The Effects of Exposure to Community Violence on Aspects of Adolescent Identity Development

PROBLEM:    A gap exists in our understanding of the impact of exposure to community violence on identity development. The purpose of this study was to explore how exposure to community violence affects adolescents' identity development. Data were collected to describe the perceptions, interpretations, and meanings adolescents ascribe to their experiences with community violence.
METHODS:    Male and female inner-city adolescents (13–18 years) were invited to share their personal stories about exposure to community violence. A constant comparative approach was employed to analyze data from personal narratives.
RESULTS:    All adolescents in this study reported exposure to violence and shared stories about living and coping with the prevalence of violence. Aspects of identity development that emerged in the data included self-perceptions, coping patterns, efficacy, and a moral self. Some stories revealed psychological distress that had potential for long-term developmental consequences. Personal strengths and positive attributes of the participants were also evident in the data.
CONCLUSIONS:    Exposure to community violence affected the identity development of these adolescents. When working with adolescents, it is important for nurses to assess for community violence exposure and promote coping strategies that reduce distress and foster healthy intimacy.     

Home is for Caring,School is for Learning: Qualitative Data from Child Graduates of INSIGHTS

TOPIC: Parent–child communication behaviors. PURPOSE: The goal of this naturalistic study was to learn more about the communication behaviors that exist between school‐aged inner‐city minority children who completed a temperament‐based intervention study and the significant adults in their life. A paucity of information exists about the communication processes in this population; therefore, this paper addresses this gap. METHOD: A grounded theory approach was used for data collection and analysis. Data were obtained from multiple sources including individual and group interviews of 36 first and second graders from three inner‐city elementary schools, their parents, and teachers. Data triangulation, member‐check, and independent audit supported trustworthiness and credibility of findings. FINDINGS: Child communication behaviors involved being able to read the environment, respect others, do the right thing, and know how best to talk with others. Child findings were congruent with parent and teacher data and indicated that communication was driven by concerns for safety and community violence potential and embedded within strong cultural beliefs. CONCLUSIONS: Nurses are in a unique position to educate both parents and children about the importance of developing and maintaining positive communication behaviors with each other. Positive communication behaviors may serve as a protective factor in promoting child safety in inner‐city minority children.