The Intersectionality of Race and Trauma in Children and Teens Who Are Black, Indigenous, and People of Color (BIPOC)

2022 ◽  
pp. 39-64
Author(s):  
Nena Hisle
Keyword(s):  
Cultural Competency ◽  
Students Of Color ◽  
People Of Color ◽  
Racial Trauma ◽  
Trauma Informed

Children in America are suffering from an abundance of trauma that many bring to school with them daily. Children, teens, and their families, who are Black, Indigenous, and People of Color (BIPOC), may have experienced historical racial trauma which is unique to students of color. Professionals working with students of color (SOC) must develop cultural competency around racial trauma in their understanding of trauma informed pedagogy to meet the needs of student populations that are becoming increasingly diverse. The overall purpose of this chapter is to provide professionals working with BIPOC children and teens the necessary skills to meet their needs.

Racial Trauma-Informed Pedagogy Strategies for Educational Professionals

2022 ◽  
pp. 20-38
Author(s):  
Nena Hisle
Keyword(s):  
School Environment ◽  
School Leaders ◽  
Social Needs ◽  
People Of Color ◽  
Systemic Racism ◽  
Racial Trauma ◽  
Racial Biases ◽  
Educational Professionals ◽  
Trauma Informed ◽  
At Home

In order to address the racial trauma that teens who are Black, Indigenous, and People of Color (BIPOC) may face at home, and potentially experience in school, educational professionals must equip themselves with the specialized skills to meet students' academic, emotional, and social needs. School leaders must begin this task by examining their own personal racial biases as they lead their staff in the task of reviewing data, rules, policies, and the school environment to examine practices that support and promote institutional and systemic racism.

Advancing Urban Peace: Preventing Gun Violence and Healing Traumatized Youth

Youth Justice ◽  
2021 ◽  
pp. 147322542110201
Author(s):  
Jason Corburn ◽  
DeVone Boggan ◽  
Khaalid Muttaqi ◽  
Sam Vaughn ◽  
James Houston ◽  
...  
Keyword(s):  
Young People ◽  
Public Safety ◽  
Urban Neighborhoods ◽  
Gun Violence ◽  
People Of Color ◽  
Violence Reduction ◽  
Reduction Program ◽  
Trauma Informed

This descriptive article highlights the inner-practices of a trauma-informed, healing-centered, urban gun violence reduction program called Advance Peace. We find that the Advance Peace model uses a unique curriculum called the Peacemaker Fellowship, that offers intensive mentorship, caring, and ‘street love’ to youth at the center of gun violence. The Advance Peace approach is one public safety model that may help young people of color heal from the traumas that contribute to gun violence while also reducing gun crime in urban neighborhoods.

Theorizing White Racial Trauma and its Remedies

2016 ◽  
Author(s):  
Becky Thompson ◽  
Veronica T. Watson
Keyword(s):  
Social Change ◽  
Martin Luther ◽  
James Baldwin ◽  
People Of Color ◽  
Double Consciousness ◽  
Racial Trauma ◽  
Du Bois ◽  
Contemporary Work ◽  
White Consciousness ◽  
Martin Luther King

In this paper we will be drawing upon historical work on race consciousness, contemporary work on trauma, and scholarship on activism and social change to offer a vision of what a critical white double consciousness might look like. We juxtapose this critical white consciousness with what Veronica Watson has termed a “white schizophrenic subjectivity” which has been explored by intellectuals like Du Bois, Charles Chesnutt, James Baldwin and Martin Luther King Jr. Each of these writers called attention to a whiteness that works to maintain disconnection from people of color and disassociation from their own moral selves, a white schizophrenic subjectivity that prevented white folks from acknowledging or challenging racism while still continuing to think of themselves as moral and upstanding citizens of their communities and nation.

scholarly journals Challenging Definitions of Psychological Trauma: Connecting Racial Microaggressions and Traumatic Stress

2019 ◽  
Vol 11 (2) ◽  
pp. 2-16
Author(s):  
Kevin L. Nadal ◽  
Tanya Erazo ◽  
Rukiya King
Keyword(s):  
Traumatic Stress ◽  
Psychological Trauma ◽  
Racial Microaggressions ◽  
People Of Color ◽  
Trauma Symptoms ◽  
Cross Sectional ◽  
Racial Trauma ◽  
Stress Symptoms ◽  
Life Threatening ◽  
Cross Sectional Design

