Tag Archives: discrimination

What Does Our Past Tell Us About Our Future? The Essential Role of Psychologists in Fighting HIV

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(L-R) Dr. Rich Wolitski (HHS/OHAIDP); Dr. Fayth Parks (Georgia Southern University) APA Ad Hoc Committee on Psychology & AIDS (COPA) chair and symposium co-chair; Dr. Sherry Wang (Santa Clara University) COPA symposium co-chair; Ms. Cherie Mitchell (APA); Dr. Karen Ingersoll (University of Virginia); Dr. Richard Jenkins (NIH/NIDA); and Dr. Ramani Durvasula (California State University, Los Angeles)

This article is cross-posted from the HIV.gov blog with their permission.

 

By Richard Wolitski, PhD (Director, Office of HIV/AIDS and Infectious Disease Policy, U.S. Department of Health and Human Services)

 

Since the early days of the HIV/AIDS epidemic, psychologists have been essential in the response to HIV:

  • They offered mental health support for people living with, or at risk for, HIV—as well as for their families and communities, and those who provide HIV medical care and social services.
  • Psychologists developed programs to educate people about HIV and motivate behavior change to reduce risk.
  • They counseled and supported those who were diagnosed, and also played important roles in working to eliminate the stigma that attaches to HIV/AIDS, sexual minority status, gender identity, substance use, and other characteristics associated with HIV infection.
  • They conducted research that gave us an understanding of cognitive, behavioral, and social determinants of health that create health disparities.

 

They continue to do all of these things, and they play a vital role as the response to HIV/AIDS continues to evolve.

This year, the professional organization for psychologists, the American Psychological Association (APA), celebrated its 125th anniversary. The APA has been deeply involved in the response to HIV/AIDS in the United States:

  • From 1996-2014, the Centers for Disease Control and Prevention (CDC) funded APA’s Behavioral and Social Science Volunteer (BSSV) Program. The program established a national network of more than 300 psychologists, sociologists, anthropologists, and public health experts who provided capacity-building technical assistance to improve the delivery and effectiveness of HIV prevention services to more than 700 organizations.
  • And from 1991-2014, the Substance Abuse and Mental Health Services Administration (SAMHSA) funded APA’s HIV Office for Psychology Education (HOPE) Program, which trained more than 36,500 psychologists and allied mental health providers about HIV, substance use, and mental health.

 

Today, the organization continues its mission to address the ongoing toll of HIV on the mental and physical health of people living with HIV. You can view information about activities, events, and resources on the APA’s HIV webpage.

 

Dr. Arthur C. Evans, Jr. , PhD, APA’s Chief Executive Officer, expressed his support for APA’s role in this work. He shared with me that he sees psychology’s role in this way:  

Psychology plays a critical role in HIV prevention and treatment by promoting behaviors aimed at helping to improve overall health, mental health and well-being and providing a better understanding of social and cultural factors, such as stigma and culturally appropriate counseling and treatment interventions. We know that access to quality behavioral health services facilitate better outcomes across the HIV care continuum, including viral suppression.

Dr. Arthur C. Evans, Jr., PhD

 

Given the organization’s commitment and long track record of service to the HIV community, I was honored when APA asked me to be a discussant as part of the 125th Anniversary Talk, Past, Present and Future of HIV/AIDS Science and Practice in Psychology. Under the skillful direction of co-chairs Dr. Fayth Parks and Dr. Sherry Wang, the panelists addressed a number of important topics:

  • Eugene Farber, PhD, ABPP, Emory University School of Medicine, The Future of Psychology as a Health Service Discipline: Clinical Lessons from the HIV Epidemic
  • Ramani Durvasula, PhD, California State University, Los Angeles: A History of HIV/AIDS in Women: Shifting Narrative and a Structural Call to Arms
  • Karen Ingersoll, PhD, Professor of Psychiatry and Neurobehavioral Sciences at the Center for Behavioral Health & Technology, University of Virginia: Internet Intervention for HIV+ Substance Users to Improve ART Adherence and Addictive Behaviors
  • Richard Jenkins, PhD, Health Scientist Administrator, Prevention Research Branch, National Institute on Drug Abuse: Roles for Psychologists in a World of Changing Epidemics and Policies

Each of the presentations drew attention to the ways that psychologists have contributed to the fight against HIV. A key point made by all the participants is that behavioral approaches to HIV prevention, care, and treatment optimize biomedical approaches—and that the two are inextricably linked.

Dr. Eugene Barber speaking
Dr. Eugene Farber, Emory University

Dr. Gene Farber set the frame for the session by reflecting on the essential role of behavioral health service providers in supporting a humanistic, culturally responsive, and patient-centered care experience for people living with HIV. He stressed that behavioral health services must encompass not only assessment and treatment of behavioral disorders but also interventions to prevent the onset of other health conditions and to optimize biopsychosocial well-being. He also noted that psychologists can make substantial contributions to patient care and evaluation in medical settings.

Dr. Karen Ingersoll took his points a step further to show how psychologists can help individuals even when in-person contact is impossible. She is working on finding better ways to support substance users who are living with HIV—particularly those in rural areas, where HIV and other types of care are not always available and may require time away from work. These individuals are at significantly higher risk for nonadherence to their HIV medications and disengaging from care—so Dr. Ingersoll and her colleagues have developed an interactive online video intervention  that features peer role models offering advice and support to viewers. (Much like our own Positive Spin series, which takes a similar approach to supporting people living with HIV to achieve viral suppression.) This behavioral intervention is currently being tested to see if it can support substance users to take full advantage of biomedical treatment for their HIV disease.

Dr. Ramani Durvasula spoke about the need for holistic approaches to psychological care for women living with HIV. Her presentation focused on “the story of HIV in women,” which includes the multiple challenges women have faced in attempting to:

  • Get information on HIV risk;
  • Obtain an HIV diagnosis, care and treatment; and
  • Participate in HIV clinical trials.

