Reducing stereotype threat in classrooms: a review of social-psychological intervention studies on improving the achievement of Black students

2009 ◽  
Keyword(s):  
Black Students ◽  
Stereotype Threat ◽  
Intervention Studies ◽  
Psychological Intervention ◽  
Social Psychological

scholarly journals A Values Affirmation Intervention to Improve Female Residents' Surgical Performance

2016 ◽  
Vol 8 (3) ◽  
pp. 378-383 ◽  
Author(s):  
Arghavan Salles ◽  
Claudia M. Mueller ◽  
Geoffrey L. Cohen
Keyword(s):  
Stereotype Threat ◽  
Surgical Training ◽  
Psychological Intervention ◽  
Controlled Trial ◽  
Negative Effects ◽  
Surgical Performance ◽  
Negative Stereotypes ◽  
Clinical Evaluations ◽  
Values Affirmation ◽  
Condition B

ABSTRACT  Female residents in surgical training may face stereotype threat. The awareness of negative stereotypes about surgical ability based on gender may heighten stress and thus reduce performance.Background  The main objective of this study was to assess the effectiveness of a brief stress-reducing writing exercise, known as a values affirmation, to mitigate the negative effects of stereotype threat on the performance of female surgical residents.Objective  This is a randomized, controlled trial in which 167 residents were invited to participate. A total of 45 resident volunteers, including 18 women, were randomized to the affirmation condition or the no-affirmation condition. We administered a values affirmation intervention and measured clinical evaluations data both prior to and 6 months after the intervention.Methods  Women benefited from the affirmation. Women who had participated in the affirmation exercise earned higher clinical evaluation scores than those in the control condition (B = 0.34, P < .05). For men, performance did not differ by affirmation condition (B = –0.20, P = .35).Results  Our findings suggest a benefit of values affirmation for women in surgical training, as measured by performance on clinical evaluations. This suggests that a brief psychological intervention may improve on-the-job performance for women in surgery, an underrepresented group.Conclusions

scholarly journals Palliative Care Gaps in Providing Psychological Treatment: A Review of the Current State of Research in Multidisciplinary Palliative Care

2017 ◽  
Vol 35 (3) ◽  
pp. 505-510 ◽  
Author(s):  
Elissa Kozlov ◽  
Bahar Niknejad ◽  
M. C. Reid
Keyword(s):  
Mental Health ◽  
Palliative Care ◽  
Intervention Studies ◽  
Psychological Symptoms ◽  
Psychological Intervention ◽  
Psychological Treatment ◽  
Future Research ◽  
Psychological Outcome ◽  
Current State ◽  
Care Intervention

Background: Patients with advanced illness often have high rates of psychological symptoms. Many multicomponent palliative care intervention studies have investigated the efficacy of overall symptom reduction; however, little research has focused explicitly on how interventions address psychological symptoms associated with serious illness. Methods: The current study reviewed 59 multicomponent palliative care intervention articles and analyzed the mental health components of palliative care interventions and their outcomes in order to better understand the current state of psychological care in palliative care. Results: The majority of articles (69.5%) did not provide any details regarding the psychological component delivered as part of the palliative care intervention. Most (54.2%) studies did not specify which provider on the team was responsible for providing the psychological intervention. Studies varied regarding the type of outcome measure utilized; multi-symptom assessment scales were used in 54.2% of studies, mental health scales were employed in 25.4%, quality of life and distress scales were used in 16.9%, and no psychological scales were reported in 28.8%. Fewer than half the studies (42.4%) documented a change in a psychological outcome. Discussion and Conclusion: The majority of analyzed studies failed to describe how psychological symptoms were identified and treated, which discipline on the team provided the treatment, and whether psychological symptoms improved as a result of the intervention. Future research evaluating the effects of palliative care interventions on psychological symptoms will benefit from using reliable and valid psychological outcome measures and providing specificity regarding the psychological components of the intervention and who provides it.

scholarly journals Recommended psychological crisis intervention response to the 2019 novel coronavirus pneumonia outbreak in China: a model of West China Hospital

