISTANCE is KEY in marginalized communities as ways of HEALING and making more EQUITABLE society
  6. understanding CULTURAL STRENGTHS helps us understand and intervene to further increase resilience and resistance
  7. RESEARCH is one important tool to improve wellbeing and unequal social conditions
  8. research already being done by people of all ages, backgrounds, identity groups etc
  9. so much of this work is NEW - field is in its INFANCY (lots of future opportunities)

Psyc 411 (25 decks)

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