Bio

Dr. Padilla's research follows three major strands: (1) resilient students who achieve high levels of academic performance despite coming from home and community backgrounds that pose multiple challenges to educational excellence, including adaptation to U.S. culture and English by immigrant adolescents; (2) acculturation and acculturation stressors that impact the physical and psychological well-being of newcomer youth and adults as well as the acquisition of bicultural strategies for functioning in their home culture and in mainstream American culture; and (3) studies involving second language learning and teaching, and strategies for achieving bilingual proficiency especially among heritage speakers of numerous European and Asian languages. He has published widely in his areas of research expertise.

Dr. Padilla is also interested in quantitative research in multicultural contexts. He serves as the principal investigator of the California World Language Project (CWLP), a program that assists California teachers in world language instruction. A final interest includes the history of ethnic minority scholars in psychology.

Academic Appointments

Administrative Appointments

  • Professor of Developmental and Psychological Sciences in Education, Stanford Graduate School of Education (1988 - Present)
  • Faculty Advisor, Stanford World Languages Project (2018 - Present)
  • Faculty Advisor, California World Languages Project (2018 - Present)

Boards, Advisory Committees, Professional Organizations

  • Assistant Professor of Psychology, State University of New York (1969 - 1971)
  • Assistant Professor of Psychology, University of California, Santa Barbara (1971 - 1974)
  • Associate Professor to Full Professor of Psychology, University of California, Los Angeles (1974 - 1988)
  • Editor, Hispanic Journal of Behavioral Sciences (1979 - Present)
  • Former Member, Board of Directors, EdSource (2005 - 2010)
  • Member, Board of Directors, DreamCatchers (2008 - 2021)

Professional Education

  • B.A., New Mexico Highlands University, Psychology
  • M.S., Oklahoma State University, Experimental Psychology
  • Ph.D., University of New Mexico, Experimental Psychology

Contact

  • Academic
    apadilla@stanford.edu
    University - Faculty Department: Graduate School of Education Position: Professor
    • CERAS 203
    • 3084
    • Stanford,  California  94305-3084 

Additional Info

  • Mail Code: 3084

Links

Research Interests

  • Achievement
  • Adolescence
  • Child Development
  • Diversity and Identity
  • Immigrants and Immigration
  • Literacy and Language
  • Poverty and Inequality
  • Psychology
  • Race and Ethnicity
  • Technology and Education

Current Research and Scholarly Interests

Current projects include: (a) the development of models of ethnic identity that incorporate social cognition theory and social identity; (b)acculturation stress and mental health status across three generations of Latinos; (c) home, school and community protective factors that empower Latino students to succeed academically; (d) learning of Mandarin by high school students in summer intensive programs vs. students in regular high school world language classes; and (e) student language and academic content learning in a Mandarin/English dual language immersion program.

Projects

  • California Foreign Language Project

    Principal Investigator, California Foreign Language Project

    Location

    United States

2024-25 Courses

Stanford Advisees

All Publications

  • Longitudinal academic, language, and social emotional learning outcomes of graduates of a one-way Spanish Immersion program FOREIGN LANGUAGE ANNALS Padilla, A. M., Chen, X., Swanson, E., Peterson, M., Zamora, T., Girsky, T. 2024

    View details for DOI 10.1111/flan.12782

    View details for Web of Science ID 001306004700001

  • Understanding the Nuances of First-Generation College Students: How the Culture of College Factors Into Academic Success JOURNAL OF COLLEGE STUDENT DEVELOPMENT Rosales, O., Gutierrez, C., Padilla, A. M. 2024; 65 (1)

    View details for DOI 10.1353/csd.2024.a919350

    View details for Web of Science ID 001208364100008

  • Making sense of conflicting messages of multiracial identity: a systematic review. Frontiers in psychology Zamora, T. I., Padilla, A. M. 2024; 15: 1307624

