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BACKGROUND: While it is recognized that social support can alleviate mental health symptoms, this relationship is not well-understood among Chinese pregnant and parenting immigrants in the United States. This study aims to bridge this gap by exploring the relationships between different types of social support and women's anxiety and depression, and examining how these associations vary with pregnancy status. METHODS: Data were obtained from a cross-sectional survey conducted in Simplified Chinese or Mandarin between March-June 2021 among 526 women who were pregnant and/or parenting a child under five years. The Patient-Reported Outcomes Measurement Information System (PROMIS) Anxiety, Depression, and Social Support scales were used to measure anxiety, depression, and social support levels. Descriptive statistics, t-tests, chi-square tests, and Pearson's correlations were employed for analysis. Hierarchical regression was conducted to investigate the main and interaction effects of social support types and pregnancy status on mental health outcomes. RESULTS: Compared to non-pregnant women, pregnant women reported higher mean scores for anxiety (non-pregnant: 55, pregnant: 59, p < 0.01) and depression (non-pregnant: 54, pregnant: 56, p = 0.02). Instrumental support displayed a significant main effect in relation to anxiety (ß=-0.13, p = 0.01) and depression (ß=-0.16, p < 0.01); emotional support exhibited a significant main effect solely on depression (ß=-0.13, p = 0.01). Notably, the interaction effects between pregnancy status and both instrumental (ß=-0.28, p = 0.01) and emotional support (ß=-0.42, p < 0.01) were significant for anxiety. In contrast, informational support did not exhibit a significant impact on either anxiety or depression. CONCLUSIONS: The findings indicate that tailoring support to the cultural context is crucial, especially for pregnant women in this Chinese immigrant community, with instrumental and emotional support being particularly beneficial in mitigating maternal anxiety.
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Ansiedad , Depresión , Emigrantes e Inmigrantes , Salud Mental , Responsabilidad Parental , Apoyo Social , Humanos , Femenino , Embarazo , Adulto , Emigrantes e Inmigrantes/psicología , Estudios Transversales , Ansiedad/etnología , Ansiedad/psicología , Depresión/psicología , Depresión/etnología , China/etnología , Responsabilidad Parental/psicología , Responsabilidad Parental/etnología , Estados Unidos , Mujeres Embarazadas/psicología , Mujeres Embarazadas/etnología , Adulto Joven , Pueblos del Este de AsiaRESUMEN
Public health practitioners working with Latinx families in the United States must consider the historical contexts of colonization and slavery that have created conditions of violence, displacement, and social and economic marginalization throughout Latin America. Although shared experiences of colonization, dispossession, and migration affect all Latinxs, diverse national histories and sociopolitical contexts, migration patterns, and intersecting identities (e.g., gender, social class, race) complicate efforts to develop a uniform approach to this heterogeneous population. We provide a critical analysis of (1) how past experiences contribute to collective trauma and motivate migration, and (2) how these experiences are replicated in the United States through immigration-related adversities that deprive and threaten children and families through marginalization, fear of detention and deportation, and family separation brought on by a parent's deportation. This knowledge is imperative to advance research, practice, and policymaking with US Latinx populations. We provide best practice recommendations for a sociopolitically and trauma- informed public health workforce interfacing with Latinxs in the United States. (Am J Public Health. 2024;114(S6):S485-S494. https://doi.org/10.2105/AJPH.2024.307589) [Formula: see text].
