The development of a Black history- and racial identity-focused resiliency intervention for Black boys: A pilot study of Promoting Emotional Resiliency Skills In Small Teams (PERSIST).
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引用次数: 0
Abstract
This article describes the systematic development of a resiliency intervention for Black boys that focused on Black history and racial socialization. PERSIST, which stands for Promoting Emotional Resiliency Skills In Small Teams, is based on the Black history knowledge model of coping and mental health and the phenomenological variant of ecological systems theory. The intervention was implemented in an urban school with Black boys in sixth, seventh, and eighth grades. Results demonstrated increases in positive aspects of racial identity: centrality (Cohen's d = .5), private regard (Cohen's d = .6), and resiliency (Cohen's d = .4). Additionally, participants indicated that the intervention's format, topics, and method of delivery were appropriate. Implications are discussed in terms of developing culturally specific, school-based interventions tailored for Black boys. (PsycInfo Database Record (c) 2025 APA, all rights reserved).
这篇文章描述了针对黑人男孩的弹性干预的系统发展，重点是黑人历史和种族社会化。PERSIST，即“促进小团队的情绪弹性技能”（Promoting Emotional Resiliency Skills In Small Teams），是基于黑人应对与心理健康的历史知识模型和生态系统理论的现象学变体。干预措施在一所城市学校实施，其中有六年级、七年级和八年级的黑人男孩。结果显示，种族认同的积极方面有所增加：中心性（Cohen’s d = 0.5）、私心（Cohen’s d = 0.6）和弹性（Cohen’s d = 0.4）。此外，与会者表示，干预的形式，主题和交付方法是适当的。本文讨论了为黑人男孩量身定制的、具有文化特殊性的、基于学校的干预措施的影响。（PsycInfo Database Record (c) 2025 APA，版权所有）。
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