    Abstract

    Background: Ethnic-racial identity (ERI) development refers to how individuals' experiences, beliefs, and attitudes influence understanding of ethnic-racial group membership. Messages about race, from multiple ecosystems, influence identity development and how individuals come to form their ERI. There has been a shift in ERI research to focus on Multiracial populations, however, most of the research focus is on Black/white biracial and general, non-specified Multiracial populations. The ERI development process and experience for persons of other Multiracial backgrounds (e.g., AfroLatinx or AsianBlack) is not as extensively studied. This systematic literature review aims to elucidate the existing conceptualization of Multiracial ERI development for non-Black/white biracial and general Multiracial populations in the United States.Methods: A comprehensive search strategy was employed across multiple academic databases to identify relevant studies based on explicit inclusion criteria. The initial search resulted in 1,846 articles, but when only Black/white biracial and non-specified general Multiracial studies were eliminated from this review, only 18 articles met the criteria for inclusion.Results: Common themes emerged from the reviewed literature, including the importance of spaces, conflicting social messages directed at Multiracial individuals, and coping responses used by Multiracial individuals when faced with challenges by family members and peers regarding their multiracial identity.Discussion: The findings underscore the need for a more nuanced exploration of ERI development among diverse Multiracial populations. Understanding the unique strengths, experiences, and challenges of different Multiracial populations beyond the Black-white biracial paradigm is essential for understanding ERI development across and between different Multiracial populations in today's world.

    View details for DOI 10.3389/fpsyg.2024.1307624

    View details for PubMedID 38725948

  • Cultural taxation or "tax credit'? Understanding the nuances of ethnoracially minoritized student labor in higher education ETHNIC AND RACIAL STUDIES Rosales, O., Schell, E. P., Gutierrez, C., Padilla, A. 2022

    View details for DOI 10.1080/01419870.2022.2143717

    View details for Web of Science ID 000884231000001

  • Unpacking the factors related to flourishing among bilingual adults in the US JOURNAL OF MULTILINGUAL AND MULTICULTURAL DEVELOPMENT Chen, X., Padilla, A. M., Fan, X. 2022

    View details for DOI 10.1080/01434632.2022.2104861

    View details for Web of Science ID 000834878600001

  • Longitudinal study of Spanish Dual Language Immersion graduates: Secondary school academic and language achievement FOREIGN LANGUAGE ANNALS Padilla, A. M., Chen, X., Swanson, E., Peterson, M., Peruzzaro, A. 2022

    View details for DOI 10.1111/flan.12615

    View details for Web of Science ID 000796387500001

  • Mindset, stereotype threat and the academic achievement gap between Chinese and Latinx English Learners (ELs) INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH Padilla, A. M., Chen, X., Song, D., Swanson, E., Peterson, M. 2022; 112

    View details for DOI 10.1016/j.ijer.2021.101916

    View details for Web of Science ID 000745942800008

  • "Finding Common Ground": Experiences of Immigrant and Nonimmigrant Students in a Community Engaged Learning Course Michigan Journal of Community Service Learning Schell, E. P., Padilla, A. M., Houts, P. 2022; 28: 63-82

    View details for DOI 10.3998/mjsl.396

  • Impact of COVID-19 on Latinos: A Social Determinants of Health Model and Scoping Review of the Literature HISPANIC JOURNAL OF BEHAVIORAL SCIENCES de Snyder, V., McDaniel, M., Padilla, A. M., Parra-Medina, D. 2021

    View details for DOI 10.1177/07399863211041214

    View details for Web of Science ID 000700577500001

  • Grit and motivation for learning English among Japanese university students SYSTEM Chen, X., Lake, J., Padilla, A. M. 2021; 96

    View details for DOI 10.1016/j.system.2020.102411

    View details for Web of Science ID 000615722600006

  • On the Role of Passion in Second Language Learning and Flourishing JOURNAL OF HAPPINESS STUDIES Chen, X., Vallerand, R. J., Padilla, A. M. 2021

    View details for DOI 10.1007/s10902-020-00339-0

    View details for Web of Science ID 000604448700002

  • Editorial: Positive Psychology and Learning a Second or Third Language FRONTIERS IN PSYCHOLOGY Padilla, A. M., Chen, X., Lake, J. 2020; 11: 599326

    View details for DOI 10.3389/fpsyg.2020.599326

    View details for Web of Science ID 000585923600001

    View details for PubMedID 33192947

    View details for PubMedCentralID PMC7645028

  • Technology for Educational Purposes Among Low-Income Latino Children Living in a Mobile Park in Silicon Valley: A Case Study Before and During COVID-19 HISPANIC JOURNAL OF BEHAVIORAL SCIENCES Kim, C., Padilla, A. M. 2020

