Tag Archives: Children and Youth

“No Duty More Important”: Why We Must Treat Children’s Rights as Fundamental Human Rights

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By Julia Mancini (Intern, APA Office on Children, Youth and Families)

“There is no trust more sacred than the one the world holds with children. There is no duty more important than ensuring that their rights are respected, that their welfare is protected, that their lives are free from fear and want and that they can grow up in peace.” — Kofi Annan

 

Where exactly do human rights begin? Sunday, December 10th, 2017 is International Human Rights Day. #HumanRightsDay is celebrated in conjunction with the anniversary of the day the United Nations General Assembly adopted the Universal Declaration of Human Rights, which will reach its 70th anniversary this coming year. The Declaration seeks to uplift individuals from all walks of life across the world and protect our kinship and dignity as human beings. However, how far does this kinship and dignity extend?

 

We cannot protect the rights of all people if we do not respect the rights of the youngest and most vulnerable. In November of 1989, the United Nations General Assembly adopted the Convention on the Rights of the Child (CRC). It acknowledges young people as change agents of society and holders of rights1.

 

Some might consider children bystanders in their own lives, directed always by the decisions caregivers and governments make for them. In considering children active agents of society, we respect their dignity and give them a voice to speak on the difficult situations they face so that we might better support them.

 

Adults often have legal, developmental, social, and monetary advantage over children. It is not mistaken that adults support children in ways they are not able to do for themselves. The goal is not to take away caregivers’ rights but to instead retain the balance between the rights of children and the rights of families3.

 

What exactly do those rights include? According to the UN, all children have a right to:

  • a safe physical environment,
  • security,
  • food,
  • shelter,
  • freedom of expression,
  • freedom of association,
  • self-determination,
  • knowledge, and
  • work.

 

On International Human Rights Day, let’s remember that children’s rights are human rights. If we assume the capacity of a child, we often underestimate the contribution they offer to our society and submit their autonomy to a third party or adult with more power. It is important to balance this agency with protection from harm for those who cannot protect themselves2. This pertains especially to the most vulnerable children throughout the world – the ones who often face the most adversity and discrimination, namely disabled, displaced, impoverished, and minority children. It is important that when we speak of the rights of marginalized groups throughout the world, we also give a voice to children within these groups who might be forgotten or exploited.

 

The American Psychological Association has endorsed the principles and spirit of the CRC and thus recognized the importance of the rights of children. This issue is important because, as a society, if we were more aware of what children are entitled to as citizens of the world, there would be opportunity for social justice changes that could have an inter-generational and global impact.

 

It is, of course, essential that adults take a primary role in ensuring their children’s well-being, but it is our international responsibility to ensure that governments and caregivers are doing this in a way that fits the child’s best interests. If we understand and advocate for children’s rights in the present, there will be a better future for not only these individuals, but on an international level as well.

 

Join the conversation on social media:

  • Celebrate children’s rights and International Human Rights Day by telling the world that “children’s right are human rights” on your social media. Use the hashtags #HumanRightsDay and #childdevelopment.
  • Take part in our December 12 Twitter chat on the vital role scientists can play in promoting human rights. It will take place at 2 PM (ET) in partnership with the American Chemical Society and the American Association for the Advancement of Science (AAAS) Science and Human Rights Coalition.

 

References:

1Ruck, M. D., Keating, D. P., Saewyc, E. M., Earls, F. & Ben-Arieh, A. (2014). The United Nations Convention on the Rights of the Child: Its relevance for adolescents. Journal of Research on Adolescence, 26(1) 16-29. doi:10.1111/jora.12172

2Smith, A. B. (2016). Achieving social justice for children : How can children’s rights thinking make a difference? American Journal of Orthopsychiatry, 86(5), 500-507. doi:10.1037/ort0000191

3Huus, K., Dada, S., Bornman, J., Lynegard, F. (2016). The awareness of primary caregivers in South Africa of the human rights of their children with intellectual disabilities. Childcare, Health, and Development, 42(6) 863-870. doi:10.1111/cch.12358

 

Biography:

Julia Mancini is currently a junior Psychology and Criminal Justice double major at George Washington University. Julia has a particular interest in children and families and is excited to be interning with the Children, Youth and Families office this fall. Julia has been involved with behavioral genetic research through The Boston University Twin Project. She also worked as a Clinical Research Intern at Safe Shores, DC’s Children’s Advocacy Center, investigating disparities in PTSD presentations among minority youth. This past summer Julia interned for the Child Protection Unit in the District Attorney’s office in her home state of Massachusetts. She also had the opportunity to work internationally with a non-profit in Cochabamba, Bolivia that provides psychological, legal, and social services to child survivors of sexual violence.

Image source: Photo by Michael Mims on Unsplash


Filed under: Children and Youth, Human Rights and Social Justice Tagged: children's rights, human rights, International Human Rights Day, UN Convention on the Rights of the Child

“Shall We Dance?” How Parents Can Work Together to Teach Kids About Race

Family dancing together

 

This is the fifth in a series of blog posts that the American Psychological Association (APA) will publish regarding racial/ethnic socialization practices, programs, and approaches. APA is putting together a clearinghouse of resources to help parents/caregivers to protect youth of color and themselves from the psychological damage of discrimination and racism. For more information regarding APA’s new initiative and to provide feedback as we continue to engage in this series, please visit: www.apa.org/pi/res

 

By Shawn C. T. Johnson, PhD (Postdoctoral Fellow, University of Pennsylvania)

 

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In the world of reality contest shows, are any more fun than those that center around dancing? On shows such as Dancing with the Stars (above), individuals with varying levels of talent pair up with others—sometimes as novice, sometimes advanced—to practice and eventually perform a set routine.  If you have ever watched these shows, you can appreciate the time and effort it takes to get the count right, keep rhythm etc.

 

As a racial-ethnic socialization (RES) scholar, watching these shows has also gotten me to think about another dance that goes on (and is often unnoticed) for many parents: working together to teach their child how to navigate a racialized world. Unlike faulty steps meaning the difference between staying on a show and going home, the stakes for effectively providing your child with affection, protection, and correction, as Dr. Howard Stevenson describes it, are much higher. Yet, while we often consider racial socialization one of the most critical parenting practices, there is not much that exists to help parents think through how their individual and collective skills, what they bring to the dance, can have important consequences for safeguarding their children physically, mentally, and emotionally.

 

So You Think You Can Dance?

