Suicide Among Diverse Youth
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Suicide Among Diverse Youth
This book provides a comprehensive review of the complex, growing mental health challenges faced by culturally diverse populations of children and adolescents.Suicide Among Diverse Youth: A Case-Based Guidebook is the first book of its kind, and is designed specifically to bridge the knowledge and skills gap encountered by most clinicians dealing with youth from diverse cultural backgrounds, particularly those different than that of the clinician. The title begins with two introductory chapters, which cover cultural aspects of suicidality among youth, culturally informed treatment of suicidality with diverse youth, and examples of preventative approaches. These are followed by population specific chapters which cover a broad spectrum of diverse populations, including underserved ethnic and racial populations in the United States, LGBTQ youth, as well as various immigrant populations from Eastern European and Middle Eastern countries. These case-based chapters are structured in a cohesive, easy-to-read format that promotes ease of reference, beginning with a clinical case report, review of literature, unique characteristics and risk factors associated with suicidality, and evidence-based practice provided by the authors from their considerable experience. The authors are often from the same ethnic, racial, or cultural group that they discuss in their writings; providing experiential knowledge where scientific knowledge is lacking. Suicide Among Diverse Youth: A Case-Based Guidebook is a unique resource that offers the clinical material needed to treat diverse adolescent patients with sensitive, intersectional, and culturally-informed care, and will provide an indispensable resource for medical professionals working with, and caring for these patients.
Critical Racial Consciousness Among Diverse Youth: Global Perspectives and Educational Possibilities
Interdisciplinary scholarship on the salience of race and racism attests to the changeable yet pervasive underpinnings of hegemonic whiteness, white supremacy, and colonialism on global systems of oppression (Christian, 2019). Although the markers of racism vary across time and place, an understanding of the dynamics of systemic oppression and racialized social systems (Bonilla Silva, 2021) is necessary for concomitant resistance, advocacy, and social change initiatives across international contexts. This begs the important question of how educational institutions support such processes in its citizenry, especially among young people. Applied scientific and neurological evidence attests to the developmental significance of the adolescent and early adulthood periods, characterized by contextually relevant gains in cognitive, social, and affective competencies. Brazilian educator Paolo Freire cast young people as uniquely positioned to enact the kind of radical hope and courage that are necessary to achieve a more equitable and racially-just world. More specifically, youth develop critical consciousness, or conscientização, by becoming co-investigators in dialogue with mentors and each other, through what Freire (1970/1993) called a problem-posing pedagogy. In this dynamic process, “students, as they are increasingly posed with problems relating to themselves in the world and with the world, will feel increasingly challenged and obliged to respond to that challenge” (Freire, 1970/1993, p. 62). As it relates to global racial inequity, scholars have identified critical racial consciousness as a domain-specific dimension of critical consciousness, defined as one’s beliefs, perceptions, emotional valence, and activism associated with race (Bañales et al., 2023). Indeed, youth’s ability to interrogate their lived experiences with racialized systems of dominance and inequality are tantamount to their sense of agency and civic engagement in their socio-political worlds (Dyrness, 2023). Yet, strategies to support, affirm, and inspire youth in this process are less well understood in global context. In this research topic, we seek to provide interdisciplinary and global insights on the exciting potential of young people to be agents of change in the struggle for racial justice, with a particular focus on the construct of critical racial consciousness. We invite empirical, theoretical, and applied investigations using varied methodological approaches that examine questions such as the following: What does critical racial consciousness and racial advocacy among racial-ethnically diverse adolescents and young adults look like in different global contexts? What geographic and contextual factors influence their respective emergence and manifestation? What roles do educational institutions, teachers, and mentors play in nurturing critical racial advocacy among youth? Topics might address (but are not limited to) the following themes within racial-ethnically diverse youth populations: • Racial Consciousness among Youth • Youth Critical Consciousness Development • Youth Anti-Racism Action • Experiences with Racial Stereotype, Prejudice, and Discrimination Among Youth • Perceptions of Racial Messaging Among Youth • Ethnic-Racial Identity and Ethnic-Racial Attitudes and Awareness • Youth Participatory Action Research (YPAR) in School or Community Contexts • Teacher Critical Multicultural Pedagogy • Anti-racist Curriculum or Curricular Practices • Research-Practice Partnerships (RPP) Around Race and Social Justice • Global Youth Community Projects • Intersection of Youth Climate Change Activism and Racial Consciousness
Positive Youth Development, Mental Health, and Psychological Well-Being in Diverse Youth
In this Research Topic, our aim is to examine how personal resources related to competencies, skills, and self-perception as well as environmental, contextual, and relational features of the social contexts of diverse youth, directly or indirectly are important to mental health and psychological well-being. As previous research on young people has mainly focused on youth’s weaknesses rather than their strengths, our use of Positive Youth Development (PYD) in working with culturally diverse youth and their well-being in this Research Topic is novel. We invite contributions from researchers that were initially presented their papers in a meeting that was held by research partners of the Cross-National Project on Positive Youth Development (CN-PYD), and who represent an international and multidisciplinary panel of experts on PYD. The CN-PYD was initiated in 2014 at the University of Bergen and has an ongoing data collection that involves approximately 10,000 minority and majority youth and emerging adults (ages 16 to 29) living in Africa, Asia, Australia, Europe, New Zealand, and South America. CN-PYD uses a strengths-based approach to the conceptualization of youth as resources and agentic, which is in opposition to the view of the developmental period of adolescence as being a period inherently fraught with problems and risks. The goal of the cross-national project is to assess personal strengths and contextual resources, considering how these resources come together to facilitate youth thriving and to document how young people make positive and valued contributions to themselves and others. We also advance research on the complex interplay between personal and contextual resources and their connections with risk behaviors and problems, in essence, taking a perspective of the whole child, both in terms of strengths and problems.