    View details for DOI 10.1177/0739986320959764

    View details for Web of Science ID 000570915600001

  • Self-Views and Positive Psychology Constructs Among Second Language Learners in Japan, Taiwan, and the United States. Frontiers in psychology Chen, X., Lake, J., Padilla, A. M. 2020; 11: 2176

    Abstract

    The present study is the first to empirically test a hierarchical, positive-oriented model of the self and its relationship to second language (L2) achievement motivation, and compare it in three different cultural contexts of Japan, the United States, and Taiwan. Based on the L2 self-model (Lake, 2016), three levels of constructs were developed: Global Self (i.e., Flourishing, Curiosity, and Hope); Positive L2 domain self (i.e., interested-in-L2 self, harmonious passion for L2 learning, and mastery L2 goal orientation); and L2 Motivational Variables (i.e., reading, speaking and listening self-efficacy). A total of 667 students participated in this study, including 181 first-year college students in Japan, 159 high school students in Taiwan, and 327 community college students in the United States. All the participants were learning L2 in school. Results showed that the measures of positive global self, L2 domain self, and L2 motivational self all had a stronger relationship within their respective levels, and progressively weaker relationships as level of generality/specificity became more distal. Furthermore, the relationships among measures varied in the differing cultural contexts with the Japan-based student participants relatively lower on all measures. Implications for teacher educators in the L2 context have been discussed.

    View details for DOI 10.3389/fpsyg.2020.02176

    View details for PubMedID 33013561

  • Positive Psychology and Learning a Second or Third Language. edited by Padilla, A. M., Chen, X., Lake, J. Lausanne: Frontiers Media SA. 2020

    View details for DOI 10.3389/978-2-88966-279-1

  • Emotions and creativity as predictors of resilience among L3 learners in the Chinese educational context CURRENT PSYCHOLOGY Chen, X., Padilla, A. M. 2019

    View details for DOI 10.1007/s12144-019-00581-7

    View details for Web of Science ID 000503675900002

  • Role of Bilingualism and Biculturalism as Assets in Positive Psychology: Conceptual Dynamic GEAR Model FRONTIERS IN PSYCHOLOGY Chen, X., Padilla, A. M. 2019; 10

    View details for DOI 10.3389/fpsyg.2019.02122

    View details for Web of Science ID 000488091200001

  • The Flowering of Positive Psychology in Foreign Language Teaching and Acquisition Research. Frontiers in psychology Dewaele, J., Chen, X., Padilla, A. M., Lake, J. 2019; 10: 2128

    Abstract

    The present contribution offers an overview of a new area of research in the field of foreign language acquisition, which was triggered by the introduction of Positive Psychology (PP) (MacIntyre and Gregersen, 2012). For many years, a cognitive perspective had dominated research in applied linguistics. Around the turn of the millennium researchers became increasingly interested in the role of emotions in foreign language learning and teaching, beyond established concepts like foreign language anxiety and constructs like motivation and attitudes toward the foreign language. As a result, a more nuanced understanding of the role of positive and negative learner and teacher emotions emerged, underpinned by solid empirical research using a wide range of epistemological and methodological approaches. PP interventions have been carried out in schools and universities to strengthen learners and teachers' experiences of flow, hope, courage, well-being, optimism, creativity, happiness, grit, resilience, strengths, and laughter with the aim of enhancing learners' linguistic progress. This paper distinguishes the early period in the field that started with MacIntyre and Gregersen (2012), like a snowdrop after winter, and that was followed by a number of early studies in relatively peripheral journals. We argue that 2016 is the starting point of the current period, characterized by gradual recognition in applied linguistics, growing popularity of PP, and an exponential increase in publications in more mainstream journals. This second period could be compared to a luxuriant English garden in full bloom.

