CYC 607 week 9 reading notes

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School

Toronto Metropolitan University *

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Course

607

Subject

Sociology

Date

Jan 9, 2024

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docx

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Uploaded by GrandRose11758

CYC 607 Strength as a foundation for Black youth Page 1:  The strengths of Black youth are often overlooked in assessment and intervention. o Black culture defines strengths and difficulties in unique ways. o Professionals often focus on deficits and ignore behavioral and emotional strengths.  Black children possess strengths such as resistance toward societal systems, fearlessness in expressing opinions, and respect for adults and peers.  Professionals have realized the importance of using strengths as foundations for effective intervention.  Culturally appropriate and psychometrically sound assessment tools are necessary for effective intervention. Page 2:  A system of measures was designed to assess Black children's strengths and difficulties.  Existing measures often omit behavioral and emotional strengths and difficulties that are salient to Black children.  The Behavioral Assessment for Children of African Heritage (BACAH) was developed to address this need.  The BACAH consists of four forms: parent-report, teacher-report, adolescent self-report, and interview schedule.  The forms assess both appropriate and inappropriate functioning in Black youngsters.  Focus groups were conducted to gather information from different informants and settings.  The BACAH forms include questions about the child's history and experiences.  The forms have more than 50 behavioral and emotional strength items and more than 150 items addressing difficulties. Page 3:  The BACAH forms are unbiased in regard to age group, gender, and socioeconomic status. o They allow for unbiased comparisons of scores across informants and across the presence of the item.  The forms can be administered by computerized adaptive testing (CAT) or in paper and pencil format.  Informants rate strength and difficulty items on a scale of 0 = not true, 1 = somewhat or sometimes true, and 2 = very true or often true.

 Parents, teachers, and adolescents rate the effect of each strength item on the child as negative, no effect, or positive.  The difficulties forms are grouped according to major DSM-IV diagnostic categories. Page 4:  The psychometric properties of the measures were established from responses of more than 1,500 respondents who rated Black adolescents.  The measures have two cross-informant factors: Resilience Dimension and Self Regulation and Prosocial Behavior Dimension.  The Resilience Dimension includes academic achievement, adaptation to the environment, positive self-regard, and sense of humor.  The Self Regulation and Prosocial Behavior Dimension includes the ability to control impulses and develop relationships.  The methodological procedures used for test development and delivery allow for adaptable and valid assessment across multiple ethnic groups.  The BACAH measures were used in a case study of a sixteen-year-old Black male admitted to a residential treatment facility.  The test results reveal that Travis has higher test scores in the dimensions of Resilience and Self Regulation and Prosocial Behavior.  Travis rates himself as having lower strength levels and views the effects of his strengths in a less positive light.  Travis shows a risk for inappropriate behavior and defiance toward authority, as well as moderate levels of self-regulation and prosocial behavior in a negative light.  Travis reports concerns about his family's mental health and legal history, including his father's substance abuse and his brothers' mental health issues.  Travis's mother's report reflects lower levels of resilience compared to Travis and his teacher.  Travis's test results indicate a risk for escalating behavioral and emotional conflicts without intervention.  Travis's depressive symptomatology might be underreported, and some of his conduct problems might be related to depression. Page 5: Concerns about Travis's behavior and judgment  Travis is concerned about several areas in which he is not functioning adaptively  His self-reflective thinking and possession of average to above average levels of resilience and emotional control suggest some capabilities  It is possible that his strengths are not effectively communicated or valued by others  Travis perceives his strengths as a liability and not reflective of positive qualities he possesses Recommendations for further evaluation and support

 Conduct a detailed interview with Travis's friends, associates, and community members to gather more information about his behavior and relationships  Evaluate whether Travis's concern about his depression is related to the changes in his living situation or his efforts towards introspection  Conduct a clinical interview to understand the difference between Travis's perception of acceptable behavior and others' views in different contexts  Consider the influence of Travis's home and social environment on his anxiety, depression, and other difficulties Page 6: Importance of recognizing and valuing Travis's strengths  Demonstrate acceptance and value for Travis's strengths during his time in the treatment facility  Provide opportunities for growth in these domains  Focus on recognizing and reinforcing Travis's strengths and using appropriate judgment  Establish a therapeutic alliance with a clinician or others in the treatment milieu  Be cautious of reinforcing inappropriate behavior and set appropriate consequences Strength-based intervention and assessment  Ignore minor infractions and strongly reward appropriate behavior  Involve Travis's family members, school, and community in the treatment plan  Use cross-informant reports to understand the different contexts in which strengths occur  Make well-informed decisions regarding the need for intervention based on the child's strengths and where they are presented  Consider follow-up and prevention of relapse after discharge from the treatment facility Discussion and conclusion  The system of measures designed by Black professionals provides a robust system of measurement for Black children  The measures assess strengths and difficulties together or independently without compromising empirical rigor  Information from multiple reporters is ideal but not necessary for psychometrically sound assessment  Strength-based assessment can provide valuable information for

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