Self-Regulation and Shame as Mediators Between Childhood Experiences and Young Adult Health

The purpose of this study was to determine whether self-regulation and shame mediated the relationship between adverse and positive childhood experiences (ACEs and PCEs) and young adult health. Data came from the Flourishing Families Project (FFP), a 10-year longitudinal study. Adolescent participants (N = 489; 51% female) completed an annual survey. Data were analyzed using structural equation modeling. Results indicated that PCEs negatively predicted shame and positively predicted self-regulation while ACEs negatively predicted self-regulation. Shame mediated the relationship between PCEs and depression. Self-regulation mediated the relationship between both ACEs and PCEs with anxiety; self-regulation also mediated the relationship between ACEs and substance abuse. Childhood experiences appear to affect the development and maintenance of self-regulation in adolescence. Self-regulation appears to be especially important in protecting against depression, anxiety, and substance abuse in young adulthood.

“That’s What the Program Is All about… Building Relationships”: Exploring Experiences in an Urban Offering of the Indigenous Youth Mentorship Program in Canada

Peer mentorship is an effective approach for delivering health promotion programs that may be particularly useful among underrepresented populations. Advancing the peer-led approach, the Indigenous Youth Mentorship Program (IYMP) is a communal-led program rooted in Indigenous values aimed at the promotion of healthy lifestyles in children and youth. The program includes layers of multi-age mentoring (i.e., elementary students, high school student mentors, and young adult health leaders [YAHLs]) and incorporates three core components: physical activity, healthy eating, and cultural teachings. The purpose of this study was to qualitatively explore elementary student, mentor, and YAHL experiences in an urban IYMP offering. Eleven sharing circles were conducted; six with elementary students (n = 23; grade 4 and 5 students), two with mentors (n = 3; students enrolled in a grade 10 wellness girls class), and three with YAHLs (n = 6; undergraduate university students). Focus groups were also held with respective school teachers and principals. An inductive content analysis generated three themes that represent the perceived impacts of this urban IYMP offering: (1) Fostering Wellness, (2) Strengthening Meaningful Connections, and (3) Exploring Leadership. Findings are positioned within a communal mentorship framework that is circular and multi-directional. By bringing together Indigenous and non-Indigenous peoples, this program offering supports Indigenous cultural relevance in an urban-based wellness program.