While previous studies have found significant relationships between racial microagressions, depression, and anxiety, few studies have examined the effects of racial microaggressions on traumatic stress. Furthermore, although trauma has been traditionally conceptualized as psychophysiological reactions to life-threatening events, the notion of racial trauma has been excluded, despite resulting in similar symptomatology. The current study utilized a correlational, cross-sectional design with a racially diverse sample of people of color (N=254) to investigate the relationships between racial microaggressions, racially- or culturally-related trauma, and trauma symptoms. Using hierarchical multiple regression analysis, results indicated that a greater frequency of racial microaggressions was significantly associated with greater traumatic stress symptoms, and that school or workplace microaggressions were the type of microaggression that was most associated with traumatic symptoms. Implications are discussed, including the need for counselors, psychologists, and helping professionals to consider racial microaggressions as traumatic events while using culturally-informed trauma-focused methods to normalize and empower people of color.

scholarly journals Disability Justice, White Supremacy, and Harm Reduction Pedagogy: Enacting Anti-Racist Crip Teaching

JCSCORE ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 190-208
Author(s):  
Samuel Z. Shelton
Keyword(s):  
Harm Reduction ◽  
Students Of Color ◽  
Lived Experiences ◽  
White Supremacy ◽  
Personal Narrative ◽  
People Of Color ◽  
Disabled People ◽  
Color Experience ◽  
Approach To Teaching

In this personal narrative, I reflect on how I have approached teaching about and for disability justice as a White crip feminist educator. I focus on how I have attempted to be accountable for my Whiteness in my teaching about an activist framework and movement grounded in the lived experiences of queer and trans disabled people of color (Sins Invalid, 2016). Towards this task, I describe my effort to enact what I term a harm reduction pedagogy or an approach to teaching that acknowledges the ongoing violence of whiteness and my participation in it while simultaneously striving to minimize the harm students of color experience in my courses. In the second section of this paper, I describe my process of accountability planning in which I anticipate possibilities for harm and prepare myself to respond to them prior to the moments when they happen.

Responding to Racism and Racial Trauma in Doctoral Study: An Inventory for Coping and Mediating Relationships

2012 ◽  
Vol 82 (2) ◽  
pp. 226-254 ◽  
Author(s):  
Kimberly Truong ◽  
Samuel Museus
Keyword(s):  
Doctoral Students ◽  
Students Of Color ◽  
Doctoral Studies ◽  
Doctoral Study ◽  
Racial Trauma ◽  
Individual Interviews

In this study, Kimberly A. Truong and Samuel D. Museus focus on understanding strategies doctoral students of color use to respond to racism. The authors conducted semi-structured individual interviews with twenty-six participants who self-reported experiencing racism and racial trauma during doctoral studies. Analysis of the data resulted in findings that encompass three categories: internal responses, controlled responses, and external responses. These three broad themes comprise an inventory for responding to racism and racial trauma that focuses on coping and mediating relationships.

Gendered and Racial Microaggressions in STEM

2021 ◽  
pp. 1269-1283
Author(s):  
Amanda J. Rockinson-Szapkiw ◽  
Katherine Wade-Jaimes
Keyword(s):  
Students Of Color ◽  
School Setting ◽  
Racial Microaggressions ◽  
Urban School ◽  
People Of Color ◽  
Science Technology ◽  
Stem Workforce ◽  
And Mathematics

Women and people of color remain underrepresented in science, technology, engineering, and mathematics (STEM) workforce and academia. In this chapter, the authors focus on the experience of girls and students of color in urban STEM classrooms through the lens of microaggressions theory. Within this chapter, the authors define macroaggression and discuss the various types (e.g., microinsults, microinvalidations, microassaults). Consequences of microaggressions are discussed and strategies are presented to address microaggressions within the PreK-12 urban school setting.

