This study explores the relationship between growing up with a narcissistic mother and one’s adult emotional intelligence score. Previous research on the effects of narcissistic parenting has primarily focused on anxiety, depression, self-esteem, and romantic relationships, leaving a gap in the literature regarding emotional intelligence. Research in related areas, such as Adverse Childhood Experiences (ACEs), has shown a negative correlation between ACE scores and Trait Emotional Intelligence scores. Being raised by a parent suffering from Narcissistic Personality Disorder is considered an ACE, and many other ACEs, such as emotional abuse and neglect, may result due to the way narcissistic parents interact with their children. This study expands upon previous research on ACEs and emotional intelligence by focusing specifically on narcissistic parenting. We hypothesize that adults who grew up with a narcissistic mother will have significantly lower emotional intelligence scores compared to those who did not. This expectation is based on prior findings that link adverse childhood experiences with diminished emotional intelligence. By addressing this gap in the literature, this study aims to provide a deeper understanding of how narcissistic parenting impacts the development of emotional intelligence, thereby contributing valuable insights to the fields of psychology and mental health.

The purpose of this research is to shed light on how structural stigma, perceived discrimination, and family environment dynamics contribute to academic success within the Latinx community. We will utilize a dataset from the National Institute of Health (NIH) named the Adolescent Brain Cognitive Development (ABCD) study. Analysis will be conducted using a linear mixed-effects model, employing the nmle package in R. All models will include a random intercept for the study site. Fixed effects for each hypothesis are as follows. Hypothesis 1 the independent variable is perceived discrimination; the dependent variable is academic performance, with covariates including age, sex, and race. Hypothesis 2 the IV is structural discrimination; the DV is academic performance, with covariates including age, sex, and race. Hypothesis 3 the IV is family environment; the DV is perceived discrimination, with covariates including age, sex, and race. Sensitivity analyses will examine each of these hypotheses separately within more and less recent immigrant youth. Results are to be determined after analysis of data. The discussion will focus on varying levels of discrimination, academic motivation, family dynamics, and immigration. Structural stigma is considered a confounding variable in relation to academic performance and achievement within marginalized ethnic groups. Previous research has shown that first-generation minorities experience high levels of stress and loneliness among their peers. This research aims to advance scientific understanding of the complexities of human emotion and the impact of discrimination on academic success. The results are intended to help reduce discrimination among first-generation Latinx students.

In March of 2020, Covid 19 swept across the globe, and everyone was told to shelter in place. During this time social distancing came into full effect and people were forced to work from home, stores were closed, schools were closed, and children were forced to participate in distant learning. Due to school closures children were forced to isolate, having no actual contact with their friends and teachers. This created a lot of psychological and learning problems in children, as well as made those who were already struggling an even bigger issue. Children need those connections with their peers to enrich not only their developmental skills but their mental health as well. My study will consist of both quantitative and qualitative data. I will be doing structured interviews with Merced City School District Psychologists, Research Specialists, Speech Pathologists, and Special Day Class teachers, asking them questions about their experiences pre and post Covid 19. I will also be using the data system Special Education Information System to determine the diagnosis of the students and acquiring the number of IEPs that have been done post Covid as compared to before. Based on seeing the overwhelming overflow of students in Resource, Speech, and Special Day School classrooms, it is expected to see a significant increase in the number of students who have been diagnosed post Covid-19 as compared to before Covid-19.

Looking at the adverse childhood experiences (ACEs) people have may contribute to the symptoms of depression, anxiety, stress, and emotional well-being. The current study looks at the positive and negative correlation between ACEs and different variables such as depression, anxiety, stress, and well-being. In the research study done by Watt et al., (2019) investigated if childhood trauma is only correlated to mental illness or if it’s a connection between different forms of depression and anxiety. The result they found is that childhood trauma was common among the sample participants. People with childhood trauma who have depression and anxiety are more likely to be characterized by physiological dysregulation than those who didn’t experience childhood trauma. In this current study will be using the Adverse Childhood Experiences for Adults Questionnaire to measure participants’ childhood experiences and then we will be using the DASS 21 Questionnaire which will measure the mental state of the participants specifically looking at depression, anxiety, and stress. We will also be using the WHO (Five) Well-Being Index to measure the emotional well-being of the participants. We expect our results to have a positive correlation between high ACEs and high depression scores, high anxiety scores and high-stress scores. Also, expect a negative correlation between high ACEs and low well-being index scores.