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HBCUs and Sexual Health: The Importance of Culture and Context
Published in Naomi M. Hall, Sexual Health and Black College Students, 2022
The sexual milieu, or environment, of Black college students, is an area where more culturally and ecologically relevant, and responsive, research is necessary. College is not only an educational transitional period but also a cultural, social, and ecological transition. Bronfenbrenner (1979) defines an ecological transition as “occurring whenever a person's position in the ecological environment is altered as a result of a change in role, setting, or both” (p. 26). The period from entering as a freshman to graduate, typically, is the developmental period (18–29 years) called emerging adulthood (Arnett, 2000). The sexual and reproductive health of students cannot be understood outside of the cultural context of the HBCUs they attend. For many students, the college environment provides a sense of newfound freedom, self-determination, and peer pressure to engage in risky behavior, including sexual risk behavior. During this time, individual experiences increase vulnerability to poorer sexual decision-making and overall sexual health outcomes. The changes, both developmentally and ecologically, begin to happen as soon as students step onto the college campus. Students are met with new people, new rules, new expectations, and new opportunities. How one decides who? what? when? where? why? and how? becomes more important as one acclimate to a new culture. These critical shifts can have profound short- and long-term consequences on an individual's psychological, emotional, and physical well-being.
Stress and Parenting
Published in Marc H. Bornstein, Psychological Insights for Understanding COVID-19 and Families, Parents, and Children, 2020
Keith A. Crnic, Shayna S. Coburn
To date, an articulated and coherent developmental perspective on parenting stress has not emerged. Although stability is apparent, continuity in the experience of parenting stress is less so. Evidence suggests that differences in the perception, frequency, intensity, and function of parenting stress may exist from infancy to emerging adulthood periods and beyond. Most of our knowledge comes from early childhood periods, and middle childhood and adolescence significantly lags despite a few notable efforts. Continued longitudinal efforts will help to clarify the full developmental nature of the construct.
Human Development and Its Theories
Published in Mohamed Ahmed Abd El-Hay, Understanding Psychology for Medicine and Nursing, 2019
On one’s 18th birthday, one becomes an adult according to the law. However, there is no clear-cut mark that defines the transition from adolescence to adulthood. In some cultures there are some rituals that mark the transition from adolescence to adulthood, but in most countries it is not so clear what defines adulthood. A lot of occasions may be supposed as the start of adulthood: graduation from high school, starting a real job, marriage. Arnett (e.g., Arnett, 2007) suggests that the late teens to mid-twenties should be viewed as a period of emerging adulthood, where people are negotiating the transition to adulthood. According to Arnett (2011), emerging adulthood exists only in cultures in which adult responsibilities and roles are postponed until the twenties. This pattern occurs most typically in industrialized or post-industrialized countries. Even in industrialized countries, emerging adulthood may not characterize the developmental trajectory of all young adults, e.g., members of minority groups, immigrants, and young adults who enter directly into the workforce rather than seeking college or university education are less likely to experience emerging adulthood as a distinct period of exploration and change.
Risk for dating violence and sexual assault over time: The role of college and prior experiences with violence
Published in Journal of American College Health, 2023
Leila Wood, Elizabeth Baumler, Jenny K. Rinehart, Jeff R. Temple
Emerging adulthood (ages 18–25) is characterized by increased identity exploration, self-focus, and role transitions.1 It is also a time of increased risk,2 including interpersonal violence victimization3 such as dating violence and sexual assault. The Center for Disease Control and Prevention National Intimate Partner and Sexual Violence Survey (NISVS) estimates that, for women, nearly 79% of first sexual assaults and 71% of dating violence victimization occur before the age of 25. For men, 58.2% of first instances of dating violence victimization occur before the age of 25.4 The vast majority of victimization research on emerging adulthood has focused on college-attending populations,3 who account for only 40% of emerging adult population nationwide.5 Further, most of our understanding of emerging adulthood comes specifically from four-year college populations, which have more white and female students than two-year colleges.1,5 Despite the increased risk for dating violence and sexual assault in emerging adulthood, little is known about the role of college attendance in risk for victimization.
Intergenerational Continuity of Child Sexual Abuse: Comparison of Mother and Emerging Adult Dyads
Published in Journal of Child Sexual Abuse, 2023
Carley Marshall, Mylène Fernet, Rachel Langevin
The current study is based on dyadic data of mothers and their emerging adult children between the ages of 18 and 25. Emerging adulthood is characterized as a distinct developmental period marked by identity explorations, instability, feelings of being “in-between,” self-focus, and exploring possibilities and different directions in life (e.g., work, relationships, education; Arnett, 2004). This period has not received great attention in the context of CSA continuity despite the fact that the impacts of CSA may extend into adulthood (Noll, 2021). Furthermore, including a sample of emerging adults allows for documenting experiences of CSA between the ages of 0 and 18, reducing the risk of false negatives. It also reduces the risk of recall bias, as individuals are closer to their childhood and adolescence at the time of study participation.
Perceptions of control and disordered eating behaviors during college transitions
Published in Journal of American College Health, 2022
Sharon R. Sarra, Caitlin C. Abar
Life events that involve transition are often inherently stress-inducing due to representing unsolicited change and sometimes negative origin (e.g., death of a loved one, divorce/breakup, loss of employment, etc.). The specific transitions the current study will focus on are entering into and graduating from college. During emerging adulthood, one experiences several transitions in which mental health and well-being may be challenged. Though this isn’t the case for all emerging adults, some respond to the life/role changes experienced during these transitions with distress and personal crisis.18 A correlational study was completed on college freshman and their adjustment during the transition finding that students who experienced homesickness and poor adjustment also had lower scores on measures of self-esteem and internal locus of control in comparison to student that were not homesick.19 In other words, students who have a more difficult time with the transition into college also have personality traits consistent with those that have been found in people exhibiting disordered eating symptomology, specifically low perceptions of control. In another study on freshman adjustment and locus of control, it was again found that students that presented with a high internal locus of control were more successful at adjusting to college life than those with external locus of control.20