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Hispánicos o Latinos , Práctica de Salud Pública , Humanos , Hispánicos o Latinos/psicología , Estados Unidos , Emigración e Inmigración/legislación & jurisprudencia , Política , Salud Pública , FemeninoRESUMEN
Community-based organizations (CBOs) are key players in mitigating the impact of restrictive policy changes on immigrant communities. The ability of these organizations to help diffuse the stress caused by restrictive, rapidly changing immigration policies depends, in part, on the capacity and health of their workforce. This study presents findings from a qualitative study conducted with 10 Bangladeshi community frontline workers working in various CBOs and advocacy organizations to understand their experience navigating a heightened anti-immigrant, anti-Muslim climate. Through thematic analyses, we inferred that the 2016 presidential election increased stress and mobilization among community frontline workers, with a meaningful distinction between participants working for immigration-focused institutions versus those in institutions where immigration issues were not the primary focus (e.g. health services, cultural programming). For those working in immigration-focused institutions, work burden increased due to challenges in managing misinformation, making sense of policy changes, and meeting the needs of families impacted by deportation. A toll on frontline workers' own physical health and mental health was discussed, as well as the need for culturally congruent mental health supports for the South Asian community.
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Immigrant communities in the United States are diverse and have many assets. Yet, they often experience stressors that can undermine the mental health of residents. To fully promote mental health and well-being among immigrant communities, it is important to emphasize population-level policies and practices that may serve to mitigate stress and prevent mental health disorders. In this paper, we describe the stressors and stress experienced by immigrant families, using Sunset Park, Brooklyn as an example. We discuss ways to build structures and policies in support of equitable environments that promote mental health at the population level and enable families and their children to thrive.
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Emigrantes e Inmigrantes , Salud Mental , Estrés Psicológico , Humanos , Emigrantes e Inmigrantes/psicología , Estados Unidos , Familia/psicología , Apoyo Social , Ciudad de Nueva York , Promoción de la Salud , FemeninoRESUMEN
Reaching population-level impact for families in poverty requires moving beyond a sole focus on individuals, to a wider focus on interactions between individuals and their broader environmental contexts. Place-based initiatives have emerged as a policy response to promote community-level change around these broader interactions between individuals and their local communities through addressing long-standing disparities in housing, employment, education, and health. Together Growing Strong (TGS) is one such place-based initiative focused on transforming the health, wellbeing, and development of young children and their families in Sunset Park, Brooklyn. The Children, Caregivers, and Community (C3) Study is an outcomes-based study designed to assess the trajectories of children and families in Sunset Park along indicators such as family health and wellbeing and child development in relation to TGS program participation. The aims, scope, and protocol of the C3 Study are the subjects of this paper.
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Cuidadores , Desarrollo Infantil , Niño , Preescolar , Humanos , Impulso (Psicología) , Escolaridad , Empleo , Estudios Observacionales como AsuntoRESUMEN
Introduction: Immigration has been identified as an important social determinant of health (SDH), embodying structures and policies that reinforce positions of poverty, stress, and limited social and economic mobility. In the public health literature with regard to diet, immigration is often characterized as an individual-level process (dietary acculturation) and is largely examined in one racial/ethnic subgroup at a time. For this narrative review, we aim to broaden the research discussion by describing SDH common to the immigrant experience and that may serve as barriers to healthy diets. Methods: A narrative review of peer-reviewed quantitative, qualitative, and mixed methods studies on cardiometabolic health disparities, diet, and immigration was conducted. Results: Cardiometabolic disease disparities were frequently described by racial/ethnic subgroups instead of country of origin. While cardiovascular disease and obesity risk differed by country of origin, diabetes prevalence was typically higher for immigrant groups vs United States (US)-born individuals. Common barriers to achieving a healthy diet were food insecurity; lack of familiarity with US food procurement practices, food preparation methods, and dietary guidelines; lack of familiarity and distrust of US food processing and storage methods; alternative priorities for food purchasing (eg, freshness, cultural relevance); logistical obstacles (eg, transportation); stress; and ethnic identity maintenance. Conclusions: To improve the health of immigrant populations, understanding similarities in cardiometabolic health disparities, diet, and barriers to health across immigrant communities-traversing racial/ethnic subgroups-may serve as a useful framework. This framework can guide research, policy, and public health practices to be more cohesive, generalizable, and meaningfully inclusive.
