RESEARCH STUDIES

• “I can, therefore I must”: Fragility in the upper-middle classes by Suniya S. Luthar, Samuel H. Barkin, and Elizabeth J. Crossman

Study summary: This programmatic research study explored why youth from high socioeconomic backgrounds are "at risk" for problematic behaviors and further explores the pathways that may contribute to maladjustment. The samples of adolescents studied were from affluent communities, with highly educated, white-collar parents. The term "at risk" is used to describe a statistically higher likelihood of maladjustment when a particular condition, such as affluence, is present. Affluent youth displayed unusually high levels of substance abuse, rule breaking, and mental health issues, with potential contributing factors including their familial environment, the influence of their peer group, and pressure to achieve high wealth and status. Based on these findings, future directions and suggestions for parents, educators, and policymakers are explored, with a primary emphasis on increasing awareness of and advocating for the risks identified in this demographic.

Reference: Luthar, S. S., Barkin, S. H., & Crossman, E. J. (2013). "I can, therefore I must": Fragility in the upper-middle classes. Development and Psychopathology, 25(4pt2), 1529-1549. https://doi.org/10.1017/S0954579413000758

• Complexities in Adjustment Patterns among the “Best and the Brightest”: Risk and Resilience in the Context of High Achieving Schools by A.Ebbert, N.Kumar, and S.Luthar

Study summary: This programmatic research study identified adolescents in high achieving schools, dominated by upper-middle-class families, as an "at-risk" group, underscoring the need for further attention in future resilience research. The adolescent participants were recruited from schools characterized by high standardized test scores, abundant academic and extracurricular opportunities, and high rates of acceptance into competitive universities. "At risk" is a statistical term for a group with an increased chance of experiencing maladjustment due to a shared factor, such as attending high achieving schools. Adolescents in high achieving schools demonstrated an increased prevalence for mental health issues, including depression and anxiety, along with higher rates of rule-breaking behaviors, particularly stealing, cheating, and substance abuse. The intense pressure to succeed, a common mindset in high achieving school communities, is linked to these risks. To mitigate the risks identified in this community, interventions that shift the focus from an intense emphasis on success and status toward promoting values of decency and kindness are suggested.

Reference: Ebbert, A. M., Kumar, N. L., & Luthar, S. S. (2018). Complexities in adjustment patterns among the "best and the brightest": Risk and resilience in the context of high achieving schools. Research in Human Development, 16(1), 21-34. https://doi.org/10.1080/15427609.2018.1541376

• Transition Cliffs for Young Adults with Anxiety and Depression: Is Integrated Mental Health Care a Solution? by A. Babajide, A. Ortin, C. Wei, L. Mufson, and C.S. Duarte
• Mental disorders among college students in the WHO World Mental Health Surveys by R.P. Auerbach, et al.
• Lifetime and 12-month treatment for mental disorders and suicidal thoughts and behaviors among first year college students by R. Bruffaerts, et al.
• Improving Mental Health Help-Seeking Behaviors for Male Students: A Framework for Developing a Complex Intervention by I. Sagar-Ouriaghli, et al.‍
• The association of school climate, depression literacy, and mental health stigma among high school students by L. Townsend, et al.