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Complementary and alternative medicine (CAM) is used widely in cancer populations, particularly among women, and has shown promise for addressing symptom and functioning outcomes. Few studies to date have evaluated CAM use and associations over time with symptoms and function among Latina breast cancer survivors. We administered a baseline (N = 136) and follow-up (n = 58) telephone survey in Spanish or English assessing Latina breast cancer survivor demographics, physical function, anxiety, depression, fatigue, satisfaction with social roles, and both CAM activities and devotional and spiritual practices. About one-third of our sample (35% baseline; 36% follow-up) reported using CAM (yoga, meditation, massage, or herbal/dietary supplements). We assessed devotional and spiritual practices separately from CAM (church attendance, prayer, religious groups, and reading devotional and religious texts); the majority of Latina survivors reported devotional and spiritual practices (80% baseline; 81% follow-up). At baseline, CAM demonstrated a positive association with better physical functioning and lower depression. In contrast, CAM use at the time of follow-up appeared to be related to lower levels of satisfaction with social roles and physical function. In longitudinal analyses, devotional and spiritual practices at baseline significantly predicted lower anxiety, depression, and fatigue at follow-up. Findings suggest CAM plays a complex and not always linear role in symptoms and function outcomes for Latina breast cancer survivors. These findings contribute to the literature on longitudinal CAM use and associations with symptom and functioning outcomes among Latina breast cancer survivors.
Drawing from the National Center for Early Development and Learning (NCEDL) Multi-State Study of Prekindergarten and the State-Wide Early Education Programs Study (SWEEP), this study examined the effects of classroom and teacher variables on social-emotional development in prekindergarten. Results indicated that prekindergarten teachers rated males significantly higher in behavioral problems and lower in social competence than females. However, when teacher-child ethnic match was taken into consideration these differences were not present. In contrast to existing evidence, African American males in particular were no more likely to have teachers who report behavior problems than their Latino and White male peers. Implications for the prevention of behavioral problems are discussed. (Contains 5 tables.)
The purpose of the present study was to assess the efficacy of a culturally adapted version of the Strong Start intervention program on the social-emotional outcomes of African American male students. Externalizing behavior problems of children, specifically African American males, are of great concern for schools. Punitive discipline polices such as expulsion and suspension have proved to be ineffective and harmful. Consequently, school-based social-emotional learning (SEL) interventions have been proposed to teach children coping skills that can help them increase positive social behaviors and emotional regulation. Sixty-one African American male students enrolled in an urban elementary school participated in this intervention. This study employed a randomized delayed treatment control design. Results indicated positive effects in the areas of self-regulation and self-competence. However the intervention did not have an impact on student's empathy, responsibility, or externalizing behavior. Implications are discussed in terms of developing culturally relevant school-based interventions for African American males.
In many clinical settings, there is a high comorbidity between substance use disorders, psychiatric disorders, and traumatic stress. Novel therapies are needed to address these co-occurring issues efficiently. The aim of the present study was to conduct a pragmatic randomized controlled trial comparing Mindfulness-Oriented Recovery Enhancement (MORE) to group Cognitive-Behavioral Therapy (CBT) and treatment-as-usual (TAU) for previously homeless men residing in a therapeutic community. Men with co-occurring substance use and psychiatric disorders, as well as extensive trauma histories, were randomly assigned to 10 weeks of group treatment with MORE (n = 64), CBT (n = 64), or TAU (n = 52). Study findings indicated that from pre-to post-treatment MORE was associated with modest yet significantly greater improvements in substance craving, post-traumatic stress, and negative affect than CBT, and greater improvements in post-traumatic stress and positive affect than TAU. A significant indirect effect of MORE on decreasing craving and post-traumatic stress by increasing dispositional mindfulness was observed, suggesting that MORE may target these issues via enhancing mindful awareness in everyday life. This pragmatic trial represents the first head-to-head comparison of MORE against an empirically-supported treatment for co-occurring disorders. Results suggest that MORE, as an integrative therapy designed to bolster self-regulatory capacity, may hold promise as a treatment for intersecting clinical conditions.
The purpose of this study is to evaluate the effects of a social emotional learning curriculum, "Brothers of Ujima," for children at risk for being referred for placement in emotional and behavioral support classrooms. The "Brothers of Ujima" is a strength-based culturally relevant intervention for African American boys aged 10-14. The purpose of the 14-week program is to strengthen positive self-esteem, ethnic identity, and prosocial behaviors while reducing negative behaviors among boys. The curriculum objectives are for boys to critically assess myths and stereotypes of African Americans presented in the media, to help boys develop creative thinking and leadership skills, to increase appreciation of African and African American culture, and to learn adaptive coping skills when faced with discrimination. This study is the first to evaluate this curriculum in a school-based setting. Fourteen 6th- and 7th-grade students participated in the intervention. Results show that males demonstrated an increase in Afrocentric values, but not in racial identity or resiliency. Teacher interviews showed that the intervention was feasible for a school setting; however, modifications to format and lessons content should be undertaken for future studies.