    View details for DOI 10.3389/fpsyg.2019.02128

    View details for PubMedID 31607981

  • Latino MillennialsThe New Diverse Workforce: Challenges and Opportunities HISPANIC JOURNAL OF BEHAVIORAL SCIENCES Blancero, D., Mourino-Ruiz, E., Padilla, A. M. 2018; 40 (1): 3–21

    View details for DOI 10.1177/0739986317754080

    View details for Web of Science ID 000425153100001

  • THE ROLE OF SCHOOL AND TEACHERS IN ENGLISH LEARNERS' SOCIOEMOTIONAL WELL-BEING STRESS AND COPING OF ENGLISH LEARNERS Rodriguez, V., Hussain, S., Padilla, A., Rishel, T., Miller, P. C. 2018: 39–59

    View details for Web of Science ID 000440768800004

  • The Hispanic Stress Inventory Version 2: Improving the assessment of acculturation stress. Psychological assessment Cervantes, R. C., Fisher, D. G., Padilla, A. M., Napper, L. E. 2016; 28 (5): 509-522

    Abstract

    This article reports on a 2-phase study to revise the Hispanic Stress Inventory (HSI; Cervantes, Padilla, & Salgado de Snyder, 1991). The necessity for a revised stress-assessment instrument was determined by demographic and political shifts affecting Latin American immigrants and later-generation Hispanics in the United States in the 2 decades since the development of the HSI. The data for the revision of the HSI (termed the HSI2) was collected at 4 sites: Los Angeles, El Paso, Miami, and Boston, and included 941 immigrants and 575 U.S.-born Hispanics and a diverse population of Hispanic subgroups. The immigrant version of the HSI2 includes 10 stress subscales, whereas the U.S.-born version includes 6 stress subscales. Both versions of the HSI2 are shown to possess satisfactory Cronbach's alpha reliabilities and demonstrate expert-based content validity, as well as concurrent validity when correlated with subscales of the Brief Symptom Inventory (Derogatis, 1993) and the Patient Health Questionnaire-9 (Kroenke, Spitzer, & Williams, 2001). The new HSI2 instruments are recommended for use by clinicians and researchers interested in assessing psychosocial stress among diverse Hispanic populations of various ethnic subgroups, age groups, and geographic location. (PsycINFO Database Record

    View details for DOI 10.1037/pas0000200

    View details for PubMedID 26348029

    View details for PubMedCentralID PMC4781681

  • Predicting South Korean university students’ happiness through social support and efficacy beliefs International Journal for the Advancement of Counselling Lee, D. S., Padilla, A. M. 2016; 38 (1): 48-60
  • Learner Performance in Mandarin Immersion and High School World Language Programs: A Comparison FOREIGN LANGUAGE ANNALS Xu, X., Padilla, A. M., Silva, D. M. 2015; 48 (1): 26-38

    View details for DOI 10.1111/flan.12123

    View details for Web of Science ID 000352157100004

  • Acculturative Stress and Coping: Gender Differences Among Korean and Korean American University Students JOURNAL OF COLLEGE STUDENT DEVELOPMENT Lee, D. S., Padilla, A. M. 2014; 55 (3): 243-262

    View details for Web of Science ID 000335290500002

  • The time factor in Mandarin language learning: the four-week intensive versus the regular high school semester The Language Learning Journal Xu, X., Padilla, A. M., Silva, D. 2014; 42 (1): 55-66
  • A Mandarin/English Two-Way Immersion Program: Language Proficiency and Academic Achievement FOREIGN LANGUAGE ANNALS Padilla, A. M., Fan, L., Xu, X., Silva, D. 2013; 46 (4): 661-679

    View details for DOI 10.1111/flan.12060

    View details for Web of Science ID 000328606700010

  • Acculturation-Related Stress and Mental Health Outcomes Among Three Generations of Hispanic Adolescents HISPANIC JOURNAL OF BEHAVIORAL SCIENCES Cervantes, R. C., Padilla, A. M., Napper, L. E., Goldbach, J. T. 2013; 35 (4): 451-468

    View details for DOI 10.1177/0739986313500924

    View details for Web of Science ID 000325256700001

  • Using Meaningful Interpretation and Chunking to Enhance Memory: The Case of Chinese Character Learning FOREIGN LANGUAGE ANNALS Xu, X., Padilla, A. M. 2013; 46 (3): 402-422