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Enfermedades Cardiovasculares , Emigrantes e Inmigrantes , Determinantes Sociales de la Salud , Humanos , Enfermedades Cardiovasculares/etnología , Enfermedades Cardiovasculares/prevención & control , Emigrantes e Inmigrantes/estadística & datos numéricos , Determinantes Sociales de la Salud/etnología , Dieta/etnología , Estados Unidos/epidemiología , Emigración e Inmigración , Aculturación , Disparidades en el Estado de SaludRESUMEN
Emotion knowledge (EK) is a malleable set of skills that is central to social interactions and school success during early childhood. The current study describes an anti-racist approach to adapting an EK measure that assesses knowledge of facial expressions to be ecologically valid for young children of color attending pre-Kindergarten (pre-K) programs in a large urban school district. This approach involved (1) attending to race/ethnicity in selection of visual stimuli, (2) ensuring appropriate translation and language for administration, and (3) exploring the functioning of the measure within a racially, ethnically, and linguistically diverse group of children. A total of 235 children (67.4% Latinx, 14.1% non-Latinx Black, 7.1% non-Latinx White, 7.8% Asian, 3.6% another racial/ethnicity) were assessed in English (74%) or Spanish (26%) during the fall of pre-K (mean age = 4.4). Both English and Spanish versions appear to have similar reliability, although accuracy levels were lower when administered in Spanish. No differences in mean accuracy scores were found across racial/ethnic groups or for boys versus girls. This study contributes to the growing literature necessary to advance anti-racist research in affective science. Supplementary Information: The online version contains supplementary material available at 10.1007/s42761-022-00105-w.
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Families of color living in historically disinvested neighborhoods face a multitude of health disparities which have been exacerbated by COVID-19 and the resulting strategies to mitigate its transmission. School closure, which occurred with little warning and few, if any, resources for preparation, disrupted multiple aspects of families' lives; these disruptions are anticipated to adversely impact mental health and well-being. The current study aims to advance understanding of the experiences of families of young children of color during the pandemic by utilizing a natural experiment design to test impact on child and parent mental health and sleep in the context of COVID-19 related school closure among families in historically disinvested neighborhoods. Data from this study come from an ongoing study of 281 families of color enrolled in 41 pre-kindergarten (pre-K) programs in neighborhoods across New York City (NYC). In NYC, school closure occurred on March 16, 2020, during a data collection period involving phone surveys with parents; the quasi-experimental design allows for comparison of the 198 families who had completed the survey prior to March 16, and the 83 families who completed the survey after March 16, using identical protocols and procedures. Results demonstrate poorer mental health among parents surveyed after school closure as compared to before school closure. No differences were found for parent sleep, child mental health, or child sleep. Implications of this work highlight the need for structural and systemic supports for families faced with compounding stressors as a result of the COVID-19 pandemic and related school closure.
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Many children in immigrant households endure unique stressors shaped by national, state, and local immigration policies and enforcement activity in the United States. Qualitative studies find that during times of heightened immigration enforcement, children as young as 3 years of age show signs of behavioral distress related to national anti-immigrant sentiment and the possibility of losing a parent. Using multiple sources of data from 168 racially and ethnically diverse families of children in pre-Kindergarten, the present study examined variability in perceived levels of immigration enforcement threat by parental immigrant status and ethnicity. This study examined associations between immigration enforcement threat and child mental health, self-regulation, and executive functioning and whether parent immigrant status or child gender moderates these associations. We found substantial variability in perceived immigration threat, with immigrant parents and Latinx parents reporting significantly greater levels of immigration threat compared to nonimmigrant parents and non-Latinx parents. Immigration enforcement threat was associated with greater child separation anxiety and overanxious behaviors, and lower self-regulation among boys and girls and among children of immigrant and U.S.-born parents. In contrast to our hypothesis, immigration enforcement threat was associated with higher self-regulation according to independent assessor ratings. Educators and healthcare providers working with young children from immigrant and Latinx households should be aware of the disproportionate stress experienced by immigrant and Latinx families due to a xenophobic sociopolitical climate marked by heightened immigration enforcement threat and racist, anti-immigrant rhetoric. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