 

Individually, it may be important for each parent to consider their styles and comfort around talking to their children about race. For example, one parent’s experiences with racial discrimination may make them more or less committed to preparing their children for potentially similar experiences. For another parent, they may still be carrying forward the messages that they were taught about race as a child, and these messages may inform how they plan to talk about race. Even experiences such as where parents’ grew up can impact how they think about race and the importance of teaching lessons to their children. So it is crucial to ask your co-parenting partner to share thoughts and feelings on race and RES.

 

It Takes Two…

 

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In addition to what each parent brings to the dance floor independently, how well parents work together impacts how successfully they can teach their children about race. Have you ever seen two capable dancers stumble through a routine? Oftentimes it has to do with a lack of communication. The most seamless routines are often found when communication is open and frequent. For RES, like dancing, this can mean using verbal or non-verbal means to let your partner know where you are going.

 

Another element of effectively navigating RES may center on discussions of role-taking or leads. Have you discussed who might be the one to teach your child what to do if they get stopped by the police, or is called a racial slur?

 

No Parking on The Dance Floor

 

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Even once parents are able to work together to get into a groove that includes mutual understanding and open communication, it is important to also take a look at what is going on in you and your child’s world. Very skilled dancers may still find it difficult to be successful on a dance floor that is too crowded, and communication may become difficult if the music is too loud. Does the neighborhood or school your child inhabits make having these conversations more critical? How do the current political climate and exposure to social media change the ways in which your maneuver? How do other important people—grandparents, stepparents, and fictive kin— fit in with how we are teaching our children about race?

 

While RES unfortunately does not come with an instructional dance guide, and there may not be just the “right moves”, working together to teach your children about race is achievable. Share experiences and perspectives on race; support one another in co-creating an approach to talking about race; and accommodate one another when disagreements about how to proceed inevitably arise.

 

So tonight, perhaps after watching the latest episode of DWTS, you can pull up APA’s RESilience Parent Tip Tool, and ask your co-parent, “Can we have this dance?”

 

Biography:

 

Shawn C. T. Jones, PhD, is a National Science Foundation SBE Postdoctoral Fellow in the Human Development and Quantitative Methods division at the University of Pennsylvania’s Graduate School of Education. Currently, Shawn works with Dr. Howard Stevenson in the Racial Empowerment Collaborative (REC), which centers on applied research to promote racial literacy and empower families as a means of reducing the deleterious impact of race-related stress. He received his doctorate in Clinical Psychology with a Child and Family emphasis from the University of North Carolina at Chapel Hill and was a Child Clinical Psychology Pre-doctoral intern at UCLA’s Semel Institute for Neuroscience and Human Behavior. During his time at UNC, Shawn was both a Ford Foundation Predoctoral and Dissertation Fellow. Shawn also holds a Master of Health Science in Mental from Johns Hopkins University Bloomberg School of Public Health (2010) and a Bachelor of Science in Psychology from Duke University (2008).

Dr. Jones endeavors to impact the psychosocial wellbeing of Black youth and their families by: a) exploring mechanisms undergirding culturally-relevant protective and promotive factors; b) translating basic research into interventions that harness the unique strengths of the Black experience; and c) disseminating this research to be consumed, critiqued and enhanced by the communities the work intends to serve. Clinically, Dr. Jones is committed to the provision of culturally-informed child, couple and family therapy and assessment. Finally, Dr. Jones is passionate about eliminating racial health disparities, particularly those related to mental health services, which he sees as obtainable through stigma-reduction and mental health literacy interventions.


Filed under: Children and Youth, Culture, Ethnicity and Race Tagged: children's mental health, ethnic identity, parenting, parenting tips, racial and ethnic socialization, racial discrimination, racial identity, racial socialization, resilience

How Can We Better Protect LGBTQ Students: Psychologists Take Action

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By Joshua R. Wolff, PhD (Adler University); H.L. “Lou” Himes, PsyD (QuIPP); and Theresa Stueland Kay, PhD (OUTReach Utah)

Over the last year, we have witnessed regular news media headlines coming out of Washington, D.C. with a state of shock, horror, and anger. Specifically, we have been alarmed by the rollback of protections for lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth and students.

We know from first-hand experience that LGBTQ students face many forms of discrimination which contribute to health disparities, such as increased rates of suicide and homelessness. Specifically:

  • I (Lou) have been gender non-conforming my whole life and I have faced harassment in educational institutions from elementary school through my doctoral studies.
  • I (Theresa) work with LGBTQ youth at an organization called OUTreach Utah. All too often, the youth I see are marginalized and bullied at home and at school. When they suffer at school, personnel frequently fail to protect these students. Even worse, faculty, staff, and administration often blame the youth for the fact that they are bullied.
  • I (Joshua) came out as gay at a faith-based college, Biola University, where I risked academic expulsion based solely on my sexual orientation, and realized I did not have any legal protections.

Together, we have each dedicated our careers as clinical psychologists to helping support LGBTQ people in the face of discrimination, which we have done through research, clinical services, and volunteering.

LGBTQ children and youth face daily roadblocks to their education and threats to their safety. This is a systemic issue and requires a systemic response.

Like many Americans, we have at times felt powerless against what seems to be an overwhelming recent assault on many of the most marginalized groups of Americans, including (but certainly not limited to) LGBTQ students. Hence, we asked ourselves “what can we do to help”? We decided to visit Washington, D.C. to talk to Members of Congress, including some who may not share our views, about the importance of protecting LGBTQ students.

Our first step was to contact staff at the APA to help us get started. We felt particularly fortunate to receive wonderful assistance from staff in the Public Interest and Education Government Relations Offices.

Prior to meetings with congressional offices, we connected with leading LGBTQ advocacy groups in Washington to learn about their current federal priorities and strategies. We met with the Human Rights Campaign, GLSEN, and the Trevor Project, as well as APA staff from the Safe and Supportive Schools Project. As a result, we learned about several important priorities. These included:

  • re-instating Title IX protections for transgender youth;
  • the ‘Safe Schools Improvement Act’ which would require schools to create plans to combat bullying, specifically including LGBTQ students;
  • fully funding Title IV (school climate improvement grants) of ‘Every Student Succeeds Act’; and
  • ensuring that federal surveys and surveillance systems  collect sexual orientation and gender identity data.

Further, we were alarmed to learn that the Trevor Project has seen a dramatic increase in the number of transgender youth calling their suicide prevention crisis hotline following the announcement of President Trump’s military ban for transgender service members. This provided a sobering reminder of how our government’s words and decisions affect those most vulnerable in our society.

Our meetings with these groups affirmed two clear messages:

(1) LGBTQ students need critical legal protections, and

(2) we need data to tell us how we can help.

