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Psyc 411 > Nov 27 lecture > Flashcards

Nov 27 lecture Flashcards

1
Q

3 ERS and ERI interventions

A
  1. The Identity Project
  2. EMBRACE program
  3. One Talk at a Time (OTAAT)
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2
Q

Umana-Taylor’s intro to the Identity Project

A

disparities between minorities and White people are caused by stress coming from discrimination

how can we change this?

by harnessing ERI

^ ERI cohesion = positive psychosocial functioning and buffer against discrimination

ERI = protective and promotive factor

developed the Identity Project - curriculum that provides strategies, tools, dedicated times to explore and learn about background

delivered once a week, for an hour, by instructor at school

program works!

currently extending dissemination settings and age groups

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3
Q

why intervene upon identity in the first place?

A
  1. KEY DEVELOPMENTAL TASK/MILESTONE

^ adolescence is KEY TIME for exploration, therefore a key time for intervention

  1. highly CENTRAL part of how youth in NA DEFINE their IDENTITIES
  2. why include WHITE youth? Increasing understanding and salience of race and privilege can fuel critical consciousness development and ally-ship

^ think Phase 2 of Helm’s white racial identity model

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4
Q

why include white youth in the identity project?

A

can help increase UNDERSTANDING of SALIENCE/PRIVILEGE related to race

can fuel CRITICAL CONSCIOUSNESS development and ALLY-SHIP

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5
Q

identity project - why schools?

A

many challenges on school-side, but ALLOWS ACCESS FOR ALL YOUTH

not just those who self-select or whose parens self-select their kids to participate

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6
Q

theoretical model of Identity Project

A
  1. curriculum/intervention program

LEADS TO

  1. ERI exploration AND ERI resolution

LEAD TO

  1. global identity cohesion

LEADS TO

  1. adjustment
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7
Q

identity project: global identity

A

sense of identity COHESION in which youth have a CLEAR SENSE of who they are

and how the MULTIPLE ASPECTS of their identities FIT in

within the specific sociocultural CONTEXT in which their lives are embedded

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8
Q

identity project: indicators of adjustment

A
  1. school belongingness
  2. academic engagement
  3. self-esteem
  4. depressive symptoms
  5. other-group orientation
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9
Q

identity project: curriculum goals/intervention program

A
  1. increasing students’ SALIENCE and UNDERSTANDING of their ethnic heritage and background, as well as those of others
  2. increasing students’ AWARENESS and understanding of MULTIPLE GROUP’S EXPERIENCES with discrimination in context of US across DIFF HISTORICAL PERIODS
  3. engaging students in ACTIVITIES designed to increase their understanding of their FAMILY HERITAGE (regardless of how they define “family”)
  4. exposing students to notion that DIFF WITHIN GROUPS are oftentimes LARGER than diffs between groups
  5. clarifying MISCONCEPTIONS students may have regarding a “right or wrong” way to identify with an ethnic racial group, providing students with EXAMPLES of DIVERSE JOURNEYS of ERI development
  6. providing students with TOOLS with which to explore ER heritage (ie. showing them symbols, traditions, rituals, ways to learn more)
  7. providing opportunities for students to DISCUSS THEIR HERITAGE with others
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10
Q

1st trial of identity project setup

A

9th graders

racially diverse

55 minute session, once a week for 8 weeks

randomized placement into identity project or academic success curriculum

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11
Q

1st trial of identity project tested whaat?

A

tested the theoretical model

does the identity project lead to GREATER EXPLORATION at T2?

does this lead to GREATER RESOLUTION at T3?

does this lead to BETTER GLOBAL IDENTITY?

and to BETTER ACADEMIC/PSYCHOLOGICAL outcomes at T4?

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12
Q

identity project pilot FINDINGS

A
  1. treatment condition led to GREATER T2 EXPLORATION
  2. T2 exploration led to GREATER T3 RESOLUTION
  3. T3 resolution led to…

a) better grades
b) stronger global identity
c) fewer depressive sumptoms
d) higher self esteem

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13
Q

identity project pilot: resolution at T3 led to…

A

(one year post intervention at T4)

  1. better grades
  2. higher self-esteem
  3. stronger global identity
  4. fewer depressive symptoms
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14
Q

identity project pilot: resolution at T3 DID NOT lead to…

A
  1. academic engagement at T4
  2. other group orientation at T4
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15
Q

race - did identity project work as well for White youth as for youth of colour?

A

YES

no moderation by race

effects of identity project were the SAME across white youth and youth of colour

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16
Q

ERI centrality - does importance of race/ethnicity to sense of self at baseline matter for intervention effectiveness? BACKGROUND

A

testing idea that those for whom centrality is ALREADY HIGHER AT BASELINE, the intervention might be EXTRA STRONGLY PREDICTIVE of greater exploration at time 2

does centrality moderate the effect of the intervention on T2 exploration?