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Emigrantes e Inmigrantes , Autocontrol , Niño , Preescolar , Emigración e Inmigración , Femenino , Humanos , Masculino , Salud Mental , Padres , Estados UnidosRESUMEN
The Adverse Childhood Experiences (ACEs) framework has contributed to advances in developmental science by examining the interdependent and cumulative nature of adverse childhood environmental exposures on life trajectories. Missing from the ACEs framework, however, is the role of pervasive and systematic oppression that afflicts certain racialized groups and that leads to persistent threat and deprivation. In the case of children from immigrant parents, the consequence of a limited ACEs framework is that clinicians and researchers fail to address the psychological violence inflicted on children from increasingly restrictive immigration policies, ramped up immigration enforcement, and national anti-immigration rhetoric. Drawing on the literature with Latinx children, the objective of this conceptual article is to integrate the ecological model with the dimensional model of childhood adversity and psychopathology to highlight how direct experience of detention and deportation, threat of detention and deportation, and exposure to systemic marginalization and deprivation are adverse experiences for many Latinx children in immigrant families. This article highlights that to reduce bias and improve developmental science and practice with immigrants and with U.S.-born children of immigrants, there must be an inclusion of immigration-related threat and deprivation into the ACEs framework. We conclude with a practical and ethical discussion of screening and assessing ACEs in clinical and research settings, using an expanded ecological framework that includes immigration-related threat and deprivation.
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Experiencias Adversas de la Infancia , Emigrantes e Inmigrantes , Trastornos Mentales , Niño , Emigración e Inmigración , Humanos , PolíticasRESUMEN
A growing body of research is documenting the impact of parental legal status on familial and child well-being in the U.S. This study adds to the literature by examining the relation of legal vulnerability with the health and mental health of Bangladeshi immigrant parents and their children. A cross-sectional study with 73 immigrant Bangladeshi families was conducted in New York City. Parents reported on legal status indicators, perceived stressors, health, and child mental health indicators. Parents with greater legal vulnerability reported significantly greater immigration-related stressors and poorer perceived health outcomes for themselves and their children in comparison with parents having less legal vulnerability. Immigration stressors explained a significant amount of variance in parent symptoms of depression, tension, and sleep problems and child mental health indicators, beyond the variance explained by acculturation stress and financial stress. Practitioners should be aware that legal vulnerability and associated immigration stressors are adversely associated with Bangladeshi health and mental health.
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Salud Infantil , Emigración e Inmigración , Niño , Estudios Transversales , Humanos , Ciudad de Nueva York/epidemiología , PadresRESUMEN
This study examined longitudinal relations between emotion knowledge (EK) in pre-kindergarten (pre-K; Mage = 4.8 years) and math and reading achievement 1 and 3 years later in a sample of 1,050 primarily Black children (over half from immigrant families) living in historically disinvested neighborhoods. Participants were part of a follow-up study of a cluster randomized controlled trial. Controlling for pre-academic skills, other social-emotional skills, sociodemographic characteristics, and school intervention status, higher EK at the end of pre-K predicted higher math and reading achievement test scores in kindergarten and second grade. Moderation analyses suggest that relations were attenuated among children from immigrant families. Findings suggest the importance of enriching pre-K programs for children of color with EK-promotive interventions and strategies.