For many women, neither biomedical or behavioral interventions were available.

Dr. Durvasula then discussed the current need for psychologists to be aware of the multiple psychosocial stressors women with HIV face (e.g., economic and caregiving burdens, relational issues, stigma, intersectional discrimination) and how they affect women’s physical health. She also emphasized the need to focus on women’s resiliencies, strengths, and growth rather than just their HIV disease. She ended with the observation that, for the future, psychology training programs should be looking at social justice and advocacy training as key to producing psychologists with the skill sets necessary for the future.

Finally, Dr. Richard Jenkins took the audience through a history of the role of psychologists in the U.S. epidemic, including a look at the ways in which the advent of antiretroviral therapy (ART) and other biomedical approaches have pushed many behavioral interventions to the margins. However, he noted that many of issues that affected people living with HIV in the early days of the epidemic persist and have not been eliminated by effective biomedical treatment, including stigma, access to care, and racial/ethnic disparities. He ended his presentation with a series of questions about how to connect psychologists to opportunities in HIV work, and raise the value of psychology for workforce development related to HIV.

As I listened to these passionate, committed professionals, I thought about the long history of the HIV/AIDS epidemic in the United States. I thought about how our early efforts, which were based on the best information we had at the time, created systems and approaches that have sometimes hampered our efforts to respond to the realities of today’s epidemic.

For example, when the first HIV test became available, we created a standalone system for HIV testing that was supported with siloed funding (meaning the funds could only be used for HIV testing—not any follow-up care or treatment). This was necessary because of the large number of people who needed to be tested and the fact that many people were unwilling to be tested by their usual healthcare providers. They didn’t want their providers to know they were at risk for infection or did not want information about their risk and their HIV test results to be recorded.

So, we set up stand-alone systems for anonymous testing—meaning your name was never attached to your HIV test. You were given a number that matched the one on the vial of blood the worker at the testing site took from you, and you had to have that number to get your results. This approach was intended to alleviate the stigma of testing—but it also meant that we were not able to set up linkages to care and treatment for newly diagnosed people.

The lack of connection with health care was further reinforced—first, by the absence of effective treatment, and, then, for almost three decades, by guidelines indicating that ART was not needed until later in the course of the infection, when damage to the immune system became clear. This history—and the fact that funding streams were established for HIV testing separately from health care—have required substantial changes to facilitate immediate linkage to care, and establishing late in the epidemic coordinated prevention, care, and treatment plans.

Another way that our past response affects our future is in the way that surveillance systems were established. Initially we were focused on AIDS. We did not know what caused it, and we focused on documenting the cases when and where they were identified and when and where the person died. We did not need to gather data to support engagement in HIV care over a lifetime. We were focused on keeping people alive for the next year (or month) and preventing new cases. This changed as we learned what caused HIV, its effects on the body and how to treat it effectively. As changes occurred, we had to start playing catch-up on the surveillance front, and we continue to wrestle with how to collect data in ways that will help us end the epidemic.

We know now that being diagnosed and beginning HIV treatment as soon as possible are essential to the health of people living with HIV. We also know that good physical health and good mental health are closely connected, and that people who feel a sense of well-being are also more likely to feel motivated to care for their bodies. That’s particularly important for people living with HIV.

Our goal is to support every person to engage in care, remain on treatment, and achieve viral suppression—and that goal can only be reached if people feel empowered to take charge of their healthcare. That is where the contributions of my colleagues at APA come in.

Even though biomedical tools are clearly the way we will ultimately win this battle against the HIV epidemic, they will not work if people do not engage in the behaviors that are needed to use them effectively. Psychologists have the training and the skills to help them do just that.


Filed under: AIDS, Health Disparities, Human Rights and Social Justice Tagged: aids, AIDS research, behavioral health, discrimination, HIV, hiv prevention, HIV treatment, mental health, stigma

How to Listen When Someone You Know Discloses Sexual Harassment or Assault

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This post is based on a longer article by Dr. Jennifer J. Freyd (Professor of Psychology, University of Oregon)

 

Every day now in the news, we learn of various actions taken by those facing allegations of sexual assault and harassment. One set of actions has to do with their reported sexual harassment and/or assaults. Another set of actions has to do with how they respond when accused. Both types of action are crucially important. A good response can at least do some good (sincere apologies can be healing). But a bad response not only exacerbates the harm of the first injury, it also inflicts new injury, and does so in ways that are usually public and ongoing (well past the media moving on).

 

It is very important to be a good listener when a friend or loved one discloses a difficult or upsetting experience like sexual assault or harassment. We know that respectful, compassionate, attentive, and authentic listening can be healing, while a controlling, blaming, and/or invalidating response can cause harm.

 

1. Do Not “DARVO” and Call It Out When You See It

DARVO stands for “Deny, Attack, and Reverse Victim and Offender.The perpetrator or offender may:

  • Deny the behavior,
  • Attack the individual doing the confronting, and
  • Reverse the roles of Victim and Offender.

DARVO is a particularly pernicious response to disclosure and can cause harm. For more on DARVO see this page.

 

2. Be a Well-Intentioned and Respectful Listener

Many people want to respond well to a disclosure but may not know how. Here are some guidelines to help people and institutions respond well to disclosures of violence and distressing events. These suggestions are drawn from research findings¹

  • Respect the survivor’s autonomy and² strengths
  • Validate the survivor and indicate that the responsibility for the violence is with the perpetrator(s)
  • Stay engaged and focused on the survivor’s needs and validate the survivor’s strengths
  • When it is possible and appropriate, sincerely apologize
  • Do not invalidate, blame or pathologize the survivor
  • Do not take away the survivor’s autonomy 

 

3. Be a Compassionate Listener²

These suggestions are drawn from instructions that address listening skills in the moment.