We lobbied staff from the National Governors Association and the offices of Rep. Rob Bishop (R-UT), Rep. Katherine Clark (D-MA), Sen. Orin Hatch (R-UT), and Sen. John McCain (R-AZ) on these important legal protections and data collection. Among the issues raised by the advocacy groups we met with the day before, we talked about:

  • the high rates of LGBTQ suicide attempts and homelessness, as well as
  • the lack of Title IX protections that could reduce bullying and victimization of transgender students
  • the need for greater legal protections and data collection to end these health disparities.

Each of us explained why these issues are important to us personally, how they impact our work as psychologists, and how they affect the Members’ constituents. Unsurprisingly, some offices did not agree on how to address the concerns. But others were eager to listen, and shared concerns about the high rates of suicide attempts among LGBTQ youth and other health disparities. All of the offices agreed that there should be ongoing Congressional oversight of the Department of Education to continue to protect students, and asked us to follow up and continue the conversation.

The experience reminded us that advocacy isn’t a one-time deal, and it’s not just happening in Washington. Advocacy can happen through a phone call or an email to our Members of Congress. Hence, we will follow up with the various offices we contacted to remind them about the critical protections that LGBTQ youth need.

We encourage you to get involved, too. Join the APA Federal Action Network or get involved at the local or community level. Psychologists have a lot to contribute to advocacy, and it’s vital to make your voice heard.

 

Biographies:

Joshua R. Wolff, PhD, is an Assistant Professor in the Department of Psychology at Adler University in Chicago, IL. Further, he was a contributor to the U.S. government’s (SAMHSA/HHS) report, “Ending Conversion Therapy: Supporting and Affirming LGBTQ Youth”. His current research is directed at developing evidence-based public health strategies to reduce suicide rates and health risk behaviors for SGM people in non-affirming religious environments by building partnerships with clergy and faith leaders.

Theresa Stueland Kay, PhD, trained at Biola University, a faith-based institution, and is a licensed psychologist in Utah.  She is also an Associate Professor of Psychology at Weber State University.  Dr. Kay also serves as Board Chair at OUTreach Utah, a nonprofit organization that serves and supports LGBTQ youth.

H. L. “Lou” Himes, PsyD, is a licensed clinical psychologist and president at QuIPP, the Queer Identities Psychology Partnership—a group psychotherapy practice in Manhattan, NY that focuses on providing psychotherapy and transition-related support for trans/queer individuals.  Dr. Himes uses they/them/theirs pronouns.


Filed under: Children and Youth, Health Disparities, Human Rights and Social Justice, LGBT Issues, Public Policy Tagged: advocacy, Capitol Hill, data collection, Every Student Succeeds Act, gender identity, health disparities, LGBT, LGBT health, LGBT rights, LGBT students, LGBT youth, Safe Schools Improvement Act, sexual orientation, student health, suicide prevention, surveillance, Title IV, Title IX, transgender, transgender youth

3 Essential Tips to Help All Kids to Embrace Their Race and Ethnicity

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This is the fourth in a series of blog posts that the American Psychological Association (APA) will publish regarding racial/ethnic socialization practices, programs, and approaches. APA is putting together a clearinghouse of resources to help parents/caregivers to protect youth of color and themselves from the psychological damage of discrimination and racism. For more information regarding APA’s new initiative and to provide feedback as we continue to engage in this series, please visit: www.apa.org/pi/res

 

By Chelsea Derlan, PhD (Asst. Professor of Developmental Psychology, Arizona State University)

 

In their daily lives, children receive many direct and subtle messages involving their racial-ethnic background from others:

 

“But how can he be your dad? You don’t match.”

 

“You should put on sunscreen because you don’t want to get too dark.”

 

“I always thought Black people couldn’t swim. You act White though, maybe that’s it.”

 

Although we cannot control every interaction our child has with others, what we can do is build up positive messages that influence the effect these interactions have on them. For example, what if we had engaged in racial-ethnic socialization (RES) that involved the following messages:

 

“You are such a perfect mix of mine and your fathers’ cultures.”

 

“You have beautiful brown skin. I love how you get darker in the sun.”

 

“Your ancestors are Black kings and queens. You can do anything you put your mind to.”

The RES we provide can have profound effects on our children’s well-being. Here are a few tips:

 

1. RES is important for all children.

It is important that we talk about race-ethnicity with children – all children. A recent ethnic-racial identity intervention study provided an opportunity for teenagers to explore their culture and develop a clearer sense of what their ethnicity-race meant to them. Participating had positive effects on youth from all racial-ethnic backgrounds.

As caregivers, we can set up similar opportunities by providing a space for our children to ask questions, process, and learn. Given our unique histories and everyday realities, we will want to tailor messages based on our children’s specific culture and experiences. For example, we might choose to prepare children for bias they may encounter, highlight stories of their ancestors, or build pride in their appearance. For ideas and activities, check out 25 mini-films for exploring race-ethnicity.

 

2. It is never too early to start.

Caregivers often wonder when it is the right time to begin RES. The answer is that it is never too early to start. Research tells us that by kindergarten, many children already know what their race-ethnicity is, and use race-ethnicity as a way to understand themselves and others. We know that when caregivers engage in RES it has positive effects on children’s academics, behavior, and language skills.

An important thing to keep in mind is to craft messages so they make sense to children based on their age and level of understanding. Very young children tend to focus on the parts of culture that they can see, such as skin tone and hair. For example, with Black children, you might start with books or videos that highlight how all hair is good hair, skin comes in lots of wonderful shades, or that feature Black boys and Black girls as main characters. Sometimes it is easiest to simply start talking, and other times it is helpful to read a book or watch a video, and then build a conversation afterwards.

 

3. Don’t give up!

Despite our most dedicated efforts, there will be times when children question and/or disagree with our teachings.

I came across an article in which a mother wrote about a time when her daughter said: “Mommy, I don’t want to be Black like you.” After talking to her daughter she realized that

“… it wasn’t that my daughter didn’t want to be Black, she was simply struggling to deal with her perception and understanding of who she is. Realistically, I know how the world will view her, and I can’t shield her from it. What I can do is make sure she knows who she is, that she is loved, and that she loves herself, fully.”

Although times like these can be discouraging, we can’t give up. We have to listen, and remember that the ways our children are understanding and interpreting their experiences may not always match our own.

 

RES is a process that involves many lessons over time. As children have different experiences, new things will pop up. Our goal is to create a support system so they know there is someone they can go to who will talk and/or listen. It is about planting those positive seeds for them that they can water when they need to. It is an opportunity for us to show our children love and compassion, to help them understand themselves, and to prepare for a better tomorrow with our children today!