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Éxito Académico , Desarrollo Infantil/fisiología , Emociones/fisiología , Conocimiento , Grupos Minoritarios , Áreas de Pobreza , Negro o Afroamericano/educación , Negro o Afroamericano/estadística & datos numéricos , Factores de Edad , Niño , Preescolar , Carencia Cultural , Escolaridad , Emigrantes e Inmigrantes/educación , Emigrantes e Inmigrantes/estadística & datos numéricos , Femenino , Estudios de Seguimiento , Historia del Siglo XX , Historia del Siglo XXI , Humanos , Estudios Longitudinales , Masculino , Matemática/educación , Matemática/historia , Grupos Minoritarios/educación , Grupos Minoritarios/psicología , Lectura , Características de la Residencia/historia , Instituciones Académicas/economía , Instituciones Académicas/historia , Habilidades Sociales , Poblaciones Vulnerables/etnología , Poblaciones Vulnerables/psicologíaRESUMEN
Spanking is a divisive discipline practice in the USA and is considered an inappropriate and harmful discipline tactic by some scholars and practitioners. However, increased diversity in the USA has contributed to varying cultural beliefs regarding discipline, which in turn influences child development. While prior literature has examined correlates of spanking, few studies have examined its impact on Latinx children over time. We examined the use of spanking by Mexican-American (n = 185) and Dominican-American mothers (n = 141) across three time points. The main objective was to investigate whether maternal spanking predicted externalizing problems in young Latinx youth overtime. Families were recruited from public urban schools. Data were collected when children were 4-, 5- and 6-years old. A three-wave cross-lagged multi-group path analysis examined the potential reciprocal relationships between maternal spanking and child externalizing behaviors. According to cross-sectional linear regression models, spanking was concurrently associated with behavior problems at all three time points. However, the results of the cross-lagged multi-group path analyses showed that spanking did not predict subsequent behavior problems, nor did behavior problems predict subsequent spanking. The impact of spanking on child behavior may not be long-lasting in all Latinx families. Spanking and youth externalizing problems are concurrently and positively related; however, maternal use of spanking as a means of discipline did not result in negative and long term effects on child externalizing problems. Implications for practice with Latinx families are explored.
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Early academic achievement has been shown to predict high school completion, but there have been few studies of the predictors of early academic success focused on Latino students. Using longitudinal data from 750 Mexican and Dominican American families, this study examined a cultural model of parenting and early academic achievement. While Latino students were achieving in the average range as a whole, certain subgroups (e.g., Dominicans, boys) were at higher risk for underachievement. Results highlighted the protective role of authoritative parenting, which was associated with academic and social-emotional school readiness, both of which predicted higher achievement at the end of first grade. The role of respeto and authoritarian parenting practices in academic achievement at first grade differed between Mexican and Dominican American families. Findings advance understanding of early achievement and parenting among Latino families from a cultural perspective.
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Objective: This study examined the prevalence and correlates of spanking and verbal punishment in a community sample of Latino immigrant families with young children, as well as the association of spanking and verbal punishment with child internalizing and externalizing problems 1 year later. Parenting context (e.g., warmth) and cultural context (e.g., the cultural value of respeto) are considered as potential moderators. Design: Parenting and cultural socialization practices were assessed via parent self-report in sample of 633 Mexican and Dominican immigrant families with young children (M age = 4.43 years). Parent and teacher assessments of child internalizing and externalizing were also collected at baseline and 12 months later. Results: At Time 1, male child gender was positively correlated with concurrent spanking; familial social support and U.S. American cultural knowledge were negatively correlated with mothers' spanking. Verbal punishment at Time 1 was associated with externalizing problems at Time 2 among both Mexican and Dominican American children, and this relation was not moderated. Additionally, verbal punishment was associated with Time 2 child internalizing problems among Mexican American children. There were no significant associations between spanking and later child internalizing or externalizing behaviors. Conclusion: It is important that researchers examine both physical and verbal discipline strategies to understand their unique influences on Latino child outcomes, as well as contextual influences that may elucidate the use and long-term effects of spanking and verbal punishment on Latino children at different developmental stages.
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Contrary to the "model minority" myth, Asian American children, especially those from low-income immigrant families, are at risk for both behavioral and emotional problems early in life. Little is known, however, about the underlying developmental mechanisms placing Asian American children at risk, including the role of cultural adaptation and parenting. This study examined cultural adaptation, parenting practices and culture related parenting values and child mental health in a sample of 157 English speaking Asian American immigrant families of children enrolled in early childhood education programs in low-income, urban neighborhoods. Overall, cultural adaptation and parenting cultural values and behaviors were related to aspects of child mental health in meaningful ways. Parents' cultural value of independence appears to be especially salient (e.g., negatively related to behavior problems and positively related to adaptive behavior) and significantly mediates the link between cultural adaptation and adaptive behavior. Study findings have implications for supporting Asian American immigrant families to promote their young children's mental health.