 

First, it is important to use attentive body language. 

 

  • Do not make inappropriate facial expressions (e.g., smiling when someone is discussing a sad topic, rolling your eyes, raising your eyebrows when hearing how someone coped) and do not move your body too much (e.g., excessive fidgeting, playing with your cell phone).

 

  • Do sit in a posture (e.g., leaning forward or upright) and use gestures that convey engagement (e.g., nodding).

 

  • Do maintain consistent, not constant or darting, eye contact (look directly at the person for brief periods of 3-6 seconds, then look away briefly before reconnecting).

 

Second, it is important to use verbal skills that encourage the speaker to continue.

 

  • Do not change the topic or ask questions that are off-topic. This may seem like a way to decrease your anxiety or make the other person more comfortable, but it often has the opposite effect.

 

  • Do allow silence and convey that you are listening by using encouraging words like “hmmm” and “uh-huh” periodically.

 

  • Do state/name/reflect back the emotion being described.  It might also help you to imagine yourself in the speaker’s place and look at the situation from his/her perspective.

Examples:

“Wow – sounds like it was scary for you.” 

“It seems like you feel really sad about that.”

“I feel like that must’ve made you angry.”

 

  • Do ask questions if you are confused, and try to ask questions that require more than one word.

Instead of:

“Was that scary?” 

“Do you mean it wasn’t that bad?”

 

Ask questions like:

“Could you tell me a little bit more about that?” 

“What was that like for you?” 

“What do you mean when you say ____?”

 

Third, it is important to use words in a way that convey support. 

 

  • Do not reassure the person in a way that might minimize their experience

Examples:

“That happened so long ago, maybe it would help to try move on.”

“It’s not worth the energy to keep thinking about it.”

“Don’t be scared.”

 

  • Do not make judgments or evaluations about their responses or decisions

Examples:

“Couldn’t you do/say ______ instead?”

“I don’t think you should worry about it anymore.”

“I think it’d be better for you to _____.”

“Why don’t you ____?”

 

  • Do validate the person’s emotions in a genuine tone

(Examples: “If that happened to me, I can imagine I’d feel really overwhelmed too.”  “Given that experience, it makes sense you’d feel/say/do ________.”  “I think many people with that experience would have felt similarly.”)

 

  • Do point out the person’s strengths

Examples:

“I’m amazed at how much courage that took.” 

“You’ve done a great job at keeping everything in perspective.” 

“I really admire your strength.” 

“I’m impressed with how you’ve dealt with this.”

 

  • Do focus on their experience rather than your own and only give advice when it is requested.

 

When family and friends listen with respect and compassion they can help survivors on their paths to healing. To receive confidential support following a sexual assault, please contact the RAINN Sexual Assault Hotline at 1-800-656-HOPE (4673).

 

Biography:

 

Jennifer J. Freyd, PhD, is a Professor of Psychology at the University of Oregon. She received her PhD in Psychology from Stanford University. Freyd directs a laboratory investigating the impact of interpersonal and institutional trauma on mental and physical health, behavior, and society. The author or coauthor of 200 articles, Freyd is also the author of the Harvard Press award-winning book Betrayal Trauma: The Logic of Forgetting Childhood Abuse. Her book Blind to Betrayal, co-authored with Pamela J. Birrell, was published in 2013, with seven additional translations. In 2014, Freyd was invited two times to the U.S. White House due to her research on sexual assault and institutional betrayal. Freyd has received numerous awards including being named a John Simon Guggenheim Fellow and an Erskine Fellow at The University of Canterbury in New Zealand, and a Fellow of the American Psychological Association and the American Association for the Advancement of Science. In April 2016, Freyd was awarded the Lifetime Achievement Award from the International Society for the Study of Trauma & Dissociation.  Freyd currently serves as the Editor of The Journal of Trauma & Dissociation. You can follow Dr. Freyd on Twitter at @jjforegon.

 

References:

 

¹For example, Ullman, S. E., & Peter-Hagene, L. (2014). Social reactions to sexual assault disclosure, coping, perceived control, and PTSD symptoms in sexual assault victims. J. Community Psychology, 42: 495-508. doi: 10.1002/jcop.21624. Also these suggestions are drawn from Freyd & Birrell (2013), Blind to Betrayal.

²These instructions were used in a study by: Foynes, M.M., & Freyd, J.J. (2011). The impact of skills training on responses to the disclosure of mistreatment. Psychology of Violence, 1, 66-77. The particular wording of these instructions was designed to match a control condition in our study. (See http://dynamic.uoregon.edu/jjf/disclosure for the specific experimental and control materials).

 


Filed under: Human Rights and Social Justice, Violence Tagged: discrimination, gender discrimination, harassment, sexual assault, sexual harassment, supporting victims, violence against women

Are You Guilty of Positive Ageism?

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By Sharron Hinchliff, PhD (Senior Lecturer, University of Sheffield UK)

Every year, on October 1st,  we celebrate the International Day of Older Persons. The theme for 2016 is ‘Take a Stand against Ageism.’

What is ageism?

Ageism is the term used to describe prejudice towards and/or discrimination against an individual based on their age. It is rooted in stereotyping, where we cluster perceived traits together and make assumptions based on social categories. Its effects can be powerful and damaging.

Ageism against older people is widespread, and in Western countries we hear about:

  • people not being allowed to serve on a jury after age 70,
  • older patients not being given the same advice about a health condition as their younger counterparts,
  • the fewer opportunities to progress at work once one is past the age of 50, and
  • the older woman who is unlikely to be believed when she reports her sexual assault.

These are just a few examples.