 

Learn more:

Start healthy conversations about race/ethnicity with your kids today. Download APA’s RESilience Parent Tip Tool

 

Biography:

 

Chelsea Derlan, PhD, is an assistant professor of developmental psychology at Arizona State University. Broadly, her work examines how risk factors (e.g., discrimination) and resilience factors (e.g., cultural socialization) inform ethnic-racial minority youths’ positive psychological, academic, and health outcomes. Guided by cultural ecological models, she considers the role of family, school, and other key contexts. Her research is focused in two main areas:

(a) assessing what young children understand and feel about their culture (i.e., ethnic-racial identification), and how this plays a role in development, and

(b) examining the interplay between individual and contextual factors as they inform adolescents’ ethnic-racial identity and adjustment.

 

Image source: iStockPhoto.com


Filed under: Children and Youth, Culture, Ethnicity and Race Tagged: children's mental health, ethnic identity, ethnicity, parenting, race, racial and ethnic socialization, racial identity, resilience, stereotypes, stereotyping

What is One Simple Thing You Can Do to Prevent Gun Violence at School? Say Something

 

 

By Julia Mancini (Intern, APA Office on Children, Youth and Families)

 

It is crucial for schools to be supportive environments for youth learning and growth. Too often, they become places of violence and fear. Nationwide, it has been found that 6% of children do not go to school at least once a month because they fear for their own safety at or on their way to school1. This shows that this place that should foster healthy development can be a source of traumatic experiences. Further, violent and toxic school environments are all too common and hinder educational, social and personal development. School should be a place where children can express themselves and be comfortable reaching their maximum potential.

On December 14th, 2012, 20 first graders and 6 educators were shot and killed at the Sandy Hook Elementary School in Newtown, Connecticut. This tragedy has been central to many of the conversations surrounding gun violence in schools and hits close to home for many.

Research has shown that when it comes to violence, suicide and threats, most are known by at least one other individual before the incident takes place.

 

Imagine how much tragedy could be averted if these individuals said something?

Say Something Week raises much needed awareness and educates the community, students, and educators through media events, advertising, public proclamations, contests, and school awards. It provides the confidence and tools to create a safer and healthier school environment. It is important to create positive dialogue around school safety in order to be proactive against community violence and fear.

Say Something Week empowers children to help others and prevent tragedies. They are taught to ‘Say Something’ to a trusted adult to prevent a friend from harming themselves or others. This programing has the potential to save lives in the communities it reaches. Though it is a daunting task to ensure that no student ever has to go to school in fear, campaigns such as Say Something Week can work with schools and youth programs to maximize their safety, learning, and potential.

 

What is Say Something Week?

While there is no simple solution to this problem, Striving to Prevent Youth Violence Everywhere (STRYVE) and Sandy Hook Promise are partnering to implement the Second Annual Say Something Week.

STRYVE is a multi-sector consortium of organizations that work nationally to support local youth violence prevention efforts in states and communities. Sandy Hook Promise (SHP) is a national, nonprofit organization based in Newtown, Connecticut. They are led by several family members whose loved ones were killed in the tragic mass shooting. SHP is focused on preventing gun violence (and other forms of violence and victimization) before it happens by educating and mobilizing youth and adults on mental health and wellness programs that identify, intervene and help at-risk individuals. Their goal is to honor all victims of gun violence by turning their tragedy into a moment of transformation.

 

How can you be a part of this?

Consider joining Sandy Hook Promise, the American Psychological Association, and thousands of other school and youth organizations for the second annual Say Something Week from October 16-20th.  To sign up, visit: http://www.sandyhookpromise.org/saysomethingweek

 

References:

1 School Violence: Data and Statistics . (2017, August 22). Retrieved October 10, 2017, from https://www.cdc.gov/violenceprevention/youthviolence/schoolviolence/data_stats.html

 

Biography:

Julia Mancini is currently a junior Psychology and Criminal Justice double major at George Washington University. Julia has a particular interest in children and families and is excited to be interning with the Children, Youth and Families office this fall. Julia has been involved with behavioral genetic research through The Boston University Twin Project. She also worked as a Clinical Research Intern at Safe Shores, DC’s Children’s Advocacy Center, investigating disparities in PTSD presentations among minority youth. This past summer Julia interned for the Child Protection Unit in the District Attorney’s office in her home state of Massachusetts. She also had the opportunity to work internationally with a non-profit in Cochabamba, Bolivia that provides psychological, legal, and social services to child survivors of sexual violence.


Filed under: Children and Youth, Violence Tagged: #STRYVE, children's mental health, gun violence, gun violence prevention, Say Something Week, school safety, school shootings, suicide prevention, teen suicide, youth violence

It Takes a Village to Raise a Child: Racial and Ethnic Socialization (RES) Beyond the Curriculum

res-elementary-kids

This is the third in a series of blog posts that the American Psychological Association (APA) will publish regarding racial/ethnic socialization practices, programs, and approaches. APA is putting together a clearinghouse of resources to help parents/caregivers to protect youth of color and themselves from the psychological damage of discrimination and racism. For more information regarding APA’s new initiative and to provide feedback as we continue to engage in this series, please visit: www.apa.org/pi/res.

This post is also featured in our recent “Back to School” blog post series.

 

By Chynere Best and Noelita Bowman (Doctoral Psychology Students, Howard University)

 

All parents have probably noticed that raising a child is not only the parent’s job. You are constantly getting input from other family members, friends and teachers. Children spend more than half their day in school so it is safe to say that the school system, and those who work in it, play a huge role in your child’s life. That means that answering tough questions on topics like race and ethnicity is a challenge that teachers will have to face.

 

Teachers, administrators, and other pertinent staff share the responsibility of educating our youth. In addition to teaching subjects like reading, math, and writing they also help to provide a safe and inclusive environment for all students. Providing a safe environment includes being able to communicate about race effectively with students.

 

One way schools can address race and racial socialization is to embed its concept throughout the curriculum and beyond. For example, teachers should work to highlight the ways in which culture impacts our everyday lives. Schools should ensure their curriculum is one that promotes cultural diversity, and inclusivity for all students from different backgrounds. School personnel should ask themselves:

 

“What can I do to empower my students to embrace diversity?

How can I create an environment that promotes an understanding that different does not mean deficit?

What message(s) am I intentionally or unintentionally sending to my students about race in my classroom?”

 

Culture at its core is our identity! It influences our values, beliefs, and worries. When schools provide an environment that allows students to discuss differences and engage in perspective taking, they create a climate that is safe and nurturing for all to grow and learn.

 

In discussing RES outside of the curriculum, here are some sure ways that teachers can facilitate the conversation about RES in school.

