Linking Racial Disparities in School Discipline to Black Youth Suicidality

将学校纪律中的种族差异与黑人青少年自杀联系起来

基本信息

批准号：
10511808
负责人：
Angel S. Dunbar
金额：
$ 25.63万
依托单位：
UNIV OF MARYLAND, COLLEGE PARK
依托单位国家：
美国
项目类别：
财政年份：
2022
资助国家：
美国
起止时间：
2022-09-01 至 2025-08-31
项目状态：
未结题

来源：
https://reporter.nih.gov/project-details/10511808
关键词：
Accounting Address Adolescence Adolescent Age Area Behavior Belief Black race Buffers Characteristics Child Child Behavior Child Rearing Childhood Competence Data Depressed mood Discipline Discrimination Emotions Equation Faculty Recruitment Family Feeling suicidal Foundations Frequencies Goals Gold Intervention Interview Lead Link Literature Major Depressive Disorder Mental Depression Mental Health Modeling Neurocognitive Pain Parents Participant Perception Policies Preparation Prevention Prospective Studies Psychological Impact Race Records Reporting Research Risk School-Age Population Schools Severities Shame Socialization Specificity Structural Racism Structure Suicide Surveys Suspensions Testing Time University Hospitals Work Youth adverse childhood events adverse outcome age group aged base computerized coping diaries elementary school emotion dysregulation emotion regulation experience health assessment ideation intervention program metropolitan middle childhood minority children novel novel strategies pain relief perceived discrimination primary caregiver programs protective factors psychological outcomes psychosocial stressors public health relevance racial bias racial discrimination racial disparity racism recruit reducing suicide skills standard measure suicidal suicidal behavior suicidal risk suicide rate teacher theories

项目摘要

ABSTRACT The suicide rate is about two times higher for Black children ages 5-12 than White children of the same age group. Identifying factors that disproportionately impact young Black children and contribute to their high rates of suicide and suicidality (i.e., ideation, planning, attempt) represents a critical gap in the field. Racial disparities in school discipline practices that are due to racial biases (i.e., racialized discipline) have been seen throughout the literature. Black children in elementary school are two to three times more likely to be suspended or receive an office discipline referral compared to White children for the same behaviors. Despite robust evidence demonstrating the negative psychological impact of Black children’s experiences of discrimination, the association between racialized discipline and young Black children’s suicidal ideation and behavior has not been established. This proposal seeks to test 1) whether higher rates of racialized discipline predict Black children’s suicidality, 2) whether the proposed association between racialized discipline and Black children’s suicidality is moderated by child emotion regulation and neurocognitive functioning, and 3) whether racial socialization—a cultural parenting strategy—protects against childhood suicidality. These aims will be addressed via a two wave prospective study of 200 Black children ages 8-10, their primary caregivers, and their teachers, recruited through a University Hospital program providing school-based mental health treatment to schools in a major metropolitan area. Racialized discipline will be assessed via a novel teacher daily diary approach and triangulated with standard measures, including disparities in office discipline referrals and children’s perceived teacher and school discipline inequity. Children’s suicidal thoughts and behaviors will be assessed via a gold standard semi-structured interview. Children will also complete computerized neurocognitive functioning tasks and an observed emotion regulation task. Parents will report their preparation for bias and cultural socialization messages. Data will be analyzed using multilevel structural equation modeling. This study has the potential to inform school-based policy to address racial bias in schools and culturally relevant, targeted intervention programs for Black families with the goal of decreasing suicidal thoughts and behavior in Black children.

抽象的 5-12岁的黑人儿童的自杀率大约是同龄白人儿童的两倍团体。确定对年轻的黑人儿童不成比例的因素，并促进其高率自杀和自杀（即，思想，计划，尝试）代表了该领域的关键差距。种族已经看到了由于种族偏见（即种族纪律）造成的学校纪律差异通过文学。小学的黑人孩子的可能性是与白人儿童相同的行为相比，暂停或接受办公室纪律转诊。尽管有力的证据证明了黑人儿童经历的负面心理影响歧视，种族纪律与年轻黑人儿童自杀想法和行为尚未建立。该提案试图测试1）种族学科的率是否较高预测黑人儿童的自杀性，2）种族纪律与黑人儿童的自杀性受儿童情绪调节和神经认知功能的主持，3）种族社会化（一种文化育儿策略）是否违反儿童自杀。这些目标将通过对200名8-10岁的黑人儿童（他们的主要护理人员）进行的两波前瞻性研究来解决他们的老师通过大学医院计划招募，提供基于学校的心理健康在大都市地区的学校治疗。种族纪律将通过一位新颖的老师进行评估每日日记方法和标准措施进行三角剖分，包括办公室纪律转诊的差异以及儿童的老师和学校纪律不平等。儿童的自杀思想和行为将通过黄金标准半结构化访谈进行评估。孩子们还将完成计算机化神经认知功能任务和观察到的情绪调节任务。父母会报告他们的准备偏见和文化社会化信息。数据将使用多级结构方程进行分析造型。这项研究有可能为解决学校的种族偏见提供信息，并针对黑人家庭的文化相关，有针对性的干预计划，目的是减少自杀黑人孩子的思想和行为。