People are treated differently because of their (older) age on a regular basis, and we are not always attuned to it. Ageism is taken for granted so much so that we may not even notice it when it is happening. It is something that can affect us all and is more tolerated than racism and sexism, with many arguing that it is ‘socially-condoned’ (North & Fiske, 2012).

Ageism can affect young people, but it is mainly thought about in relation to old people. And because it is a form of discrimination and prejudice, it can be negative or positive. However, we rarely hear about the latter and as a consequence few recognize that ageism has this alternative side.

What is positive ageism or ‘sageism’?

You may have heard the saying ‘the older the wiser’? It connects with stereotypes of older people as having gained wisdom through their longevity and life experiences (Palmore, 1999), and has been described as ‘sageism’ (Minichiello, Browne & Kendig, 2000: 268):

“With sageism, people interact with older people as venerated elders who are respected for their knowledge and experience. There is potential for negative effects, however, if the elder cannot meet such expectations.”  

They go on to describe how, in their study, older participants felt that they were being sought out for their wisdom and listened to more. However, older people did not always enjoy this ‘unexpected respect’ as it created a pressure when they could not live up to these expectations but did not want to let the younger people down.

Indeed, Jill Chonody (2016) argues that positive stereotypes of older people

‘may appear to be emphatic, but they are actually paternalistic in nature and support ageist behaviours, which can be detrimental to older adults’ (p.208).

She uses the example of asking older people for advice (a positive ageism item on the Relating to Older People scale):

“There is nothing about age per se that makes individuals better conversationalists or even better at giving good advice. Furthermore, if we replaced old peoplewith another social categorization, such as gay men, these statements would be somewhat laughable (re: I enjoy conversations with gay men because they are gay).” (Chonody & Teater 2016: 12)

Some academics note the link between positive ageing and positive ageism. Positive ageing grew out of a dissatisfaction with ageing being portrayed negatively, and thus it challenges the ageing-as-decline narrative. But, it has an unexpected consequence as it can become a form of ageism in itself. Sally Chivers (2003) applies this argument to older women’s bodies and physical appearance, telling us that positive ageism occurs through the process of promoting an impossible youthfulness and a denial of bodily decline. This is damaging because, as above, it forms an expectation that older women cannot live up to.

The same is happening with regard to older people and sexual activity. In my own work, I have seen a shift over the past few years from older people being viewed as asexual to sexually agentic. By challenging the asexual stereotype, an unintended effect was the creation of a new stereotype where all older people are expected to be sexually active if they are to age well. A failure to maintain sexual agency/autonomy is perceived as submitting to old age.

So, while positive ageism can be positive because it celebrates rather than denigrates older age, it can be detrimental too. In whatever form ageism takes, positive or negative, there is a risk that it does more to reinforce inequality than address it. 

 

References:

Chivers, S. (2003). From old women to older women: Contemporary culture and women’s narratives. USA: Ohio State University Press.

Chonody, J.M. (2016). Positive and negative ageism: The role of benevolent and hostile sexism. Journal of Women and Social Work, 31(2), 207-218.

Chonody, J. M., & Teater, B. (2016). Why do I dread looking old?: A test of social identity theory, terror management theory, and the double standard of aging. Journal of Women and Aging, 28(2), 112-126.

Minichiello, V., Browne, J., & Kendig, H. (2000). Perceptions and consequences of ageism: Views of older people. Ageing and Society, 20(03), 253-278.

North, M. S., & Fiske, S. T. (2012). An inconvenienced youth? Ageism and its potential intergenerational roots. Psychological Bulletin, 138(5), 982.

Palmore, E. (1999). Ageism: Negative and positive. New York: Springer.

 

Biography:

Sharron Hinchliff, PhD, is Senior Lecturer at the School of Nursing and Midwifery, University of Sheffield UK. She has a BMedSci (Hons) and a PhD in psychology. Her research spans the areas of ageing, gender and sexual/reproductive health, as well as the psychology of health and health care. Sharron is co-editing the forthcoming book ‘Addressing the sexual rights of older people: Theory, policy and practice’ which is due for publication in 2017. For further details about Sharron’s work, see sharronhinchliff.com.

Image source: Flickr user Nick Moralee via Creative Commons


Filed under: Aging Tagged: ageism, discrimination, positive ageism, prejudice, sageism, stereotypes, stereotyping, stress

We Need to Talk About How Race-Related Trauma Hurts Black and Brown Youth in Schools

School girl victim of violence

By Dawn Henderson, PhD (Associate Professor, North Carolina A&T State University) and Alexis Lunford (Research Assistant)

Witnessing or experiencing race-related trauma damages the psychological wellbeing of minority youth. African American, American Indian, and Latino youth not only encounter race-related trauma in their neighborhoods but also in school. Schools should be a safe space for all children, but some disturbing data prove otherwise.

  • The Center on Juvenile and Criminal Justice reported African Americans and American Indians between 20 and 34 will more likely experience death from police than any other ethnic group. Just within the past two years, African American, American Indian, and Latino youth have witnessed, via social media or directly, police officers kill fathers— for example, Antonio Zambrano-Montes, Allen Locke, and, more recently, Philando Castile.
  • Teachers, school personnel, and resource officers often enact violence against children of color. Hyman and Perone (1998) wrote about this understudied aspect of school violence more than fifteen years ago and while the CDC does not provide any indicator, a disturbing 2015 video captured a school resource officer at Spring Valley High School in Columbia, SC violently wrestling an African American female to the ground while other students numbly watched.

Minority youth not only witness or experience physical violence in school, they also deal with constant alienation, discrimination, and microaggressions. In our work with suspended youth, we have uncovered these encounters and are capturing them more intentionally through interviews with minority students.

