The interactive effects of Indigenous identity and lateral violence on youth adjustment in Aboriginal and Torres Strait Islander children

Objectives Lateral violence is the potential for members of a group to engage in practices that are harmful to other members of their own group. Evidence indicates that lateral violence can affect Aboriginal children’s social and emotional wellbeing (SEWB); however, little is known about the potenti...

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Bibliographic Details
Published in:Australian Journal of Psychology
Main Authors: McAlister, Taylor-Jai, Rogers, Kris, Brockman, Robert, Bodkin-Andrews, Gawaian, McAloon, John
Format: Article in Journal/Newspaper
Language:English
Published: 2024
Subjects:
Aboriginal
Indigenous
First Nations
lateral violence
social and emotional wellbeing
ethnic-racial identity
Online Access:https://researchers.mq.edu.au/en/publications/6ebd5783-cf55-44d2-bb0a-d691024eae76
https://doi.org/10.1080/00049530.2024.2341699
https://research-management.mq.edu.au/ws/files/340709705/340651617.pdf
Description
Summary:Objectives Lateral violence is the potential for members of a group to engage in practices that are harmful to other members of their own group. Evidence indicates that lateral violence can affect Aboriginal children’s social and emotional wellbeing (SEWB); however, little is known about the potential for ethnic-racial identity (ERI) to protect against harmful effects of lateral violence. Methods We investigated whether ERI affirmation moderated the relationship between exposure to lateral violence and Aboriginal children’s SEWB. Children (n = 360) from the K-Cohort of the Longitudinal Study of Indigenous Children were included in this analysis. Children’s ERI was dichotomised into high versus low affirmation, and General Linear Models were used to examine the effects of lateral violence on SEWB and the potentially moderating effect of ERI on that relationship. Results Increased exposure to lateral violence was associated with increased difficulties in all Strengths and Difficulties Questionnaire domains. ERI was also shown to moderate the relationship between exposure to lateral violence and peer difficulties, with children in the high ERI affirmation group showing greater vulnerability than those in the low group. Conclusions The findings of this study are discussed in relation to their potential to inform policy and clinical practice.

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