Dr. Scott Graves has once again been featured within the Monitor on Psychology national magazine of the American Psychology Association (APA) (see his original feature here). His article entitled, “An Evaluation of Strong Kids in an Urban African American Female Sample: The Need for Gender-Specific and Culturally Focused Interventions” was mentioned amid the discussion of cultural awareness and its impact on the selection school-based social-emotional interventions for children of different cultures and ethnicities.
An excerpt from the feature:
“But in their research, Scott L. Graves Jr., PhD, associate professor of school psychology at The Ohio State University, Candice Aston, PhD, assistant professor of psychology at Towson University in Maryland, and colleagues found that, in fact, the “Strong Kids” program did not apply to everyone: It appeared to have no significant effects on social-emotional knowledge or resiliency when tested with 39 fourth- and fifth-grade African-American girls (School Psychology Forum, Vol. 10, No. 2, 2016).
Graves and Aston say this finding points to a need for more culturally tailored research. “[The participants’] response to this universal intervention was essentially, ‘This is not my life, this does not relate to me,'” Aston says.
Armed with that finding, Graves and Aston culturally adapted the “Strong Start” program for African-American children and tested its effectiveness with 61 African-American boys in kindergarten through second grade (School Psychology Quarterly, Vol. 32, No. 1, 2017).”
Read the full article here: APA Monitor on Psychology (October 2018)
• An Evaluation of Strong Kids in an Urban African American Female Sample: The Need for Gender-Specific and Culturally Focused Interventions
By Alison Ryan, Scott Graves Jr., Adriana Sobalvarro, Kayla Nichols, Kerry Schutte, Candice Aston, Amanda Griffin
Evidence-Based Interventions in Urban Schools, pp. 157-164
• Psychoeducational Assessment and Intervention for Ethnic Minority Children: Evidence-Based Approaches
Graves, S.L. & Blake, J.J. (Eds.) APA, 2016