  • Alienation manifests in our interviews with students like Natalie[1], a Latina, who mentioned, “I felt like I did not belong, like I wasn’t worth anything and didn’t mean anything.”
  • Discrimination—Teachers and school personnel discriminate against minority youth in discretionary discipline practices and recommendations for advanced courses. Racial discrimination can increase anxiety and depressive symptoms among youth (Chavous et al., 2008; Cogburn, Chavous, & Griffin, 2011).
  • Microaggressions (intentional or unintentional language and behavior that is derogatory or negative) are evident for students like Samantha, an African American female:

I was the only black child, well the only black female in the computer engineering science class. And the teacher wouldn’t help me, he kind of pushed me [to] the side and he’s always like you can figure it out. But then Billy needed help so he just raised his hand and the teacher would assist him. But when I raised my hand he would overlook [me].

When youth like Natalie and Samantha begin to internalize the belief “I wasn’t worth anything and I didn’t mean anything”, it is obviously a detriment to their mental health. While Natalie and Samantha survived and are in college now, the scars from feeling alienated, encountering discrimination, and emotional abuse in public school remain etched onto their psyche.

Unfortunately, a number of African American, American Indian, and Latino youth may not be able to survive the emotional assault; they will either lash out in aggressive or self-destructive ways or leave school completely. The National Center for Education Statistics reports African American and Latino youth between ages 16 through 24 have the highest high school dropout rates.

 

How do we counter race-related trauma and build resilient youth and schools?

In order to decrease race-related trauma among children of color we will need to target the context in which they spend much of their time—schools. We offer a three-pronged approach to how schools can provide a context for intervention.

 

  1. Adopt Stress Reduction Practices in Schools 

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Stevenson (2008) wrote, “student-teacher relationships are stressful interactions that have the potential of being perceived as threats or challenges by both parties and that this primary appraisal is followed by a secondary appraisal of controllability or self-efficacy” (p. 356).

Adopting stress reduction practices, such as mindfulness, in schools to use with youth, teachers, and other school personnel can reduce tension and mitigate conflict. The work of the Holistic Life Foundation shows that mindfulness reduces stress-related behaviors by using meditative practices to improve attention, reduce stress, and increase self-regulation among adults and children. If we can identify ways to adopt stress reduction practices in school, we can reduce racial tensions.

 

  1. Support Advocacy through Youth –Adult Partnerships

Advocacy through youth-adult partnerships centers on improving community and civic engagement among youth. These partnerships can link youth to social support and provide opportunities for them to address racism and participate in decision-making in school. These types of activities can improve school engagement and build a number of skills for youth, such as social competence and self-efficacy (Zeldin, Christens, & Powers, 2013). In addition, training teachers and other supportive adults to model mindfulness in youth-adult partnerships only boosts the ways that youth manage stress and build resilience.

 

  1. Facilitate Truth and Reconciliation Groups

Truth and Reconciliation Commissions (TRCs) are a restorative justice process used in global human rights violations. Modeling TRCs into smaller groups in schools can potentially bring together multiple stakeholders such as youth, teachers, parents and other community members to address racial disparities in schools and develop solutions. These groups may not only foster partnerships between youth and adults, they may also increase opportunities for parents and other community members to inform school practices. Androff (2012) indicates TRCs can target problems states fail to address because they rely on individuals impacted by the issue and foster collective action—such as redesigning discipline practices.

Reducing race-related trauma in public schools will require us to understand how it occurs and then identify ways to reduce stress, racial anxiety, and support the abilities of minority youth, their parents, and communities to drive decision-making in schools. This is a lofty goal but it can be accomplished if we work together to support youth of color and show them that they matter.

 

References:

Androff, D. K. (2010). Truth and reconciliation commissions (TRCs): An international human rights intervention and its connection to social work. British Journal of Social Work, 40, 1960–1977. doi: 10.1093./bjsw//bcp139

Chavous, T. M., Rivas-Drake, D., Smalls, C., Griffin, T., & Cogburn, C. (2008). Gender matters, too: The influences of school racial discrimination and racial identity on academic engagement outcomes among African American adolescents. Developmental Psychology, 44, 637–654. doi:10.1037/0012-1649.44.3.637

Cogburn, C. D., Chavous, T. M., & Griffin, T. M. (2011). School-based racial and gender discrimination among African American adolescents: Exploring gender variation in frequency and implications for adjustment. Race Social Problems, 3, 25–37.

Hyman, I. A., & Perone, D. C. (1998). The other side of school violence: Educator policies and practices that may contribute to student misbehavior. Journal of School Psychology, 36(1), 7-27.

Lanier, C., & Huff-Corzine, L. (2006). American Indian homicide A county-level analysis utilizing social disorganization theory. Homicide Studies, 10, 181–194.

National Center for Education Statistics. (2015). The condition of education 2015 (NCES 2015-144),Retrieved from the U. S. Department of Education website: https://nces.ed.gov/fastfacts/display.asp?id=16

Stevenson, H. C. (2008). Fluttering around the racial tension of trust: Proximal approaches to suspended Black student-teacher relationships. School Psychology Review, 37, 354–359.

Zeldin, S., Christens, B. D., & Powers, J. L. (2013). The psychology and practice of youth-adult partnership: Bridging generations for youth development and community change. American Journal of Community Psychology, 51, 385–397. doi: 10.1007/s10464-012-9558-y

 

Biographies:

Dawn X. Henderson, PhD, is a Community Psychologist and member of Division 27 (Society for Community Research and Action) of the American Psychological Association and Associate Professor in the Department of Psychology at North Carolina A&T State University. Her research includes how trauma occurs in the public school system and interventions targeting economically disadvantaged ethnic minority youth. Alexis Lunsford is a Research Assistant and graduate of Winston-Salem State University. Any comments or feedback can be sent to [email protected].

[1] All names listed are pseudonyms assigned to protect the identity of the students.

