Background: The ABO blood group antigens are present on the surface of red blood cells and various epithelial cells. As the majority of human cancers are derived from epithelial cells, changes in ...blood group antigens constitute an important aspect of human cancers. The aim of the study was to establish clinical usefulness of ABO blood group as a predisposing factor in early diagnosis and management of patients with oral precancerous lesions/conditions. Materials and Methods: The study sample consisted of 50 control and 50 oral precancer (25 leukoplakia and 25 Oral Submucous Fibrosis) confirmed by histopathologic examination. All samples were subjected to blood group testing and their prevalence was compared by Z-test using STATA version 8. Results: The "A" blood group was prevalent among the precancerous group. Significant differences on prevalences of blood groups were found (P < 0.05) between control versus leukoplakia and OSMF. Interestingly, 24% gutka chewers who had higher number of grades of dysplasia were falling in "A" blood group. Conclusion: Blood group type should be considered along with other risk factors to understand the individual patient's risk and further studies in larger samples with inclusion of Rh factor is needed to elucidate the relationship with ABO blood group types.
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DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, UILJ, UKNU, UL, UM, UPUK
Racially and ethnically minoritized (REM) youth have been historically underrepresented in the field of school psychology due, in part, to poor program climate. Numerous strategies to increase the ...recruitment and retention of REM school psychology students have been put forth. Despite this, concerns regarding program climate remain and calls for the increased diversification of the field continue. The purpose of this article is to put forth the use of diversity committees (DCs) as a way to increase the recruitment and retention of REM students within school psychology. We present two case examples of DCs implemented in school psychology graduate programs. We conclude with implications, as well as future research needs as it relates to the examination of effectiveness and implementation of DCs.
Practitioner Points
1.
Diversity committees (DCs) are presented as a potential strategy to increase racial & ethnic minoritized (REM) school psychology student recruitment and retention.
2.
Case examples of DCs demonstrate their potential to be a safe space for REM graduate students to engage in advocacy as well as build community with other REM students.
3.
Case examples review barriers and supports to DC implementation in school psychology programs.
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BFBNIB, DOBA, FZAB, GIS, IJS, IZUM, KILJ, NLZOH, NUK, OILJ, PILJ, PNG, SAZU, SBCE, SBMB, SIK, UILJ, UKNU, UL, UM, UPUK
Despite high levels of need, racial and ethnic minoritized (REM) youth are much less likely than their White peers to engage in mental health treatment. Concerns about treatment relevance and ...acceptability and poor therapeutic alliance have been shown to impact treatment engagement, particularly retention, among REM youth and families. Measurement-based care (MBC) is a client-centered practice of collecting and using client-reported progress data throughout treatment to inform shared decision-making. MBC has been associated with increased client involvement in treatment, improved client-provider communication, and increased satisfaction with treatment services. Despite its promise as a treatment engagement strategy, MBC has not been studied in this capacity with REM youth or systematically modified to address the needs of culturally-diverse populations. In this article, we propose a culturally-modified version of MBC, Strategic Treatment Assessment with Youth (STAY), to improve treatment engagement among REM youth and families. Specifically, STAY is designed to target perceptual barriers to treatment to improve treatment retention and ultimately, client outcomes. The four STAY components (i.e., Introduce, Collect, Share, and Act) are based on an existing MBC practice framework and modified to address perceptual barriers to treatment among REM youth. The clinical application of this model is presented via a case example. Finally, future research directions to explore the use of MBC as a treatment retention strategy with REM client populations are provided.
Impact Statement
Youth who identify as racial or ethnic minorities are more likely to leave mental health treatment early than youth who identify as White. This article describes a way that therapists can prevent this by building a positive relationship with the youth and their primary caregiver and making sure that therapy is relevant and personalized to the issues youth are most concerned about. We describe a mental health treatment practice that involves the youth, caregiver, and therapist working together to select personalized ways to track the youth's progress and use progress updates from the youth and caregiver to make decisions together about next steps in treatment.
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CEKLJ, FFLJ, NUK, ODKLJ, PEFLJ, UPUK
Cultural-ecological frameworks posit that there are harmful effects of social stratification on developmental outcomes. In particular, awareness of aspects of social stratification in society and ...interpersonal experiences of discrimination, more generally and within specific contexts, may differentially influence outcomes across life stages; yet, few studies have examined the distal effects during adolescence on early adult developmental outcomes. The current study fills this gap by examining distal mechanisms linking adolescents’ (Time 1: ages 13–15) awareness of and perceived general and school discrimination to young adults’ (Time 3: ages 23–25) socioeconomic attainment (i.e., educational attainment, occupational prestige, earned income) through adolescents’ (Time 2: ages 16–18) academic adjustment (i.e., grades and educational expectations). The study also examined variation by adaptive culture (i.e., English and Spanish language use behavior, familism values) and youth gender. Data are from the Children of Immigrants Longitudinal Study (
N
= 755 Mexican-origin adolescents and their foreign-born parents; 51.5% male adolescents; Time 1
M
age = 14.20 years). The results revealed that adolescent’s awareness of societal discrimination (Time 1) related to adolescents’ higher grades (Time 2), which, in turn, related to higher educational attainment and occupational prestige in early adulthood (Time 3). For young women, but not men, sources of perceived discrimination within the school context during adolescence related to lower educational attainment. Additional variation by adaptive culture and gender was also found. Implications discussed are related to positive development among Mexican-origin youth in immigrant families.