 

MiddleSchool-feature

 

1. Debate:

 

Debating has long been known to have numerous beneficial outcomes. However, if not initiated and facilitated effectively this exercise can lead to negative outcomes to include divisiveness and entrenched positions. It is critical to have well-trained school personnel lead these types of activities, as they would be more effective in recognizing the different nuances concerning debates. Using debating as an activity in the school is intended to open student’s minds regarding RES.

 

Effective debates enable participants to gain a broader perspective, promote critical thinking and analysis, and teach research, organization and presentation skills as students must consider all angles of the situation or topic as they build their argument. Furthermore, it encourages teamwork and respect since students must work together to build their case, eloquently express their views and politely consider and refute their opponent’s position.

 

The school can carry out the debate in various ways. The typical pro versus con positions can be given to discuss topics such as the integration of racially segregated schools in the United States. Past versus present situations can also be incorporated to help students find the connection between their history lessons and present-day situations.

 

An example of this type of scenario would be “Would Malcolm X have won the presidential election if he ran against President Obama?” Additionally, a multigroup question can be posed. In this case students would be divided into 3-5 groups, each tasked with a different perspective on a prompt. For example, language is a powerful tool used for direct and indirect communication. However, in most schools across the United States, very few languages are taught. A multigroup debate question that addresses language in schools could be “Which, if any, foreign languages should be taught in schools?” Teachers should present a wide range of languages for the groups to consider such as Spanish, French, Haitian Creole, Portuguese, Mandarin/Cantonese, and Yoruba.”

 

2. Multicultural Events and Activities:

 

Acknowledging racial and ethnic differences can be even more fun and enlightening if we turn it into a celebration. Every culture has their own special holidays which hold varying types of significance whether religious, like the Muslim celebration of Eid Al-Fitr, traditional like the Chinese New Year or historical like Black History Month. One way to achieve this is to incorporate various cultural holidays and celebrations into the school calendar. Students can be a part of this process by suggesting celebrations native to their cultural backgrounds to be included on the calendar. Each group should not be confined to one major holiday or event such as Black History Month. All events should be supervised by a teacher or administrator to ensure that the focus is on appreciation of the specific culture being celebrated.

 

3. Discussion:

 

Sometimes addressing issues does not have to be wrapped up in a big event, project or assignment. Oftentimes the teachable moments that occur naturally are the best way to send a powerful message. Teachers should be aware of events that occur in school and society and be willing to address them openly with students. Addressing issues can be as simple as throwing out a question or topic for a student led discussion during lunch or a free period. The goal of these types of activities is to open the door for students to learn about current issues, express their opinions and have more open dialogue with their teachers and peers. Some examples of discussion topics include conversations around hair, skin color and racial stereotypes. It is important to note that someone should be appointed as a moderator for the discussion to ensure that no one person monopolizes the conversation and a level of respect is upheld as people express their views.

 

Ultimately, the purpose of these suggested activities is to help teachers get more actively involved in RES and to help students be more engaged as they learn about race and ethnicity. Teachers and administrators must be properly trained to carry out the above activities in order for them to be successful. This means being aware of the issues that occur in school and in society, being confident about your ability to address the issues head on and being dedicated to doing so in a way that unites, educates and builds appreciation for others among your students.

 

Biographies:

 

Chynere Best is a doctoral student in the Developmental Psychology Program at Howard University. She serves as the lab coordinator for the Cultural Socialization Lab (CSL), under the supervision of Dr. Debra Roberts, where the research focuses on culture as a buffer to the negative influences of toxic environments. Chynere’s specific research interests concentrate on culture and identity development in adolescents and young adults of African descent. She is originally from Trinidad and Tobago.

 

Noelita Bowman is pursuing a PhD in school psychology at Howard University. She received a Bachelor of Arts degree in psychology from Hampton University, where she was a summa cum laude graduate. Noelita has interned in several of APA’s offices including the Office of Ethnic Minority Affairs in Summer 2017. Noelita’s research and interests include exploring ways to improve the academic achievement and school readiness achievement amongst children of color. Her dissertation focuses on exploring parent and teacher attitudes on school readiness. She believes all children have the capacity to learn, it is the environment in which they function in that alters development in a positive or negative direction.

 

Image source: iStockPhoto.com


Filed under: Children and Youth, Culture, Ethnicity and Race Tagged: academic achievement, back to school, culture, Education, race relations, racial and ethnic socialization, racial identity, racism

The Hidden Population of Caregiving Youth in Our Schools

 

blog-young-caregivers

It’s that time of year again – back to school! Follow along with our newest blog series on prepping your young ones for the new school year. Most posts will focus on issues affecting children (K-12) and eventually college-age youth.

By Ann Farone, EdD; Connie Siskowski, RN, PhD; & Carol D. Goodheart, EdD

 

As students around the country are excitedly gathering their backpacks and school supplies in anticipation of the new school year, there is another group of students who are more worried than excited…worried about the family member(s) they are caring for…”What if something happens when I am at school?”  “What if people at school find out what I do…will they take me away from my family?”

 

These are not carefree days for caregiving youth.

 

The National Alliance for Caregiving research (2005) on this population estimated there are over 1.3 million youth, ages 8-18 years, who are sacrificing their education, health, well-being and childhood by providing care for an ill, injured, elderly or disabled family member. It might be a parent, sibling, grandparent or even great-grandparent or other relative in today’s extended families.  Frequently these students are assisting more than one person.  Their responsibilities include administration of medications, transferring, bathing, toileting, cooking, translating at doctor’s visits, and anything else that an adult caregiver might do.

 

Yet, they are still children – developing, maturing and trying to figure out life and their futures.

 

“Why me?” some ask. Most do not identify themselves as “caregivers.”

 

A child’s job is to learn. With the challenges of academic success compounded by adult-sized caregiving tasks, how do these youth manage and cope?

 

They often feel isolated and alone. “Who else does this?” they wonder.  Feelings of anger, sadness, anxiety and depression are typical and normal responses to tough circumstances.

 

What can be done?

 

A Model Program

 

In the U.S. the first comprehensive program to address the challenges faced by these children began in Palm Beach County, FL in 2006. At the time, many were skeptical. However, in partnership with schools, the Caregiving Youth Project (CYP) of the American Association of Caregiving Youth (AACY) began.  Youth caregivers and their families were no longer alone – others understood and would help to support their challenges.