Image source: iStockphoto.com


Filed under: Children and Youth, Culture, Ethnicity and Race Tagged: African American youth, American Indian youth, children's mental health, discrimination, Education, Hispanic youth, Latino youth, microaggressions, mindfulness, prejudice, race-related trauma, racism, resilience, school dropouts, stress, stress reduction, trauma

Racial Trauma is Real: The Impact of Police Shootings on African Americans

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By Erlanger A. Turner, PhD (Assistant Professor of Psychology, University of Houston-Downtown) & Jasmine Richardson

There have been many changes within the criminal justice system as a means to deter crime and to keep citizens safe. However, research demonstrates that often times men of color are treated harshly which leads to negative perceptions of police officers. The recent shootings in Baton Rouge, Falcon Heights, and Dallas have exposed many individuals and their families to incidents of police brutality that reminds us that as a society work needs to be done to improve police and community relations.

In light of these recent events, many people have witnessed these traumatic incidents through social media or participation in marches in their cities. The violence witnessed towards people of color from police continues to damage perceptions of law enforcement and further stereotype people of color negatively. In a study published in the American Journal of Public Health (Geller, Fagan, Tyler, & Link, 2014), the authors reported that 85% of the participants reported being stopped at least once in their lifetime and 78% had no history of criminal activity. What is more concerning is that the study also found that those who reported more intrusive police contact experienced increased trauma and anxiety symptoms. Furthermore, those who reported fair treatment during encounters with law enforcement had fewer symptoms of PTSD and anxiety.

 

What is Racial Trauma?

In addition to the mental health symptoms of individuals who have encounters with law enforcement, those who witness these events directly or indirectly may also be impacted negatively. In an attempt to capture how racism and discrimination negatively impacts the physical and mental health of people of color, many scholars have coined the term “racial trauma” or race-based traumatic stress. Racial trauma may result from racial harassment, witnessing racial violence, or experiencing institutional racism (Bryant-Davis, & Ocampo, 2006; Comas-Díaz, 2016). The trauma may result in experiencing symptoms of depression, anxiety, low self-esteem, feelings of humiliation, poor concentration, or irritability.

 

Effects of Racial Trauma on Communities of Color

Decades of research have noted the impact of discrimination and racism on the psychological health of communities of color (e.g., Bryant-Davis & Ocampo, 2006; Carter & Forsyth, 2009; Comas-Díaz, 2016). Although not everyone who experiences racism and discrimination will develop symptoms of race-based trauma, repeated exposure may lead to the following. According to a report on The Impact of Racial Trauma on African Americans, Dr. Walter Smith notes the following effects of racial trauma:

Increased vigilance and suspicion – Suspicion of social institutions (schools, agencies, government), avoiding eye contact, only trusting persons within our social and family relationship networks

Increased sensitivity to threat – Defensive postures, avoiding new situations, heightened sensitivity to being disrespected and shamed, and avoid taking risks

Increased psychological and physiological symptoms – Unresolved traumas increase chronic stress and decrease immune system functioning, shift brains to limbic system dominance, increase risks for depression and anxiety disorders, and disrupt child development and quality of emotional attachment in family and social relationships

Increased alcohol and drug usage – Drugs and alcohol are initially useful (real and perceived) in managing the pain and danger of unresolved traumas but become their own disease processes when dependency occurs

Increased aggression – Street gangs, domestic violence, defiant behavior, and appearing tough and impenetrable are ways of coping with danger by attempting to control our physical and social environment

Narrowing sense of time – Persons living in a chronic state of danger do not develop a sense of future; do not have long-term goals, and frequently view dying as an expected outcome

 

Coping with Racial Trauma

Racial trauma or race-based trauma often goes unnoticed. These hidden wounds that adults and youth of color experience are worn like invisible weights. Hardy (2013) provides the following eight steps to heal after experiencing racial injustices in our community.

  1. Affirmation and Acknowledgement: This involves professionals helping the individual to develop a sense of understanding acceptance of racial issues. This step is important because it opens the door for us to dialogue about issues related to race.
  2. Create Space for Race: Creating space allows an open dialogue with our communities about race. Hardy notes that we must take a proactive role to identify race as a significant variable and talk openly about experiences related to race.
  3. Racial Storytelling: Gives individuals an outlet to share personal experiences and think critically about events in their lives. This provides an opportunity to hear others voice how they have been treated differently due to their race and it helps expose hidden wounds through storytelling.
  4. Validation: Can be seen as a personalized tool used to counter devaluation. This provides confirmation of the individuals’ worth and their redeemable qualities.
  5. The Process of Naming: With the scarcity of research on the effects of racial trauma on mental health, there is of course no name as of yet making it a nameless condition. This in turn increases the doubt and uncertainty. By naming these experiences we give individuals a voice to speak on them and also recognize how they impact them. If we apply a mental health condition, individuals may experience symptoms similar to post-traumatic stress disorder (PTSD).
  6. Externalize Devaluation: The aim for this step is to have people focus on increasing respect and recognizing that racial events do not lower their self-worth.
  7. Counteract Devaluation: This step uses a combination of psychological, emotional, and behavioral resources to build self-esteem and counter racial attacks. This helps prevent future kiss if dignity and sense of self.
  8. Rechanneling Rage: By rechanneling rage, individuals can learn to gain control of their emotions and not let emotions consume them. This is an important step because it empowers people to keep pushing forward after adversity. This may include taking steps to engage in activism or self-care strategies such as spending time with family.

