Oct 21 Flashcards
what falls under the umbrella of resilience factors?
- ethnic-racial identity
- ethnic-racial socialization
- cultural values
- critical consciousness
- coping
promotive factors
variables associated with POSITIVE OUTCOMES across ALL LEVELS of risk
“main effect”
protective factors
variables that DISRUPT the impact of a risk factor
ie. when risk factor is high, protective factor leads to better outcomes
involves INTERACTIONS/MODERATIONS
example of a main effect promotive factor
social support leads to less depression
MAIN EFFECT
example of a main effect vulnerability factor
discrimination leads to more depression
MAIN EFFECT
example of an interaction/moderation factor
ie. protective factor
discrimination is weakly related to depression when social support is high
neblett et al Culturally Informed Promotive and Protective Factors
PROTECTIVE/PROMOTIVE FACTORS
1. ethnic and racial identity (ERI)
2. cultural orientation
3. ethnic racial socialization (ERS)
^these all affect one another
BIDIRECTIONAL EFFECTS WITH:
1. self-concept
2. attributions/cognitive appraisals
3. coping strategies
UNIDIRECTIONAL EFFECTS WITH:
1. relationship between racial ethnic discrimination and adjustment
neblett et al - promotive/protective factors can directly…
influence:
1. racial and ethnic discrimination
2 .adjustment
and also influence:
1. self-concept
2. attributions/cognitive appraisals
3. coping strategies
neblett et al: racial and ethnic disc leads to…
worse adjustment (ie. sleep, drug use, physical & mental health)
moderated by mainstream factors:
- self concept
- attributions/cognitive appraisals
- coping strategies
neblett et al: bidirectional relationships
- between promotive/protective factors AND
a) racial-ethnic disc
b) adjustment - between promotive/protective factors and MAINSTREAM FACTORS
a) self concept
b) attributions/cognitive appraisals
c) coping strategies
neblett et al - the 3 factors that influence how much racial discrimination you face
- ethnic and racial identity
- cultural orientation
- ethnic-racial socialization
ie. if you’re heavily involved in race activist (ERI), maybe you’re more exposed to discrimination
ie. if you’re highly identified with your race, maybe microaggresions hurt you more
neblett et al: self-concept, attributions/cognitive appraisals and coping strategies moderate…
relationship between RACIAL/ETHNIC DISCRIMINATION and ADJUSTMENT
neblett et al - mainstream factors
- self-concept
- attributions/cognitive appraisals
- coping strategies
these moderate relationship between RACIAL ETHNIC DISC and ADJUSTMENT
the updated neblett et al model…
thinks about an EXPANDED group of RESILIENCE FACTORS
composed of 4 levels
neblett et al - level 1
- ERI (ethnic racial identity)
- ERS (ethnic racial socialization)
- religiosity/spirituality
- family/parenting
these:
a) are MEDIATED BY level 2 & 3
b) DIRECTLY INFLUENCE racism and mental health
neblett et al - level 2
lots of them - they mediate influence between LEVEL 1 and LEVEL 3 & 4
coping
critical consciousness
civic engagement
black cultural behaviours
future time orientation
neblett et al - level 3
mediated by level 2 factors and influence level 4 (racism and mental health)
- REJECT negative self-messages and stereotypes
- DETACH from, reframe and reevaluate racism
- make nonpersonal attributions
- reduce distress
neblett et al - level 4
racism exposure
mental health
(racism exposure relates to mental health)
neblett et al updated - what are the big, most important factors that influence a) racism exposure and b) mental health?
level 1 components
- ERI
- ERS
- religiosity/spirituality
- family/parenting
what future directions does neblett identify?
- more representative, mixed & multi-method and longitudinal studies
- move past psychological symptoms > psychopathology and diagnosis
- more attention to sociopolitical context
- multiple stressors (ie. study racism in context of poverty)
- intersectionality
- multiple systems and levels of oppression (different isms, structural & cultural levels)
- more investigation of mediators - both listed and otherwise
what other model that we’ve examined before looks at resilience factors?
