This study examines the use of approach (e.g., seeking social support, problem solving) and avoidance (e.g., distancing, internalizing, externalizing) strategies for coping with perceived racial discrimination and their relationship to the subjective feelings of distress evoked by perceived experiences of discrimination and perceived control over discriminatory experiences among a small, relatively homogeneous sample of Black youth (N = 71). Results of hierarchical regression analyses support evidence from the general adolescent stress and coping literature that links avoidance coping to greater feelings of distress and approach coping to a greater sense of personal control. Greater self-reports of distress are related to greater use of internalizing and externalizing coping strategies. Greater self-reports of perceived control over discriminatory experiences are related to greater use of seeking social support and problem-solving coping strategies. Implications for promoting the successful coping of Black youth with perceived racial discrimination are discussed.

We present data from interviews with 401 youths on the relationship of personal, familial, and environmental strengths to the outcomes of urban and reservation American Indian youths. Urban youths consistently nominated more strengths than tribal youths, except in the area of tribal strengths. Quantitative data show how those strengths relate to their school success, daily functioning, mental health, and ethnic identity. Personal and familial strengths are related to positive school success and functioning. Environmental strengths demonstrate complex relationships in which tribal strengths are related to increased mental health problems and school strengths are related to fewer problems. The results of our study speak to the need to include multiple categories of different strengths in research and to focus on strengths as well as problems in clinical interventions.

We utilized qualitative methods to explore ethnic and cultural identity among urban Southwestern American Indian youth, parents, and elders. Twenty-four respondents ranging in age from approximately 13 to 90 years were interviewed in focus groups divided by age. Six major themes and seventeen sub-themes related to tribal and pan-American Indian ethnic identity were identified. Two important findings emerging from our study were that common ethnic identity constructs can be validated and new identity constructs discovered through qualitative methods. These and other findings suggest the importance of qualitative methods in better understanding cultural and ethnic identity. Of particular significance was the notion that the most salient and relevant identity constructs can be learned from the voices and perspectives of ethnic identity members themselves across generations, age, tribal groups, gender, and reservation and urban residence.KEY WORDS: american indian youth; pan-American indian identity; ethnic and cultural identity; qualitative methods; intergenerational contexts.Few studies have delved into ethnic and cultural identity among American Indian youth. Most studies that exist tend to be quantitative in nature and report 1

Previous research indicates that runaway and homeless youth often achieve positive outcomes after shelter stays however few studies have examined how these outcomes are achieved. This study employs qualitative methods to explicate this phenomenon. Twenty-five providers and 21 youth from four shelters participated in this study. Youth were recruited who had completed shelter care and returned home for minimally six months. Multiple raters identified themes and created a conceptual model. While in shelter, youths experienced structure and freedom, and the family experienced respite. Once youth became involved in treatment, the family re-connected and the youth returned home. After returning home, youth and family become involved in follow-up services. Results from our study provide insight into the process through which runaway/homeless youth return home after a shelter stay. Our findings emphasize the need for continued change by all members of the family system, highlighting the need for continued intervention to maintain positive changes.Estimates indicate that approximately 5% of the adolescent population identify themselves as "homeless"; others suggest that one child in eight will run away prior to age 18 (Ringwalt,

This exploratory study assesses factors related to leadership development for African American adolescents participating in a community service program designed to develop young African American leaders (N = 345). Psychometric characteristics of self-reported levels of leadership are explored to determine similarities and differences between gender groups. A multivariate analysis of socioeconomic factors, levels of self-esteem, school grades, and social activities as predictors of leadership development produced mixed findings. The results suggest that higher levels of global and academic self-esteem are related to leadership characteristics in female respondents, but not males. On the other hand, the impact of program participation on leadership was only significant in the area of personal relationship skills as a form of leadership