 

Biographies:

Erlanger A. Turner, PhD, is a Clinical Psychologist and an Assistant Professor of Psychology at the University of Houston-Downtown (UHD) in the College of Humanities and Social Sciences. Dr. Turner’s research focuses on access to child mental health services, health inequity, help-seeking attitudes and behaviors, and cultural competency in clinical practice. He teaches courses at UHD in clinical psychology, multicultural psychology, and child psychopathology. Dr. Turner is also a blogger for The Race to Good Health. Dr. Turner is a member of the American Psychological Association and the Association of Black Psychologists. He has served in numerous leadership positions throughout APA and APA Divisions. He earned his B.S. in psychology from Louisiana State University and an M.S. and Ph.D. in clinical psychology from Texas A&M University. Dr. Turner is currently Chair-Elect for the APA Board for the Advancement of Psychology in the Public Interest and he was recently appointment to the Behavioral Health National Project Advisory Committee for the U.S. Department of Health and Human Services, Office of Minority Health.

Jasmine Richardson, BS earned her psychology degree from the University of Houston- Downtown (UHD) and is a former research assistant at the UHD Race, Culture, and Mental Health Research Lab under the supervision of Dr. Turner.

Note: An earlier version of this blog was published on BlackDoctor.org

 

References:

Bryant-Davis, T., & Ocampo, C. (2006). A therapeutic approach to the treatment of racist-incident-based trauma. Journal of Emotional Abuse6(4), 1-22.

Carter, R. T., & Forsyth, J. M. (2009). A guide to the forensic assessment of race-based traumatic stress reactions. Journal of the American Academy of Psychiatry and the Law Online37(1), 28-40.

Comas-Díaz, L. (2016). Racial trauma recovery: A race-informed therapeutic approach to racial wounds. In Alvarez, A.N. (Ed); Liang, C. T. H. (Ed); Neville, H. A. (Ed), The cost of racism for people of color: Contextualizing experiences of discrimination. Cultural, racial, and ethnic psychology book series (pp. 249-272). Washington, DC, US: American Psychological Association.

Geller, A., Fagan, J., Tyler, T., & Link, B. G. (2014). Aggressive policing and the mental health of young urban men. American Journal Of Public Health, 104(12), 2321-2327

Hardy, K. V. (2013). Healing the Hidden Wounds of Racial Trauma. Reclaiming Children And Youth, 22(1), 24-28.

Image source: Flickr user blogocram via Creative Commons


Filed under: Criminal and Juvenile Justice, Culture, Ethnicity and Race, Human Rights and Social Justice, Violence Tagged: coping, discrimination, mental health, policing, racial bias, racial discrimination, racial profiling, racial trauma, racism, stress, trauma

Why Did the FDA Prevent Gay and Bisexual Men from Donating Blood in the Aftermath of Orlando?

Blood donation bag syringe needle

By Leo Rennie (Senior Legislative and Federal Affairs Officer, APA Public Interest Government Relations Office) 

 

Understanding the Controversy

 

After the horrific shooting on June 12, 2016 at Pulse, a popular gay bar in Orlando, Florida, many of the victims were in extreme need of blood transfusions. Driven by empathy and solidarity with the victims, gay and bisexual men rushed to area hospitals and blood donation centers to help, along with scores of their Orlando neighbors. Sadly, hundreds identifying as men who have sex with men (MSM) were turned away because current FDA regulations prohibit gay and bisexual men from donating blood unless they abstain from sex with other men for a full year before donating blood.

 

HIV risk depends on several factors including condom use, number of sex partners and type of sexual activity, with unprotected anal sex being the most risky. While gay men and bisexual men make up more than half of the number of persons living with HIV/AIDS in Orlando, it is individual behavior, not sexual orientation, that puts someone at risk of acquiring or transmitting HIV.

The FDA 12-month MSM deferral policy prevents healthy gay and bisexual men from donating blood solely based on their sexual orientation rather than actual risk to the blood supply. The tragic Orlando shootings have brought attention to an outdated, discriminatory and stigmatizing policy and sparked renewed calls for the FDA to end it once and for all.

 

What is the FDA MSM deferral policy?

 

According to the FDA Blood Products Advisory Committee recommendations, blood centers must follow guidelines that inherently discriminate against and stigmatize gay and bisexual men. While the guidelines prior to 2015 included a lifetime ban on all donations from MSM, the 2015 guidelines are not much better. They require that blood donors must not be a man who has had sex with a man for the past 12 months, or a woman who has had sex with an MSM in the past 12 months.

 

What’s Wrong with Current FDA Regulations on Blood Donations?

 

Beyond being discriminatory and stigmatizing towards gay and bisexual men, they perpetuate stereotypes that HIV is a “gay disease” and that gay and bisexual men are the primary carriers of communicable diseases. This type of stigma and discrimination has no scientific basis and is particularly damaging to the psyche of gay and bisexual men.

 

The policy is also obsolete. The FDA implemented the MSM deferral policy in the early days of the HIV epidemic before blood donations could be screened for HIV. HIV tests weren’t developed before 1985, putting those receiving blood transfusions at risk of HIV infection. However, modern HIV and other sexually transmitted infection testing methods are incredibly rapid.

 

Compared with older testing methods, recent testing methods can detect positive results within days of exposure, or at most, a few weeks. Today, the nation’s blood supply is incredibly safe. The risk of HIV infection via blood transfusion is low. As of December 2015, the rate of HIV infection via blood transmission was miniscule at one out of 1.47 million donation cases.

 

What Can Policymakers Do?

 

We know that the current FDA deferral policy singles out gay and bisexual men based on criteria unlikely to put those receiving blood transfusions at risk of HIV infection. The FDA should change its 2015 blood donation guidelines to end the 12-month deferral policy for gay and bisexual men once and for all, replacing it with one based on assessment of individual risk behaviors.