Bringing Sanctuary to School: Assessing School Climate as a Foundation for Culturally Responsive Trauma-Informed Approaches for Urban Schools

2016 ◽  
Vol 55 (1) ◽  
pp. 95-124 ◽  
Author(s):  
Lisa V. Blitz ◽  
Denise Yull ◽  
Matthew Clauhs
Keyword(s):  
Urban Education ◽  
School Climate ◽  
Students Of Color ◽  
Culturally Responsive ◽  
High Stress ◽  
Economic Policies ◽  
High Poverty ◽  
Racially Diverse ◽  
Trauma Informed ◽  
Sanctuary Model

Decades of federal economic policies that have concentrated poverty into isolated communities have devastated urban education, and expose youth and families to high stress and trauma. Disproportionately negative outcomes for students of color and those who are economically disadvantaged can be understood as manifestations of negative racial school climate and inadequate responsiveness to students’ trauma. As part of a school–university partnership to inform culturally responsive trauma-informed pedagogy, this study assessed the climate of a racially diverse high-poverty elementary school. Findings explored the application of the trauma-informed Sanctuary Model to address students’ trauma and a social justice response for urban education.

scholarly journals Increases in Psychological Flexibility Mediate Relationship Between Acute Psychedelic Effects and Decreases in Racial Trauma Symptoms Among People of Color

2021 ◽  
Vol 5 ◽  
pp. 247054702110356
Author(s):  
Alan K. Davis ◽  
Yitong Xin ◽  
Nathan D. Sepeda ◽  
Albert Garcia-Romeu ◽  
Monnica T. Williams
Keyword(s):  
Online Survey ◽  
Linear Regression Analysis ◽  
Psychological Flexibility ◽  
Multiple Linear Regression Analysis ◽  
People Of Color ◽  
Survey Study ◽  
Future Research ◽  
Trauma Symptoms ◽  
Cross Sectional ◽  
Racial Trauma

Background Previous research showed acute psychedelic effects were associated with decreases in racial trauma (RT) symptoms among black, indigenous, and people of color (BIPOC). Among samples comprised primarily of white participants, positive outcomes of psychedelic experiences have been mediated by increases in psychological flexibility. Therefore, we examined whether changes in psychological flexibility from before to after a psychedelic experience mediated the relationship between acute psychedelic effects and changes in RT symptoms among BIPOC. Methods This cross-sectional online survey study included 313 BIPOC (mean age = 33.1; SD = 11.2; female = 57%). A multiple linear regression analysis was used to examine the association between acute psychedelic effects and decreases in RT symptoms in a nonclinical setting; a path analysis was used to explore whether changes in psychological flexibility mediated this relationship. Results Acute insight and challenging effects were significantly ( p < .001) associated with decreases in RT symptoms following a psychedelic experience. Increases in psychological flexibility partially mediated relationships between greater intensity of psychological insight and less intensity of challenging experiences and decreases in RT symptoms ( ps<.001). Conclusion This research suggests psychedelics confer potential benefits in decreasing RT symptoms among BIPOC and psychological flexibility may be an important mediator of these effects. Future research should test this hypothesis in a longitudinal clinical trial among BIPOC.

PBIS in Schools

2022 ◽  
pp. 166-191
Author(s):  
Donna L. Ervin
Keyword(s):  
Students Of Color ◽  
Educational Leaders ◽  
Behavior Interventions ◽  
Emotional Needs ◽  
Social Emotional ◽  
Evidence Based Practices ◽  
Positive Behavior Interventions ◽  
Behavioral Expectations ◽  
Trauma Informed ◽  
Support Students

Educational leaders have implemented positive behavior interventions and supports (PBIS) in schools across the nation to address behavior competence. Most educators have witnessed the evidence of its success in both managing behavior and improving academic outcomes. PBIS is a framework that incorporates evidence-based practices to support students by addressing their mental health and social/emotional needs. Using a culturally relevant and trauma-informed approach, PBIS can help support Students of Color, disciplinary sanctions, and the penal system. The proactive framework has been around for more than 20 years, teaching students behavioral expectations and reinforcing their positive actions. Despite this empirical approach, some teachers remain in favor of the punitive way of disciplining students. In contrast, others have adapted their mindsets to embrace rethinking discipline as a teaching opportunity like learning to read and write. These teachers agree with many scholars that social behavior is learned.

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