2020 ◽  
Vol 3 (1) ◽  
pp. 3-8 ◽  
Author(s):  
Jun Zhang ◽  
Weili Wu ◽  
Xin Zhao ◽  
Wei Zhang
Keyword(s):  
Crisis Intervention ◽  
Psychological Intervention ◽  
Psychological Impact ◽  
Psychological Problems ◽  
Internet Technology ◽  
Social Psychological ◽  
West China Hospital ◽  
West China ◽  
Face To Face ◽  
Novel Coronavirus

Abstract The novel coronavirus pneumonia (COVID-19) epidemic has brought serious social psychological impact to the Chinese people, especially those quarantined and thus with limited access to face-to-face communication and traditional social psychological interventions. To better deal with the urgent psychological problems of people involved in the COVID-19 epidemic, we developed a new psychological crisis intervention model by utilizing internet technology. This new model, one of West China Hospital, integrates physicians, psychiatrists, psychologists and social workers into Internet platforms to carry out psychological intervention to patients, their families and medical staff. We hope this model will make a sound basis for developing a more comprehensive psychological crisis intervention response system that is applicable for urgent social and psychological problems.

Adjustment, depression, and anxiety in mild cognitive impairment and early dementia: a systematic review of psychological intervention studies

2013 ◽  
Vol 25 (12) ◽  
pp. 1963-1984 ◽  
Author(s):  
Bridget Regan ◽  
Laura Varanelli
Keyword(s):  
Quality Of Life ◽  
Cognitive Impairment ◽  
Mild Cognitive Impairment ◽  
Intervention Studies ◽  
Psychological Intervention ◽  
Depression And Anxiety ◽  
Inclusion Criteria ◽  
Diverse Range ◽  
Early Dementia

ABSTRACTBackground:Many people with mild cognitive impairment (MCI) or early dementia suffer from concomitant depression and anxiety disorders, which in some cases, may be related difficulties adjusting to their diagnosis and associated cognitive problems. Successful adjustment and alleviation of depression and anxiety symptoms in these people is of critical importance for quality of life and may also help prevent, or delay, further cognitive decline. A variety of psychosocial intervention approaches has been trialed with this group.Method:The literature was systematically searched for community-based intervention studies that aim to improve depression, anxiety, or adjustment. Studies were included or excluded using a priori criteria. Once included, the quality of studies was evaluated using pre-set criteria.Results:Seventeen of 925 studies identified through literature databases and manual searches met the inclusion criteria. Of these, 16 were considered to be of at least “adequate quality.” These included seven randomized controlled trials and eight pre–post studies. A diverse range of psychotherapeutic approaches, formats (individual or group), outcome measures, inclusion criteria, and cultural contexts were apparent, making comparisons between studies challenging.Conclusions:Several studies have demonstrated positive findings in the treatment of depression in older adults with early dementia using problem solving and modified cognitive behavior therapy (CBT) approaches. Amongst the large range of approaches trialed to improve adjustment and quality of life for patients with MCI and early dementia, some approaches, such as modified CBT, have shown promise. There is a need for replication studies using more rigorous methodology before clear clinical recommendations can be made.

scholarly journals Has Stereotype Threat Dissipated Over Time? A Cross-Temporal Meta-Analysis

2019 ◽  
Author(s):  
Neil Anthony Lewis ◽  
Nicholas Michael Michalak
Keyword(s):  
Stereotype Threat ◽  
Meta Analysis ◽  
White Men ◽  
Social Psychological ◽  
Analytic Review ◽  
The Social ◽  
Psychological Threat ◽  
Women In Mathematics ◽  
Racial Ethnic ◽  
Over Time