    View details for DOI 10.1111/flan.12039

    View details for Web of Science ID 000324997500007

  • Developing a culture of resilience for low-income immigrant youth The Urban Review Borrero, N., Lee, D. S., Padilla, A. M. 2013; 45 (2): 99-116
  • A High School Intensive Summer Mandarin Course: Program Model and Learner Outcomes FOREIGN LANGUAGE ANNALS Xu, X., Padilla, A. M., Silva, D., Masuda, N. 2012; 45 (4): 622-638

    View details for DOI 10.1111/flan.12005

    View details for Web of Science ID 000314468800010

  • Using Qualitative Methods for Revising Items in the Hispanic Stress Inventory HISPANIC JOURNAL OF BEHAVIORAL SCIENCES Cervantes, R. C., Goldbach, J. T., Padilla, A. M. 2012; 34 (2): 208-231

    View details for DOI 10.1177/0739986312442495

    View details for Web of Science ID 000304484100002

  • My life in fast forward: Reflections on the making of a Latino psychologist. Handbook of multicultural counseling Padilla, A. M. 2010
  • Professional Development for Teachers of Mandarin: Creating Career Pathways for New Teachers Journal of the Chinese Language Teachers Association Xu, X., Padilla, A. M., Silva, D. M., Steele, T. M., Peterson, M. D. 2010; 45: 3
  • Synopsis of Key Persons, Events, and Associations in the History of Latino Psychology CULTURAL DIVERSITY & ETHNIC MINORITY PSYCHOLOGY Padilla, A. M., Olmedo, E. 2009; 15 (4): 363-373

    Abstract

    In this article, we present a brief synopsis of six early Latino psychologists, several key conferences, the establishment of research centers, and early efforts to create an association for Latino psychologists. Our chronology runs from approximately 1930 to 2000. This history is a firsthand account of how these early leaders, conferences, and efforts to bring Latinos and Latinas together served as a backdrop to current research and practice in Latino psychology. This history of individuals and events is also intertwined with the American Psychological Association and the National Institute of Mental Health and efforts by Latino psychologists to obtain the professional support necessary to lay down the roots of a Latino presence in psychology.

    View details for DOI 10.1037/a0017557

    View details for Web of Science ID 000271819500005

    View details for PubMedID 19916671

  • A Year-Round Professional Development Model for World Language Educators FOREIGN LANGUAGE ANNALS Steele, T. M., Peterson, M. D., Silva, D. M., Padilla, A. M. 2009; 42 (2): 195-211

    View details for DOI 10.1111/j.1944-9720.2009.01017.x

    View details for Web of Science ID 000266072300004

  • Developmental processes related to intergenerational transmission of culture: Growing up with two cultures Cultural transmission: Psychological, developmental, social, and methodological aspects Padilla, A. M. 2009: 185-211
  • Social cognition, ethnic identity, and ethnic specific strategies for coping with threat due to prejudice and discrimination 53rd Nebraska Symposium on Motivation Padilla, A. M. SPRINGER. 2008: 7–42

    View details for Web of Science ID 000251414400002

    View details for PubMedID 18232129

  • Bicultural social development HISPANIC JOURNAL OF BEHAVIORAL SCIENCES Padilla, A. M. 2006; 28 (4): 467-497

    View details for DOI 10.1177/0739986306294255

    View details for Web of Science ID 000241330400001

  • Foreign language education, academic performance, and socioeconomic status: A study of California schools FOREIGN LANGUAGE ANNALS Sung, H., Padilla, A. M., Silva, D. A. 2006; 39 (1): 115-130

    View details for Web of Science ID 000238595700009

  • Second language learning: Issues in research and teaching Handbook of educational psychology Padilla, A. 2006: 571-591
  • Bicultural social development Hispanic Journal of Behavioral Sciences Padilla, A. M. 2006; 28 (4): 467-497
  • A statewide professional development program for California foreign language teachers FOREIGN LANGUAGE ANNALS Lozano, A. S., Padilla, A. M., Sung, H., Silva, D. M. 2004; 37 (2): 301-309

    View details for Web of Science ID 000222649500011

  • Entering and succeeding in the "culture of college": The story of two Mexican heritage students HISPANIC JOURNAL OF BEHAVIORAL SCIENCES Cabrera, N. L., Padilla, A. M. 2004; 26 (2): 152-170

