Date of Award

9-6-2024

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

School Psychology

First Advisor

Ashley Mayworm

Abstract

Two independent studies were conducted to examine the buffering impact of positive childhood experiences on Black youths’ mental and behavioral health and school engagement outcomes. The purpose of Study 1 was to investigate the potential moderating effects of positive childhood experiences on the relationship between adverse childhood experiences and the occurrence of mental or behavioral health conditions (anxiety, depression, ADHD/ADD, and/or a behavioral/conduct problem) and school engagement, using secondary data from the 2020 National Survey of Children’s Health, a survey completed by primary caregivers. The study sample included 2,201 Black youth ages 6-17 across the United States. Logistic regression and interactions estimated the association between cumulative ACEs, cumulative and individual PCEs, and study outcome variables separately. There was no significant interaction between cumulative ACEs and cumulative PCEs on the outcome of the MBH Conditions. There was a significant interaction between cumulative ACEs and cumulative PCEs on the outcome of school engagement. In the expanded logistic regression, lower scores of three PCE items (i.e., constructive social engagement, parent-child connection, and family resilience) were statistically and significantly associated with the outcome of the MBH Conditions. Regarding the school engagement expanded logistic regression, lower scores on five PCE items (i.e., safe neighborhood, safe school, constructive social engagement, parent-child connection, and family resilience) was associated with an increased likelihood of not being engaged in school. Expanded logistic regression analyses for both outcomes yielded a significant interaction between cumulative PCEs and living in a safe neighborhood. The purpose of Study 2 was to supplement the findings of Study 1 by providing a qualitative analysis of Black youth’s subjective understanding of the impacts of positive childhood experiences on their mental and behavioral health outcomes and school engagement. The study sample included eight Black young adults ages 18-20 years. Data were collected through a series of audio-recorded semi-structured interviews and then transcribed and analyzed using the Consensual Qualitative Research (CQR) methodology. Four domains and multiple subsequent themes were developed: (1) Positive Childhood Experiences (participation in extracurricular activities, parent and family resiliency and bonding opportunities, community/neighborhood connectedness and engagement, school personnel-student interactions and relationships, and developing and maintaining meaningful friendships); (2) Mental Health Barriers and Remedies (parent-family support, mental health service accessibility and utilization, COVID-19 and subjective wellbeing, and racial/ethnic identity development and belonging); (3) School Engagement Barriers and Protective Factors (school climate and COVID-19 and school engagement); and lastly, (4) Sources of Resiliency (personal growth through independence and self-expression, self-improvement, self-awareness, and self-care, and adversity and consistent problem-solving). Implications for practice and research for both studies’ findings are discussed.

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