Cynthia Garcia Croll’s Integrative Model
- promoting/inhibiting environments
(schools, neighbourhoods etc.) - adaptive culture
(traditions, cultural legacies, histories, migration, acculturation, current context) - child characteristics
(temperament, physical characteristics) - family
(structure & roles, fam values, beliefs, goals, racial socialization, socio-economic status)
PVEST stands for…
phenomenological variant of ecological systems theory
INTERSECTING SYSTEMS that impact people and focus on how people MAKE SENSE and MEANING out of those experiences
approach taken by PVEST
phenomenological: how individual PERCEIVES and MAKES SENSE of an experience
adding in personal meaning making
we’re all enveloped in our own unique microsystems - parents, teachers, schools, work, neighbours, cities, cultural background, geo location, chrono-system ie. covid times
PVEST’s 5 factors
5 factors which are all related to each other bidirectionally and which all influence life stage outcomes (health, relationships etc)
- risk contributions
- stress engagement
- reactive coping methods
- stable coping: responses, emergent identities
- lifestage outcomes: coping products
PVEST - risk contributors - we have risk and promotive/protective factors that…
we have RISK and PROTECTIVE/PROMOTIVE factors that contribute to a NET VULNERABILITY LEVEL
involved in self-appraisal processes: social-cognition dependent (in response to stereotypes & biases)
PVEST - specific risk contributors
- RACE
(ethnicity/colour bias) - SES
(poverty, school/neighbourhood quality, family dynamics) - BIOLOGICAL CHARACTERISTICS (temperament, physiological processes)
- PHYSICAL STATUS
(early maturing) - SEX
(female ie. perceptions of femininity/male ie. need for instrumentality)
PVEST - stress engagement
stressors you are exposed to/engaged with
intermediate experiences of stress
a) neighbourhood dangers
b) social supports
c) daily hassles
PVEST - stress engagement has bidirectional relationship with…
our net vulnerability level
our net vulnerability level influences the type/amounts of stressors we’re exposed to
and the stressors we’re exposed to influence our net vulnerability levels
PVEST - reactive coping methods - are how you react…
how you react in the MOMENT to stressors
based on your NET VULNERABILITY and your STRESS ENGAGEMENT
(ie. maybe girls and boys cope differently, maybe rich people cope differently)
maladaptive versus adaptive
PVEST - reactive coping methods specifics
corrective problem solving strategies
- maladaptive solutions
- adaptive solutions
PVEST - MALADAPTIVE reactive coping methods
a) exaggerated (“male bravado”) sex role orientation
b) “reactive” ethnocentrism
c) personal (“social superiority”) orientation
PVEST - ADAPTIVE reactive coping methods
a) achieved social status
b) interpersonal competence
c) self-acceptance
PVEST - what are stable coping responses: emergent identities all about?
coping responses that are PATTERNED OVER TIME can SOLIDIFY and become part of an ‘emergent identity’
no longer just a response strategy, it has become a central part of your identity
for instance:
a) coping with discrimination by focusing on SCHOOL and ACADEMIC SUCCESS
LEADS to
b) EDUCATIONAL ASPIRATION & achievement becomes part of one’s IDENTITY
PVEST - stable coping responses: emergent identities
integration of CULTURAL GOALS and perceived available means
- cultural/ethnic identity
- sex role identity
- self-efficacy
- personality identity
PVEST - all the factors lead to…
life stage outcomes
ANY FACTOR can lead to ADVERSE or PRODUCTIVE outcomes
ie. upward social mobility
PVEST - life stage outcomes: coping products
behavioural & health relevant outcomes
- ADVERSE
- adjucation/deviance
- mental illness
- poor health
- lack of intimacy - PRODUCTIVE
- competence
- health
- healthy relationships
- effective parenting
3 simplified points about PVEST
- cyclical interactions between PVEST components across lifespan
- other systems in place that can have impacts - MACROSYSTEM to microsystem
- political & social context are examined from the individual’s perspective ie. significant historical events like COVID-19
simplified PVEST version
- NET VULNERABILITY
- risk contributors: risk and protective factors - NET STRESS ENGAGEMENT
- challenges and supports - REACTIVE COPING STRATEGIES
- maladaptive and adaptive - EMERGENT IDENTITIES
- negative and positive stable coping responses - COPING OUTCOMES
- productive and unproductive
“the other Wes Moore” - an example of the importance of meaning making
kind of like a case study on which to apply PVEST
Wes Moore - received Rhodes scholarship and is now Governor of Maryland
lost his father when he was 3, grew up with a single mom, got into trouble as a teen
then was sent to military school and found sense of purpose
but there’s ANOTHER Wes Moore
same name, grew up in same area of Baltimore, also with a single mom
he ended up in jail, wanted for murder
while one Wes Moore was on the way to Oxford, the other one was on the way to jail
two extremely similar starting points led to very different outcomes
Wes Moore story is an interesting case example of PVEST because…
- similar NET VULNERABILITY levels between the two
- similar STRESS ENGAGEMENT
- some LUCK, right things at the right time, different REACTIVE COPING METHODS and EMERGENT IDENTITIES produced very differrent life course outcomes
an interesting future direction for research using PVEST
outlined in Cunningham et al 2023 article on ORIGIN and IMPACT of PVEST
- applying PVEST to WHITE YOUTH
- due to PRIVILEGE and other factors, some might be LOW VULNERABILITY and HIGH PROTECTION
- others may be RELATIVELY HIGHER in VULNERABILITY (ie. poor White populations)
question asked when applying PVEST to white youth?
what are COSTS of things like racism to White populations?
ie. poor white populations voting against increased social policies that would help their own health because of RACIALIZED RHETORIC around these policies helping “undeserving” members of minority groups
ie. spillover effects of racism - ie. in classroom led by a discriminatory teacher, white kids do worse too - even though they aren’t the target or the discrimination