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Adaptación Psicológica , Asiático/psicología , Emigrantes e Inmigrantes/psicología , Salud Mental/etnología , Responsabilidad Parental/etnología , Padres/psicología , Socialización , Adulto , Niño , Preescolar , Femenino , Humanos , MasculinoRESUMEN
This study examined mother- and teacher-rated internalizing behaviors (i.e., anxiety, depression, and somatization symptoms) among young children using longitudinal data from a community sample of 661 Mexican and Dominican families and tested a conceptual model in which parenting (mother's socialization messages and parenting practices) predicted child internalizing problems 12 months later. Children evidenced elevated levels of mother-rated anxiety at both time points. Findings also supported the validity of the proposed parenting model for both Mexican and Dominican families. Although there were different pathways to child anxiety, depression, and somatization among Mexican and Dominican children, socialization messages and authoritarian parenting were positively associated with internalizing symptoms for both groups.
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Responsabilidad Parental/psicología , Problema de Conducta/psicología , Socialización , Adulto , Preescolar , Femenino , Hispánicos o Latinos , Humanos , Masculino , Americanos MexicanosRESUMEN
At least half of the well-documented achievement gap for low-income Black children is already present in kindergarten, due in part to limited opportunities for acquiring foundational skills necessary for school success. There is some evidence that low-income minority children from immigrant families have more positive outcomes than their non-immigrant counterparts, although little is known about how the immigrant paradox may manifest in young children. This study examines foundational school readiness skills (academic and social-emotional learning) at entry into pre-kindergarten (pre-k) and achievement in kindergarten and second grade among Black children from low-income immigrant and non-immigrant families (N = 299). Immigrant and non-immigrant children entered pre-k with comparable readiness scores; in both groups, reading scores decreased significantly from kindergarten to second grade and math scores decreased significantly for non-immigrant children and marginally for immigrant children. Regardless of immigrant status, pre-k school readiness and pre-k classroom quality were associated with elementary school achievement. However, declines in achievement scores were not as steep for immigrant children and several predictive associations were moderated by immigrant status, such that among those with lower pre-k school readiness or in lower quality classrooms, immigrant children had higher achievement test scores than children from non-immigrant families. Findings suggest that immigrant status provides young Black students with some protection against individual- and classroom-level risk factors for early underachievement in elementary school.
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Negro o Afroamericano , Escolaridad , Emigrantes e Inmigrantes , Pobreza , Estudiantes , Niño , Preescolar , Femenino , Humanos , Estudios Longitudinales , Masculino , Escuelas de Párvulos , Estados UnidosRESUMEN
Family and neighborhood influences related to low-income were examined to understand their association with harsh parenting among an ethnically diverse sample of families. Specifically, a path model linking household income to harsh parenting via neighborhood disorder, fear for safety, maternal depressive symptoms, and family conflict was evaluated using cross-sectional data from 2,132 families with children ages 5-16 years from Chicago. The sample was 42% Mexican American, 41% African American, and 17% European American. Results provide support for a family process model where a lower income-to-needs ratio is associated with higher reports of neighborhood disorder, greater fear for safety, and more family conflict, which is in turn, associated with greater frequency of harsh parenting. Our tests for moderation by ethnicity/immigrant status, child gender, and child age (younger child vs. adolescent) indicate that although paths are similar for families of boys and girls, as well as for families of young children and adolescents, there are some differences by ethnic group. Specifically, we find the path from neighborhood disorder to fear for safety is stronger for Mexican American (United States born and immigrant) and European American families in comparison with African American families. We also find that the path from fear for safety to harsh parenting is significant for European American and African American families only. Possible reasons for such moderated effects are considered.