17
Q

ERI centrality - does importance of race/ethnicity to sense of self at baseline matter for intervention effectiveness?

A

YES

  1. NO DIFF in T2 exploration between people in intervention or control who had LOW ERI centrality
  2. for those with AVERAGE/HIGH centrality at baseline, intervention led to GREATER INCREASES in exploration than the control condition
  3. TRAJECTORY of exploration DIDN’T CHANGE - stayed parallel - but higher baseline centrality just led to an EXTRA INITIAL BUMP in T2 exploration
18
Q

identity project - does the ERS you get at home from parents impact treatment effects?

A

again, re-analysis of original intervention data

youth from families who engaged in MODERATE to HIGH levels of ERS at baseline showed GREATER INCREASES in exploration when given the intervention

(same exact thing as what was observed with centrality)

19
Q

summary of identity project effects

A

positive impacts on academic and MH outcomes stemming from intervention-induced increases in exploration and resolution

^ above effects work EQUALLY for White youth and youth of colour

^ higher centrality at baseline and higher baseline parental ERS messaging = STRONGER INCREASE in exploration given intervention

20
Q

identity project is so popular that it’s now being adapted in…

A

6 countries in Europe

and in Colombia and Chile in South America

(has popped up in all sorts of varied cultural contexts)

21
Q

specific cultural adaptations to identity project - SURFACE LEVEL

A

adapting ACTIVITIES and INTRO VIDEOS to be country-specific

changing who GIVES the intervention

^ pre-service teachers, researchers, minority counsellors, teachers who are refugees

22
Q

specific cultural adaptations to identity project - DEEP STRUCTURE ADAPTATIONS

A
  1. adapting TERMS

^ navigating legally-enforced ‘colour-blindness’ and race-blindness in countries like Germany and Italy
(ILLEGAL to use race classification after WWII)

  1. more focus on IMMIGRATION HISTORY and “FOREIGNNESS”
  2. focus on NATIONAL and REGIONAL identities
23
Q

cultural adaptations to identity project - focus on national and regional identities

A

conflation of national identity and ethnicity leads to EXCLUSION of those with IMMIGRATION history

ie. Germans implicitly refers to White Germans, not say, Turkish Germans - even if they’ve been in Germany for generations

24
Q

identity project in Italy BACKGROUND

A

474 diverse adolescents

31% ‘MIGRATION BACKGROUND’ - can’t ask about race/ethnicity in this national context

200 nationalities repped

RCT conducted during pandemic

pre-test (W0), post-test (W1), 13-week-follow-up (W2) data

control condition was waitlist control (got no intervention at all, unlike RCT in the US)

25
Q

identity project in Italy FINDINGS

A
  1. intervention group reported HIGHER IDENTITY EXPLORATION at post-test (W0) than controls

^ effects equally strong across 45 classrooms and diff schools with diff racial compositions

  1. NO EFFECTS of intervention on RESOLUTION
  2. immigrant history and environmental sensitivity were MODERATORS
26
Q

Italy study - environmental sensitivity

A

how attuned you are to your surroundings

can mean you get more out of intervention and positive contexts

27
Q

identity project in Italy moderators

A
  1. immigration history
  2. environmental sensitivity
28
Q

identity project in Italy - intervention-induced increases in exploration were LARGEST for…

A

youth with IMMIGRANT BACKGROUNDS who also had higher levels of ENVIRONMENTAL SENSITIVITY

^ 3 way interaction of interventionimmigrationsensitivity predicting greater exploration

29
Q

identity project in Italy - qualitative findings

A
  1. immigrant youth learned to ACCEPT HERITAGE CULTURE
  2. increase BICULTURAL IDENTITY
  3. white Italian youth REFLECTING on how their MAJORITY culture SHAPES who they are
  4. increased AWARENESS of DISC and ALLY-SHIP
30
Q

identity project in italy - immigrant youth learning to accept heritage culture QUOTE

A

“I realized that I was losing touch with my culture…now I feel more interested, I even started searching for in depth material”

“the fact that my classmates started asking me about our traditions and symbols made me feel more accepted by them and closer to my origins”

31
Q

identity project in italy - increase bicultural identity QUOTE

A

“before the project I felt only Chinese, now I think that the way I would define myself would include my Italian identity as well”

32
Q

identity project in italy - white Italian youth reflecting on how their majority culture shapes who they are QUOTE

A

“this project made me think more about my culture and the aspects that characterize it: I thought about things that I normally do, and that in another culture would not be normal or obvious”

33
Q

identity project in italy - increased awareness of discrimination and allyship

A

“after our sessions, I started noticing that one of our classmates was treated in a discriminatory way…I’m trying to include him more in our group, I don’t want him to feel different”

34
Q

overall, findings of identity project in US and EUROPE so far…

A

have been positive

good way to help you develop stronger identities

seems to have lots of positive secondary effects on other outcomes

Psyc 411 (25 decks)

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