Stereotype threat – the social psychological threat that arises when one is in a situation or doing something for which a negative stereotype about one’s group applies (Steele, 1997) – has been broadly studied throughout the social sciences over the past two decades (for reviews, see Lewis & Sekaquaptewa, 2016; Steele, 2010). It is a theory that is purported to explain variance in disparities between those who are negatively stereotyped in certain domains (e.g. racial-ethnic minorities in academics, women in mathematics) and those who are not (e.g. White men in academics; Steele, 2010). Studies on stereotype threat have been conducted hundreds of times, and have yielded mixed findings. Early studies tended to yield positive findings (for meta-analytic review, see Nguyen & Ryan, 2008) whereas more recent reanalysis (Zigerell, 2017) and replication attempts (e.g., Finnigan & Corker, 2016) have failed to replicate findings. These conflicting accounts call into question the robustness of the paradigm, and raise two possibilities in our minds: either the strength of the evidence was weak to begin with, or something has changed over time to reduce the likelihood of finding stereotype threat effects. We test these possibilities in a pre-registered cross-temporal meta-analysis using multiple meta-analytic techniques.

METASTEREOTYPES AND THE BLACK-WHITE DIVIDE: A Qualitative View of Race on an Elite College Campus

2004 ◽  
Vol 1 (1) ◽  
pp. 115-149 ◽  
Author(s):  
Kimberly C. Torres ◽  
Camille Z. Charles
Keyword(s):  
Black Students ◽  
Stereotype Threat ◽  
Racial Attitudes ◽  
University Of Pennsylvania ◽  
Negative Stereotypes ◽  
Black And White ◽  
Group Data ◽  
Elite College ◽  
Focus Group Data ◽  
The University

We employ qualitative in-depth and focus group data to examine how racial stereotypes affect relations between Black and White undergraduates at the University of Pennsylvania. Specifically, we employ the concept of metastereotypes—Blacks' knowledge and perceptions of the racial attitudes that Whites have of Blacks. Our interest is in the accuracy of Black students' beliefs about Whites' racial attitudes to their group, and the consequences of metastereotypical thinking for Black students' academic performance. We find that the Black students in our sample possess some clear and largely negative metastereotypes concerning how Whites generally think about Blacks, and these metastereotypes are quite accurate. Moreover, these negative group images are at the heart of a key campus “problem”—Whites' hostility to affirmative action and the assumption that Blacks are not qualified to be at the university; and, ironically, most Blacks seem to have internalized a piece of these negative stereotypes. These results are a tangible manifestation of double-consciousness—Blacks' perceptions of themselves both through their own eyes and through the eyes of Whites, and evidence of Steele's theory of stereotype threat, in as much as Black students expend considerable energy attempting to debunk the myth of Black intellectual inferiority.

scholarly journals The Value of a Self-Affirmation Intervention for Improving the Psychosocial Health of Black and White Medical Students

2019 ◽  
Author(s):  
Sylvia Perry ◽  
James Wages ◽  
Allison Skinner-Dorkenoo ◽  
Sara Emily Burke ◽  
Rachel Hardeman ◽  
...  
Keyword(s):  
Medical Students ◽  
Black Students ◽  
Stereotype Threat ◽  
White Students ◽  
Sense Of Belonging ◽  
Medical Training ◽  
Well Being ◽  
Psychosocial Health ◽  
The Self ◽  
The U.S

Stereotype threat in secondary and undergraduate education can deteriorate Black students’ sense of well-being, belonging, and efficacy. Self-affirmation interventions have been shown to mitigate the negative psychological impact that stereotype threat has posed for Black students in these educational contexts. There is limited research that suggests that Black students in medical schools may also experience the negative impacts of stereotype threat. Until now, it has been unclear whether Black (vs. White) students experience a lower sense of belonging in medical school and whether they can benefit from self-affirmation interventions during medical training. With a longitudinal field experiment, we tested (a) whether Black (vs. White) medical students in the U.S. experience decrements in psychological well-being (i.e., fatigue, depression, anxiety), sense of belonging, and perceived residency competitiveness; and (b) the extent to which a self-affirmation intervention would ameliorate any observed disparities in these outcomes for Black students. With a sample of 234 Black and 182 White medical students across 50 schools in the U.S., we found that Black students tended to report more fatigue and less belonging than White students; however, the self-affirmation intervention did not significantly impact students’ fatigue, depression, anxiety, or belonging. Unexpectedly, Black students in the self-affirmation (vs. control) condition reported lower perceived competitiveness for residency. White students’ perceived competitiveness for residency was unaffected by the intervention.

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