    View details for DOI 10.1177/0739986303262604

    View details for Web of Science ID 000220971500003

  • The origins of the Hispanic Journal of Behavioral Sciences: A personal memoir HISPANIC JOURNAL OF BEHAVIORAL SCIENCES Padilla, A. M. 2003; 25 (1): 3-12

    View details for DOI 10.1177/0739986303251691

    View details for Web of Science ID 000181728900001

  • Acculturation, social identity, and social cognition: A new perspective HISPANIC JOURNAL OF BEHAVIORAL SCIENCES Padilla, A. M., Perez, W. 2003; 25 (1): 35-55

    View details for DOI 10.1177/0739986303251694

    View details for Web of Science ID 000181728900003

  • Acculturation, social identity, and social cognition: A new perspective Hispanic Journal of Behavioral Sciences Padilla, A. M., Perez, W. 2003; 25 (1): 35-55
  • Evaluation of professional development for language teachers in California FOREIGN LANGUAGE ANNALS Lozano, A. S., Sung, H., Padilla, A. M., Silva, D. M. 2002; 35 (2): 161-170

    View details for Web of Science ID 000175193400002

  • Rewarding workplace bilingualism Language Magazine Padilla, A. 2002; 2: 21-23
  • Academic performance of immigrant and US-born Mexican heritage students: Effects of schooling in Mexico and bilingual/English language instruction Annual Meeting of the American-Educational-Research-Association Padilla, A. M., GONZALEZ, R. SAGE PUBLICATIONS INC. 2001: 727–42

    View details for Web of Science ID 000175599200010

  • Cultural orientation across three generations of Hispanic adolescents HISPANIC JOURNAL OF BEHAVIORAL SCIENCES Perez, W., Padilla, A. M. 2000; 22 (3): 390-398

    View details for Web of Science ID 000088572800008

  • Celebrating the future of Chicano psychology: Lessons from the recent national conference HISPANIC JOURNAL OF BEHAVIORAL SCIENCES Velasquez, R. J., Arellano, L. M., Padilla, A. M. 1999; 21 (1): 3-13

    View details for Web of Science ID 000078465200001

  • Student motivation, parental attitudes, and involvement in the learning of Asian languages in elementary and secondary schools MODERN LANGUAGE JOURNAL Sung, H. K., Padilla, A. M. 1998; 82 (2): 205-216

    View details for Web of Science ID 000074361900005

  • The academic resilience of Mexican American high school students HISPANIC JOURNAL OF BEHAVIORAL SCIENCES GONZALEZ, R., Padilla, A. M. 1997; 19 (3): 301-317

    View details for Web of Science ID A1997XQ09300004

  • Academic invulnerability among a select group of Latino university students HISPANIC JOURNAL OF BEHAVIORAL SCIENCES Arellano, A. R., Padilla, A. M. 1996; 18 (4): 485-507

    View details for Web of Science ID A1996VR21100004

  • Development and implementation of student portfolios in foreign language programs FOREIGN LANGUAGE ANNALS Padilla, A. M., Aninao, J. C., Sung, H. 1996; 29 (3): 429-438

    View details for Web of Science ID A1996VP39100013

  • Bilingual memory representation in Korean-English and Spanish-English bilinguals 20th Annual Boston-University Conference on Language Development Sung, H. Y., Padilla, A. M. CASCADILLA PRESS. 1996: 748–759

    View details for Web of Science ID A1996BF75C00066

  • BICULTURAL DEVELOPMENT - A THEORETICAL AND EMPIRICAL-EXAMINATION Festschrift to Honor the Lifetime Achievements of Lloyd H Rogler, Albert Schweitzer Professor of Humanities and Professor of Sociology at Fordham University Padilla, A. M. KRIEGER PUBLISHING CO. 1994: 20–51

    View details for Web of Science ID A1994BB30D00002

  • PLACE OF LAST DRINK BY REPEAT DUI OFFENDERS - A RETROSPECTIVE STUDY OF GENDER AND ETHNIC-GROUP DIFFERENCES HISPANIC JOURNAL OF BEHAVIORAL SCIENCES Padilla, A. M., Morrissey, L. 1993; 15 (3): 357-372

