Research from Related Fields

A summary of research from psychology, sociology and other fields as it relates to youth mentoring.

Discrimination-Related Stress Affects Mental Health of Latino Teens, Particularly Those Born in the United States to Immigrant Parent

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Sirin, S.R., Rogers-Sirein, L., Cressen, J., Gupta, T. Ahmed, S.F., and Novaoa (2015). Discrimination-Related Stress Affects Mental Health of Latino Teens, Particularly Those Born in the United States to Immigrant Parents. Child Development. Latinos are the largest and fastest-growing ethnic minority in the United States, comprising 15 percent of the total U.S. population, one third […]

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Executive Function: What is it and why does it matter?

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From Search Institute: The term executive function is familiar to researchers who study child development, but many parents and educators are probably reminded of what CEOs do in corporate offices–rather than what children develop during their critical early years of life. Click on the video below to learn about executive function and why it matters. […]

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New study shows that nearly half of US children have experienced trauma

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from APA.org Nearly half of U.S. children have experienced trauma, according to a study by scientists at the Johns Hopkins Bloomberg School of Public Health. Researchers examined data from more than 95,000 children from birth to age 17 and found that 48 percent had encountered at least one of nine types of adverse experiences, including: physical […]

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New study explores how teenagers understand inequality

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By Connie Flanagan (originally posted at http://wtgrantfoundation.org/) Young people’s ideas about economic inequality have received scant attention in research despite the fact that we now have several generations for whom an unequal society with an eroding safety net is the world they’ve known. To gain some insights into teenagers’ theories about inequality, my colleagues and I […]

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New study highligts benefits of connecting with youth through technology

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by Tim Shea, Charlottesville Tomorrow While some family members and educators fear the potential dangers that can come with teens navigating the digital world, one researcher has found that the proliferation of personal devices in the hands of teens might not be so bad. On Friday, Candice Odgers, director of the Center for Child and […]

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For Young African Americans, Emotional Support Found To Buffer the Biological Toll of Racial Discrimination

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by Hannah Klein, SRCD African American youth who report experiencing frequent discrimination during adolescence are at risk for developing heart disease, high blood pressure, diabetes, and stroke in later years, according to a new study. The study also found that emotional support from parents and peers can protect African American youth from stress-related damage to their bodies […]

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Teens Whose Parents Exert More Psychological Control Have Trouble With Closeness, Independence in Relationships

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by Hannah Klein, SRCD For teenagers, learning to establish a healthy degree of autonomy and closeness in relationships (rather than easily giving in to peer pressure) is an important task. A new longitudinal study has found one reason adolescents struggle with balancing autonomy and closeness in relationships: parents’ psychological control. Teens whose parents exerted more psychological control over […]

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Conversation about news improves children’s reasoning: Implications for mentors

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Posted by Ellen Goldbaum-Buffalo on July 23, 2010 U. BUFFALO (US)—Taking the time to talk to children about current events like the Gulf Oil spill—and using mathematical terms to do so—can help them develop better reasoning and math skills and perform better in school, especially in more affluent households. “When families chat about societal issues, they often create […]

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Why are boys less likely to disclose their problems: Implications for mentoring

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Rose, A. J., Schwartz‐Mette, R. A., Smith, R. L., Asher, S. R., Swenson, L. P., Carlson, W., & Waller, E. M. (2012). How Girls and Boys Expect Disclosure About Problems Will Make Them Feel: Implications for Friendships. Child Development, 83(3), 844-863. Summary One of the strongest findings in the sex differences of friendships is that girls […]

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Talking about social class eases achievement gap: Implications for mentoring

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Posted by Clifton B. Parker-Stanford New research finds that talking about social class helps first-generation college students reduce the social-class achievement gap by as much as 63 percent. Using a “difference-education” approach, these students had higher grade-point averages and took better advantage of college resources than peers who didn’t participate in the discussion. Research has shown […]

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