 

School staff began to look at the back stories of children who had frequent absences or acted out in school. They learned that before school one student made sure her mom got off to dialysis safely.  A boy was having trouble staying awake in class. Why? He was up during the night settling down his mentally ill mother.  Furthermore, financially insecure families often do not have computers or internet access for homework help.  If the sole parent is ill, who helps with school projects, buys the supplies or advocates on their child’s behalf?  Lack of participation in school meetings may be misinterpreted as disinterest in the child’s well-being.

 

Interventions – The CYP has developed specific prioritized support services for student-caregivers:

  • They are identified through a screening process in grade six.
  • The CYP professional team provides Skills Building groups from 6th grade through high school.
  • Lunch and Learn sessions educate about illnesses common to care receivers such as heart disease, diabetes, Alzheimer’s and autism.
  • CYP staff participates in School Based Team meetings, working with school counselors to identify student issues and collectively strategize solutions.
  • The home visit results in linkages to resources to strengthen families and reduce stress on youth.
  • Sponsored activities, including an overnight camp, provide caregiving youth time to bond with each other and experience childhood fun.

 

Our Changing Society

Not everyone agrees that a child should be in the role of a family caregiver. However, changes in family composition and healthcare delivery impacts children:

  • There are more single parent as well as multi-generation households.
  • Complex care, formerly delivered in medical facilities, is now done at home.
  • Managed care programs have decreased home care support.
  • More grandparents are raising grandchildren with little consideration for illness or disability affecting that family unit.

 

Particular Risks for Caregiving Youth

We must face the realities of youth caregivers’ lives, recognize their valiant work, and strive to reduce their worries so they can focus on learning.

 

Risk of invisibility – Few people are aware that the numbers of youth caregivers far exceeds those in the foster care system. They face the risks for school drop-out, depression, anxiety, physical injury, trauma, abuse, grief, loss of normal developmental and social activities.

 

Risk of not meeting school expectations – signs of caregiving may include tardiness, absences, incomplete assignments, non-participation in school events, distraction or inability to focus, lethargy, unkempt appearance, and being isolated, anxious or bullied.

 

Risk of school dropout – the Civic Enterprises Silent Epidemic (2006) reported that among young adults who had dropped out of school, 22% said it was to care for a family member.  Others reported dropping out for financial reasons.  Did these young people have to go to work because mom or dad was no longer able to work?

 

Risk of exposure – Families may fear that if others knew their child was providing significant care, the child would be removed from the home. They do not know about possible resources to support their family.

 

Risk of role “blindness” – Parents may not be aware of the anxiety that family illness creates. The child, realizing how overwhelmed the family already is, may not share his/her own feelings or concerns.  Also, when an adult in the home is employed, the adult may not fully appreciate all the caregiving the child is doing when the parent is not home.  “But, I’m the caregiver” a parent said until asked if her son gave medications or assisted with feedings; then the mom realized that he too was providing care.

 

All caregivers within a family deserve recognition and support!

 

Educators, counselors, school nurses, psychologists and others can help by identifying and then supporting a caregiving student.

 

Resources

 

American Psychological Association, Connecting with Caregivers:  http://www.apa.org/pi/about/publications/caregivers/consumers/index.aspx

American Association of Caregiving Youth: www.aacy.org or call 800-508-9618 or 561-391-7401 for direct assistance. The AACY website has suggestions and links that can help families, professionals and school-based staff to assist these vulnerable students.

View short videos of real caregiving youth as broadcast on national TV via the home page of www.aacy.org

 

Help caregiving youth to gain recognition and support by sharing this blog post.

 

Biographies:

 

Ann Farone, EdD, is the Director of Education Services at the American Association of Caregiving Youth (AACY). With over four decades of experience in the field of education, Dr. Farone began her career as a teacher in NYC. She has also been the Program Director for the NYS Department of Education, Assistant Dean of the Graduate School of Education & Human Services at St. John’s University, and as a Principal in NY & FL.

Connie Siskowski, RN, PhD, is founder of the American Association of Caregiving Youth (AACY). She was named as a Purpose Prize winner in 2009 and a top 10 CNN Hero in 2012. She went to nursing school at Johns Hopkins University and holds a PhD in Public Administration from Lynn University. She founded AACY in 2006.

Carole Goodheart, EdD, earned her doctorate in Counseling Psychology at Rutgers University and is a licensed psychologist practicing in Princeton, New Jersey. She was the 2010 President of the American Psychological Association. She is also a Fellow of the American Psychological Association, a Distinguished Practitioner in the National Academy of Psychology, a Registrant in the National Register of Health Service Providers in Psychology, and the recipient of national and state Psychologist of the Year Awards from Psychologists in Independent Practice and from the New Jersey Psychological Association, as well as the recipient of the Gold Medal Award for Life Achievement in the Practice of Psychology.

 

Image source: iStockPhoto.com

 


Filed under: Aging, Children and Youth Tagged: academic problems, caregiving, caregiving youth, Education, school absences, stress

Black Pain, Black Joy, and Racist Fear: Supporting Black Children in a Hostile World

African American father and son

This is the second in a series of blog posts that the American Psychological Association (APA) will publish regarding racial/ethnic socialization practices, programs, and approaches. APA is putting together a clearinghouse of resources to help parents/caregivers to protect youth of color and themselves from the psychological damage of discrimination and racism. For more information regarding APA’s new initiative and to provide feedback as we continue to engage in this series, please visit: www.apa.org/pi/res

By Angel Dunbar, PhD (Post-Doctoral Associate, University of Maryland)

On Saturday August 12, 2017, I awoke to images from the night before of dozens of White nationalists marching through the University of Virginia Charlottesville carrying torches and chanting “you will not replace us.”

This chant, “you will not replace us,” embodies the perception held by White nationalists that people of color are eminent threats to the continuation of White supremacy. However, this dangerous fear is not limited to self-proclaimed White nationalist. It runs deep within and across various institutions that impact adults and children alike, including the education and justice systems.

Taking in the images from Charlottesville and considering them against the backdrop of other overt and covert displays of racism in recent years, I was reminded of the intense emotionality of racism and its effect on Black children.

I imagine the level of fear it must take for a police officer to shoot a 12-year-old Black child within two seconds of arriving on the scene. I wonder about the level of hatred one must hold to be able to shoot at Black teenagers enjoying music in their car. I recall the anger and pain one feels at not only experiencing racism but also vicariously witnessing and learning about racism. And I consider the constant emotional restraint needed to remain composed so as not to become another victim of racist fear.

