Poster #177 - Stressful Events and Latino Children’s Internalizing and Externalizing Symptoms: The Escalating Effect of Acculturation Stress

• In Event: 2-110 - Poster Session 07
  In Poster Session: PS 07 Section - Race, Ethnicity, Culture, Context

Integrative Statement

Purpose
Latinos are the fastest growing demographic group in the United States (US) and face unique challenges related to life and acculturation stress experiences. Stressful life events (SLEs) include disruptive and/or challenging life experiences (e.g., parental divorce, problems in school). Research suggests these events are both experienced more frequently by Latinos and other minority groups, as well as compounded by racism and acculturation stress. Although the effects of SLEs and acculturation stress are well-documented precursors to child mental health and behavioral functioning, it remains difficult to assess the direct effects of SLEs on children who may or may not comprehend such events. Thus, this study explored the relationship between parent-reported experiences of SLEs and child internalizing and externalizing problems, including the moderating effect of acculturation stress in enhancing negative effects.

Methods
228 Latino parents of primarily Mexican-origin participated in interviews as part of a four-year longitudinal study. Of the 228 families, this study utilized a sample of 112 families who completed the home visit at wave four with each of the measures assessed. Interviews measured parents’ experiences with SLEs over the previous year, as well as the extent to which these events were stressful. The survey further assessed acculturation stress across five domains: cultural isolation, discrimination, intercultural relations, language problems, and work challenges. Finally, the Child Behavior Checklist (CBCL) measured parents’ report of their children’s internalizing and externalizing symptoms – the outcome for the current study. Hierarchical regression analyses conducted in SPSS explored the direct effects of both SLEs and acculturation stress on child mental and behavioral functioning. Additionally, the Hayes Process evaluated the indirect (i.e., moderating) effects of acculturation stress on the relationship between SLEs and child outcomes.

Results
Results from Hierarchical Regression Analyses indicate direct effects of SLEs (p<.01), discrimination (p<.01), and intercultural relations (p<.01) on child internalizing and externalizing symptoms. Specifically, as SLEs and discrimination increase, child symptomology increases alongside these stressors. Results from Hayes Process moderation analyses indicate that cultural isolation (p<.01), language problems (p<.05), and work challenges (p<.05) are significant moderators of the relationship between life stress and child symptomology. These results suggest that parent experiences of acculturation stress involving isolation, language, and work-related challenge heighten the effects of SLEs on decreased child mental health and behavior. Figure 1 demonstrates an example of the moderating effect of cultural isolation.

Conclusion
This study explored the implications of acculturation stress on the relationship between life stressors and child internalizing and externalizing outcomes for Latino youth. Several domains of acculturation stress (i.e., cultural isolation, language problems, and work challenges) appeared to be moderators of this relationship, in that they exaggerated the negative effects of SLEs on child mental and behavioral functioning. Although SLEs – such as the death of a family member or the transition to school – can rarely be intervened upon, the negative acculturative and discriminatory experiences of Latino children in the US can, in fact, be prevented. Programs aimed at decreasing the ethnic-based discrimination of Latinos in the US have the potential to greatly improve child wellbeing.

Authors

• Ashley Walsdorf, University of Georgia
  Presenting Author

• Victoria King, University of Georgia
  Non-Presenting Author

• Kimberly Osborne, University of Georgia
  Non-Presenting Author

• Margaret Tresch Owen, University of Texas at Dallas
  Non-Presenting Author

• Margaret Caughy, University of Georgia
  Non-Presenting Author