辅导拉丁裔儿童和青少年:系统回顾

IF 4.7 2区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL
Wendy de los Reyes, Bernadette Sánchez, Antonio Polo, Alma Quiroz, Kay Thursby, Alexander O’Donnell, Lidia Y. Monjaras-Gaytan
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引用次数: 4

摘要

拉丁裔儿童和青少年在美国的背景下处于独特的地位,历史上经历了系统性和制度性的失败。指导关系在青年健康发展中发挥着保护作用,并可能缓解拉丁裔青年经常面临的一些赤字叙事。为了更好地理解这些潜在的好处,这篇系统综述研究了目前关于辅导(即自然辅导和正式辅导)在美国拉丁裔儿童和青少年的各种发展结果中的作用的文献,从幼儿园年龄到18岁以下。这24项纳入的研究结果喜忧参半,但研究结果表明,这一人群有一系列潜在的好处,如改善学业和心理社会结果、语言和种族认同。辅导的各个组成部分——包括导师特征、关系特征和家庭参与辅导项目——也被发现与拉丁裔青年的发展成果改善有关。然而,研究设计中的方法论问题限制了从这些结论中收集到的信息。对未来的研究和干预方向提出了建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Mentoring Latinx Children and Adolescents: A Systematic Review

Mentoring Latinx Children and Adolescents: A Systematic Review

Latinx children and adolescents are uniquely positioned within the U.S. context, historically experiencing both systemic and institutional failings. Mentoring relationships plays a protective role in healthy youth development and may alleviate some of the deficit narrative often placed upon Latinx youth. To better understand these potential benefits, this systematic review examined the current literature on the role of mentoring (i.e., both natural and formal mentoring) in a variety of developmental outcomes of Latinx children and adolescents in the U.S., ranging from kindergarten-age to under 18 years old. The 24 included studies had mixed results, yet findings pointed to a range of potential benefits for this population, such as improved academic and psychosocial outcomes, language and ethnic identity. Various components of mentoring—including mentor characteristics, relationship characteristics, and family involvement in mentoring programs—were also found to be related to Latinx youth’s improved developmental outcomes. However, methodological concerns in study designs limit what can be gleaned from these conclusions. Recommendations for future directions for research and intervention are provided.

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来源期刊
Adolescent Research Review
Adolescent Research Review PSYCHOLOGY, DEVELOPMENTAL-
CiteScore
10.40
自引率
0.00%
发文量
17
期刊介绍: Adolescent Research Review publishes articles that review important contributions to the understanding of adolescence.  The Review draws from the many subdisciplines of developmental science, psychological science, education, criminology, public health, medicine, social work, and other allied disciplines that address the subject of youth and adolescence. The editors are especially interested in articles that bridge gaps between disciplines or that focus on topics that transcend traditional disciplinary boundaries.  Reviews must be cutting edge and comprehensive in the way they advance science, practice or policy relating to adolescents.
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