Unsurprisingly, parents and caregivers are increasingly concerned for the wellbeing of Black children. Research shows that:

When it seems like Black children are mistreated for expressing anger, fear, joy, or for simply existing, it can be a daunting task to figure out how to best protect them from harm while also allowing them to live and thrive unapologetically. Here are a few things to consider from the research:

 

Facts of Life

 

1. Strike a balance

It is reasonable to encourage children to control their emotions (e.g., “don’t get too upset” “don’t react in anger”) and monitor their behavior in certain contexts—such as with teachers and administrators, law enforcement, and unknown adults—in an effort to decrease their chances of being harmed or treated with bias. Research shows that not talking to Black children about racism and what they may witness or experience can actually lead to more distress later, due to the shock of unexpected exposure.

However, excessive suppression of emotions without an outlet can lead to depression, anxiety, acting out, and can even take a toll on cardiovascular health. For balance, caregivers can encourage children to feel comfortable expressing their emotions at home and with close friends and extended family.

Speaking of emotional outlets…

Carefree children running and playing in garden

 

2. Processing emotions is essential

As adults, experiencing or witnessing racism can be extremely emotionally upsetting. So imagine how overwhelming it must be for children, who are still developing the skill of managing their emotions, to experience or even learn about racism. Research shows that validating and being sensitive to children’s feelings of fear, anger, and sadness helps them learn to effectively cope with these emotions. It also helps to prevent depression, anxiety, and behavior problems.

Validation and sensitivity comes in many forms, including allowing children to express their feelings, comforting them with physical affection and reassuring words, and problem solving with them. Here are some questions you can ask your child the next time he or she is upset by images they see in the media or something that happened to them….

“What happened?”

“Why do you think that happened?”

“How did it make you feel?”

“What can we do to feel better?”

Also check out this blog post by Dr. Riana Anderson about how our own emotional distress to racism can impact these conversations with children.

 

Close up portrait of a happy little boy smiling

3. Surround children with love and remain joyful

Being discriminated against and learning that others may not like them simply because they are Black can take a toll on children’s sense of self-worth and overall health. Having positive, warm, and supportive relationships both in and outside of the home can buffer against the negative impact of racism.

Such warm and supportive relationships are a constant reminder to children that they have people to turn to and that they are loved, lovable, and have immense value. In addition to everyday love and support, sending children counter messages and positive affirmations about blackness can also boost their confidence and self-esteem.

Despite the violence against Black lives and the accompanying trauma, the Black community continues to persevere and remain joyful. In the words of activist and writer Kleaver Cruz, “Black joy is resistance.” Most importantly, Black joy is healing.

 

Biography:

Dr. Angel Dunbar is a postdoctoral associate in the African American Studies Department. Dr. Dunbar completed her M.S. and Ph.D. in Human Development and Family Studies at the University of North Carolina Greensboro and her B.A. in psychology and sociology at the University of Delaware.

Dr. Dunbar is a Developmental Scientist whose research focuses on understanding the unique developmental challenges that children of color encounter and the family processes and individual factors that influence positive adaptation in the face of these challenges. Specifically, her program of research addresses the following: (1) the detrimental effects of racial/ethnic discrimination on the social-emotional, psychological, and academic outcomes of children of color, (2) the messages parents relay about race/racism and emotions in an attempt to mitigate these effects, and (3) children’s individual protective factors such as emotional, behavioral, and physiological self-regulation and emotion understanding. Dr. Dunbar’s research has been funded by the National Institutes of Health.


Filed under: Children and Youth, Culture, Ethnicity and Race, Human Rights and Social Justice Tagged: African American children, African American youth, black children, children's mental health, racial identity, racial socialization, self-esteem, self-expression

Beyond the “Melting Pot”: Why We Need to Support the Multicultural Identities of All America’s Children

It’s that time of year again – back to school! Follow along with our newest blog series on prepping your young ones for the new school year. Most posts will focus on issues affecting children (K-12) and eventually college age youth.

By Kalina Brabeck, PhD (Associate Professor of Counseling, Rhode Island College)

At a recent community meeting I co-facilitated, a Guatemalan immigrant mother shared that, in response to the election of Donald Trump, her eight-year-old daughter posed the following question: “I was born here in the US. But I’m Latina, because you are from Guatemala. Does that mean even though I was born here [in the US], I don’t belong here?”

Embedded in this girl’s question was the assumption of a binary: She could be American, or she could be Latina/Guatemalan, but she could not be both. By eight years of age, this child has the cognitive skills to reason and think more abstractly, and to understand that identity is constant and multifaceted. Indeed, it is during this stage of development that personal identity becomes more complex (kids can understand, for example, “I’m a girl/ daughter/ Christian/ soccer player/ Latina/ American”). But after the US elected a president who ran on a platform which pitted (White) Americans against (Latino, Muslim) immigrants and posited families like hers as a threat to the United States, it is understandable why this child, despite her cognitive capacities, questions her ability to be both Latina and American.

Unfortunately, when we create an environment that leads children to feel ashamed of their ethnic identity, or to think that they cannot be both ethically identified and American, we are robbing them of a crucial protective factor that enhances their development. Numerous research studies have found that strong ties to cultures of origin, multilingualism, and multicultural identities provide cognitive, academic, social, and emotional advantages. Speaking multiple languages is linked to greater cognitive flexibility- like the ability to quickly go from playing outside to doing homework. It has also been linked to the ability to follow directions and stop/think before acting.

Kids who are adept at navigating different cultural contexts are better at taking the perspective of others and developing empathy. Embracing one’s culture of origin connects children to a community of people, a set of values, and a sense of history, all of which help offset the negative effects of racism, discrimination, and poverty. Children with greater ties to their cultural identities are more likely to value and be motivated to succeed in school. Moreover, when immigrant children are allowed- and encouraged- to bring their languages and cultures into US classrooms, White and English-speaking students benefit from learning from them. It’s important preparation for living in an increasingly global and diverse world.

The old idea of the “melting pot,” in which ethnically diverse individuals “assimilate” into a monolithic American culture and identity, while losing roots to the culture of origin, has long been debunked in the social science literature. Rather, we encourage integration– that is, adaptation to the dominant cultural and continued identification with the culture of origin. Multicultural identities, in which individuals are able speak multiple languages, navigate different cultural expectations and norms, and effectively interact with diverse communities, are linked to better health, academic, and social outcomes for all our children. Their ability to succeed in a global and multicultural world also benefits our country. Let’s not disadvantage our children, or our country, by forcing them to make a false choice.