    View details for Web of Science ID A1993LQ57400005

  • MEXICAN-AMERICAN ADOLESCENT SEXUALITY AND SEXUAL KNOWLEDGE - AN EXPLORATORY-STUDY HISPANIC JOURNAL OF BEHAVIORAL SCIENCES Padilla, A. M., Baird, T. L. 1991; 13 (1): 95-104

    View details for Web of Science ID A1991EV41000007

    View details for PubMedID 12284263

  • THE ENGLISH-ONLY MOVEMENT - MYTHS, REALITY, AND IMPLICATIONS FOR PSYCHOLOGY AMERICAN PSYCHOLOGIST Padilla, A. M., LINDHOLM, K. J., Chen, A., Duran, R., Hakuta, K., Lambert, W., Tucker, G. R. 1991; 46 (2): 120-130

    View details for Web of Science ID A1991EV65300003

  • PSYCHOSOCIAL AND COGNITIVE CORRELATES OF ALCOHOL-USE IN YOUNGER ADULT IMMIGRANT AND UNITED-STATES-BORN HISPANICS INTERNATIONAL JOURNAL OF THE ADDICTIONS Cervantes, R. C., Gilbert, M. J., DESNYDER, N. S., Padilla, A. M. 1991; 25 (5A-6A): 687-708

    View details for Web of Science ID A1991FQ70800006

  • GENDER AND ETHNIC-DIFFERENCES IN PSYCHOSOCIAL STRESS AND GENERALIZED DISTRESS AMONG HISPANICS SEX ROLES DESNYDER, V. N., Cervantes, R. C., Padilla, A. M. 1990; 22 (7-8): 441-453

    View details for Web of Science ID A1990DL39900004

  • RELIABILITY AND VALIDITY OF THE HISPANIC STRESS INVENTORY HISPANIC JOURNAL OF BEHAVIORAL SCIENCES Cervantes, R. C., Padilla, A. M., DESNYDER, N. S. 1990; 12 (1): 76-82

    View details for Web of Science ID A1990CL22000004

  • COUNTERTRANSFERENCE IN WORKING WITH VICTIMS OF POLITICAL REPRESSION AMERICAN JOURNAL OF ORTHOPSYCHIATRY COMASDIAZ, L., Padilla, A. M. 1990; 60 (1): 125-134

    Abstract

    The countertransferential reactions of psychotherapists working in a threatening environment with victims of political repression are described. Via case studies based on clinical consultation and direct testimony, this paper examines the effects on Chilean therapists living and working in that country. It is suggested that these clinical observations may have application to therapeutic work with victims in other stressful settings.

    View details for Web of Science ID A1990CK72600013

    View details for PubMedID 2305840

  • POSTTRAUMATIC STRESS IN IMMIGRANTS FROM CENTRAL-AMERICA AND MEXICO HOSPITAL AND COMMUNITY PSYCHIATRY Cervantes, R. C., DESNYDER, V. N., Padilla, A. M. 1989; 40 (6): 615-619

    Abstract

    International migration has been associated with increased levels of psychological disturbance, particularly among refugees who have fled from war or political unrest. This study examined self-reported symptoms of depression, anxiety, somatization, generalized distress, and posttraumatic stress disorder (PTSD) in a community sample of 258 immigrants from Central America and Mexico and 329 native-born Mexican Americans and Anglo Americans. Immigrants were found to have higher levels of generalized distress than native-born Americans. Fifty-two percent of Central American immigrants who migrated as a result of war or political unrest reported symptoms consistent with a diagnosis of PTSD, compared with 49 percent of Central Americans who migrated for other reasons and 25 percent of Mexican immigrants. The authors call for more research to document the psychosocial aspects of migration.

    View details for Web of Science ID A1989U830500011

    View details for PubMedID 2737629

  • RESEARCH THEMES, AUTHORS, AND FUTURE-DIRECTIONS IN THE HISPANIC JOURNAL OF BEHAVIORAL-SCIENCES HISPANIC JOURNAL OF BEHAVIORAL SCIENCES BAEZCONDEGARBANATI, L., Padilla, A. M. 1988; 10 (4): 325-337

    View details for Web of Science ID A1988T032700001