The current study objective is to measure the whole-body vibration (WBV) transmitted to children of different age during the operation of midi bus. The results are compared with ISO 2631-1 (1997) ...health guidance criteria. The vibration values were measured at seat and children interface on x-longitudinal, y-transverse and z-vertical axes at different road profiles like highway road and rough road. The age of the children varies from 4 to 10 years. The finding of the study was at lesser the age more the vibration exposure because of children of less age have less tissue mass to dampen the vibration accelerations. The average root mean squared weighted acceleration, exposure time and estimated VDV on highway road were among the 1.05 to 3.07 m/sec2, 14 to 200 min and 12 to 24 m/sec1.75 respectively. And on rough road 1.16 to 5.65 m/sec2, 1 to 94 min and 15 to 46 m/sec1.75 respectively. This shows the health of the less age children are at risk, the OEM has to work on good suspension and engine mounts to isolate road and engine induced vibrations
Ethnic identity is an important protective factor for various ethnic groups and developmental periods. Although existing measures assessing ethnic identity are well known, less is known about the ...measurement invariance of the Multigroup Ethnic Identity Measure (MEIM) across adolescent ethnic groups. The present study evaluates the factor structure of MEIM (Roberts et al., 1999) and tests the measurement invariance across early and middle adolescence and ethnic background (N = 4940).
Data from an ethnic minority sample of youth (54% girls; Mage = 13.88, grades 6th – 12th; 60% African American, 22% multi-ethnic, 8% Latinx, 5% Asian, 5% American Indian) in the United States of America were examined using confirmatory factor analysis (CFA) and multi-group measurement invariance via a structural equation modeling (SEM) framework. Models for invariance were tested using full information maximum likelihood-robust (FIML-R) estimation in Mplus.
CFA supported a three-factor solution (i.e., cognitive clarity, behavioral engagement, and affective pride). The model indicated scalar invariance across early and middle adolescence and partial scalar invariance across the five self-identified racial/ethnic minority groups. There were no grade differences on the ethnic identity factors. Among the racial/ethnic groups, multi-ethnic youth reported the lowest levels on all three ethnic identity factors compared to the other groups.
Results of this study point to the validity of using the MEIM for meaningful comparisons of ethnic identity across ethnic groups and across early and middle adolescence. Implications for the interpretation and use of this measure with diverse adolescents are discussed.
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FZAB, GEOZS, GIS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, SBMB, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
Newcomer immigrant adolescents (NIA) represent a particularly vulnerable group in the United States, facing numerous stressors placing them at risk for social-emotional and academic concerns. Schools ...play a critical role in supporting NIA in the United States. Despite this, insufficient research addressing the needs of this group within schools has been conducted. Considering the complexity of engaging in community-based research with marginalized populations, such as NIA, in this article, we elaborate on the challenges we faced during our research with NIA and propose solutions to these challenges. We do so with the goal of promoting continued engagement of such efforts within our field as to better address the needs of NIA within the United States.
Impact and Implications
The present article describes the lessons learned from a study addressing the needs of newcomer immigrant adolescents in U.S. schools to support future research with newcomer immigrant adolescents within school psychology.
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CEKLJ, FFLJ, NUK, ODKLJ, PEFLJ, UPUK
Disparities in mental health care access and use are a serious public health concern for racial and ethnic minority (REM) youth populations across the United States (US). Numerous evidence-based ...interventions (EBIs) have been developed to address youth mental health concerns; however, evidence suggests that EBIs may require cultural adaptations to have greater efficacy with REM populations. The following study engaged in a systematic review of the existing culturally-adapted EBIs for REM youth in the US. A three-stage systematic review was performed. A total of 52 studies describing the development or evaluation of culturally-adapted EBIs with REM youth populations were included. Information from studies was then abstracted via a rigorous coding process. Specifically, participant characteristics (e.g., age, population risk, race/ethnicity of target audience), intervention characteristics (e.g., name of the original program, target mental health outcome(s), delivery setting, intervention format, intervention orientation, interventionist), and cultural adaptation characteristics (e.g., guiding theory, individuals involved, cultural adaptation content, participatory methods used) were cataloged. Implications for current and future research regarding cultural adaptation of EBIs are presented.
Highlights
Comprehensive systematic review of culturally-adapted interventions for racial and ethnic minority youth in the US.
Inclusion of studies with youth, as well as parents/caregivers as intervention participants.
Coded content or type of cultural adaptations incorporated in psychological interventions.
Reported extent of engagement in participatory-based approaches in culturally-adapted intervention studies.
Findings underscore need to increase reporting on the content of and process by which cultural adaptations are made to interventions for youth.
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DOBA, EMUNI, FIS, FZAB, GEOZS, GIS, IJS, IMTLJ, IZUM, KILJ, KISLJ, MFDPS, NLZOH, NUK, ODKLJ, OILJ, PILJ, PNG, SAZU, SBCE, SBJE, SBMB, SBNM, SIK, UILJ, UKNU, UL, UM, UPUK, VKSCE, ZAGLJ
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