 

Biography:

 

Kalina Brabeck, PhD, is a psychologist who specializes in discrimination, immigration and trauma at Lifespan Physician Group and Rhode Island Hospital. She speaks English and Spanish and works as part of the Latino Mental Health Program team, where she provides psychotherapy to Spanish-speaking patients. Dr. Brabeck is an associate professor of mental health counseling at Rhode Island College. Dr. Brabeck’s research focuses on the effects that poverty, discrimination and legal status have on Latino immigrant families. Her work has been published in many peer-reviewed journals, books and encyclopedias. She is a member of the American Psychological Association. She is also a member of the APA’s Committee on Children, Youth, and Families.


Filed under: Children and Youth, Culture, Ethnicity and Race Tagged: academic achievement, bicultural, bilingualism, children's mental health, cultural identity, ethnic identity, immigrant children, immigrant families, multicultural, multilingualism

“But Daddy, Why Was He Shot?”: How to Talk to Children about Race Today

Facts of Life

This is the first in a series of blog posts that the American Psychological Association (APA) will publish regarding racial/ethnic socialization practices, programs, and approaches. APA is putting together a clearinghouse of resources to help parents/caregivers to protect youth of color and themselves from the psychological damage of discrimination and racism. For more information regarding APA’s new initiative and to provide feedback as we continue to engage in this series, please visit: www.apa.org/pi/res

 

By Riana Anderson, PhD (Postdoctoral Fellow, University of Pennsylvania)

 

Whenever there is news of a criminal’s non-indictment for violence committed against Black people, I run to Facebook to assess the pulse of my friends and colleagues. It’s a phenomenon that started the day after George Zimmerman was found not guilty in the murder of Trayvon Martin. My newsfeed was ablaze with the desperate, despondent, and disastrous beliefs of current and hopeful parents.

 

“It almost seems irresponsible now to have and raise a child of color in this country.”

“Deeply saddened. Disappointed. What is the message for my sons, cousins…don’t go outside?”

“…I love you and I am scared as you guys get older.”

 

All parents are concerned for their children’s safety, but parents of color shoulder a particularly challenging burden raising children in a racially charged society. In particular, the messages and behaviors that parents express to their children regarding race are known as Racial/Ethnic Socialization (RES). Much has been written on RES —formal review articles, blogs, more blogs, and even more blogs—but at a time when racial conflict is especially visible via social and mass media, caregivers may be wondering what is best to say to children of color.

 

Although no magic formula exists for helping children of color get through the racial dynamics of our society, here are a few things that research tells us are useful:

 

1. Talking is both said and unsaid

You may believe that you have said all the things you want to say to your child, especially the things the research indicates most parents of color say to their children—cultural socialization (or pride), preparation for bias, promotion of distrust, and equality—but have you also noticed what you are not saying to them? If the TV is on and you are full of emotion, do you explain to your child what it is that is making you so scared and frustrated? RES is not just the explicit sharing of messages, it is also implicit—what we don’t say is just as important as what we do say. This is true for actions too – what we do and don’t do both provide models for our children. Children are always watching (and parents thought they had eyes in the back of their head!), so be mindful of what they see and how you explain your actions.

 

2. You have to start somewhere

Sometimes, parents can be so paralyzed by our own frustrations or fears that it is challenging to talk to our children about race. Some parents may even feel like bringing up race can add to the anxiety that our children feel about racial experiences. On the contrary, the majority of research shows that there are some great benefits to instilling pride and preparing both children and adolescents of color for the bias they will face. Children of color often have better psychological, physiological, and academic outcomes when parents use some combination of pride and preparation. We think of it this way – if a flight attendant prepares passengers for plane crashes, wouldn’t it be just as logical for parents to prepare children for the sting of discriminatory experiences that the majority of Black people report facing throughout their lifetime?

 

3. Do you understand your own stress?

Just as my peers indicated in their Facebook posts several years ago, a very real fear may exist in communicating with our children about racial encounters. Oftentimes, parents have unresolved stress and trauma ourselves, so asking us to provide assistance for our children can be challenging. Prior to talking to your children, it may be useful to talk to your partner, parent, friend, or therapist about how you feel.

If we as parents are not attuned to our feelings on racial matters, we may be unconsciously communicating our discomfort to our children. Indeed, children who receive more frequent messages of distrust (which can be a generalization from a personal or communicated experience) and/or equality (which may just be avoidance of racial topics for some parents) have less consistent well-being outcomes relative to their peers who receive pride and preparatory messages. Although it is important to start somewhere with our children, we may have to start with ourselves first.

 

Since very young children can detect differences in race and start to make meaning of those differences, it is important for caregivers to be prepared to have open and honest dialogue about the history, present-day practices, and future hopes for race in our society.

 

To learn more about APA’s new initiative on racial and ethnic socialization (RES), please visit http://www.apa.org/pi/res and watch the video below:

 

Questions for you to consider:

  • What are my personal beliefs about racism and discrimination today?
  • How is my child being impacted by the racial climate around him/her?
  • In what ways am I addressing both my and my child’s concerns about race?
  • What resources would help me to feel comfortable and confident in addressing race issue with my child?

 

Don’t miss our Twitter chat!

Join the conversation! APA will cohost a Twitter chat (#kidstalkrace) on the benefits of parents having healthy conversations on race with kids on July 28, 2017 from 4 to 5 PM (ET): http://vite.io/kidstalkrace

Resilience _KidsTalkRace Flyer 2.png

 

Biography:

 

Riana Anderson, PhD, is a Ford Foundation Postdoctoral Fellow in the Applied Psychology and Human Development Division (APHD). Her current fellowship is with Dr. Howard Stevenson in the Racial Empowerment Collaborative (REC), which centers on cultural pride, coping and parenting, culturally specific parenting strategies, and other ways of reducing race-related stress. She received her doctorate in Clinical and Community Psychology at the University of Virginia and was a Clinical and Community Psychology Pre-doctoral Fellow at Yale University’s School of Medicine. Dr. Anderson graduated from the University of Michigan in 2006 with degrees in Psychology and Political Science. She then taught for 2 years with Teach For America in Atlanta, GA. She has also conducted community based participatory research at Johns Hopkins School of Medicine in Baltimore, MD, and neuropsychological research at Children’s National Medical Center in Washington, D.C.

Dr. Anderson aims to assist at-risk youth with practical applications of her research and clinical services, as well as through academic instruction and policy recommendations. She strives to improve the psychological outcomes for African American youth through expanded coping strategies, discovery and encouragement of alternative outcomes, culturally and contextually relevant parenting programs, and community building, participation, and collaboration. One of her goals is to create youth centers and interventions that support the mental and physical health— as well as educational goals—of African American youth in urban communities.


Filed under: Children and Youth, Culture, Ethnicity and Race Tagged: children's mental health, ethnicity, parenting, parenting tips, race, racial bias, racial discrimination, racial identity, racism, resilience