 

One day after the shooting, Rep. Mike Quigley (D-IL), Vice President of the Congressional LGBT Equality Caucus, led a bipartisan group of more than 1,000 members of the House of Representatives in calling on the FDA to end its discriminatory blood ban. Senators Tammy Baldwin (D-MN) and Elizabeth Warren (D-MA) led a similar charge in their chamber. Lawmakers stopped short of taking legislative action, but they strongly urged the FDA commissioner to revise the 12-month MSM deferral policy to more closely align with current science and blood screening technologies.

 

FDA should promptly report back to congressional oversight committees and, in coordination with the Department of Health and Human Services Secretary’s Office, engage public health and LGBT stakeholders in devising a policy that may defer high-risk gay and bisexual men, while permitting low-risk gay and bisexual men to donate blood.

 

We urge federal agency heads and Members of Congress to consider the impact of stigmatizing and discriminatory laws and health policies on the LGBT community, and to take steps to correct them. For example, lawmakers can support the Equality Act of 2016, a bill to prohibit discrimination based on sex, sexual orientation and gender identity. APA supports policies that decrease stigmatization and marginalization of LGBT individuals. To learn more about APA’s advocacy efforts on this topic and others, please visit the Public Interest Government Relations Office website.

 

Resources

AIDS.gov – Blood Transfusions and Organ/Tissue Transplants

FDA – Revised Recommendations for Reducing the Risk of Human Immunodeficiency Virus Transmission by Blood and Blood Products – Questions and Answers

GMHC – MSM Blood Ban

WHO – Blood Safety and Availability


Filed under: AIDS, LGBT Issues Tagged: aids, discrimination, FDA MSM deferral policy, HIV, HIV testing, LGBT, MSM, MSM blood ban, Orlando shootings

Why HIV Providers Should Care About the Orlando Shooting

ORLANDO2

By David J. Martin, PhD, ABPP (Senior Director, APA Office on AIDS)

In the aftermath of the mass shooting of LGBT people in an Orlando nightclub on June 12, 2016, there was a great deal of discussion concerning the shooter’s motives. Was it a hate crime? An act of terrorism? Members and allies of the LGBT community have come together to express their support for the victims and to denounce violence against LGBT people.

Although the solid links between the LGBT community and the HIV prevention and treatment communities resulted in a strong show of solidarity, there is another reason HIV care providers and educators should be concerned about the shooting and its aftermath: It is an instance of the stigma that can increase the risk of HIV transmission and reduce the ability of people with HIV to fight their disease.

Although most LGBT community members demonstrate resilience in the face of these psychosocial factors, they do take a toll. These factors have been associated with poor mental health (increased depression, anxiety, loneliness, suicide ideation/attempt), diminished self-esteem, and drug and alcohol use/misuse.  

Just as important, they can increase the risk of HIV transmission in the LGBT community. And for those living with HIV, they may diminish the body’s ability to fight HIV beyond the damage done by the virus itself:

  • In an early study, Steve Cole and his colleagues reported that gay men with HIV who concealed their sexual orientation demonstrated faster disease progression than gay men with HIV who did not conceal their sexuality.
  • In a later study, Dr. Cole and his colleagues reported that gay men with high levels of autonomic nervous system activity (ANS: a measure of stress) experienced impaired response to anti-HIV medication—their viral loads prior to starting anti-HIV medication did not drop nearly as much as those with low ANS levels.
  • In 2003, Ron Stall and his colleagues reported on the impact of psychosocial health problems (polydrug use, depression, childhood sexual abuse) on high-risk sexual behavior among gay men; they found that the more of these health problems gay men had, the higher their sexual risk. Similarly, in 2007, Brian Mustanski and his colleagues demonstrated the role of psychosocial health problems (binge drinking, street drug use, regular marijuana use, psychological distress, sexual assault, partner violence) in increasing high-risk sex, and in 2012, Ann O’Leary and her colleagues also reported similar findings. They suggested that the overall constellation of findings suggests that “cumulative adverse psychosocial health conditions of any sort seem to exert their negative effects on HIV risk and infection.” Dr. O’Leary and her colleagues also found that optimism and education lessened (but did not eliminate) these effects.

The Orlando mass shooting is another manifestation of the multiple psychosocial insults that still confront the LGBT community. The recent findings cited here (and others) suggest that, in addition to their impact on the mental health of the LGBT community, these insults contribute to increased risk for HIV and diminished physical health among people with HIV.  For these reasons, HIV providers need to continue partnering with their LGBT allies in confronting anti-LGBT bias and discrimination.

You can visit the American Psychological Association’s Office on AIDS website for information on psychology and HIV.  While there, you can also read the Resolution Opposing HIV Criminalization recently passed by the APA Council of Representatives. The Psychology and AIDS Exchange is a topical newsletter on emerging HIV-related issues.

Image source: Flickr user Ashley Van Haeften via Creative Commons


Filed under: AIDS, LGBT Issues Tagged: aids, discrimination, HIV, hiv prevention, HIV risk, HIV/AIDS research, homophobia, LGBT, Orlando shootings, prejudice, stigma

100+ Resources for the Aftermath of the Orlando Mass Shooting Tragedy

ORLANDO-STRONG

By Skyler Jackson, MS (Doctoral Student in Counseling Psychology, University of Maryland, College Park)

On June 12, 2016 rapid gunfire tore through Orlando’s Pulse gay nightclub in an act of violence that jarred the nation—and garnered global attention.

Many were shaken to the core by what we now understand to be the largest mass shooting by a single shooter—and the deadliest incident of violence targeting LGBTQ people—in U.S. history. The numbers alone are staggering: At the time of this blog post, 49 deaths have been confirmed and an additional 53 people were injured during the gunman’s attack at the gay club’s popular Latin night. The facts that have come to light since the event have added chilling detail to our understanding of this tragic event.

When single events of this magnitude occur, we react in a multitude of ways. Many found themselves engulfed in difficult feelings (e.g., panic, anger, grief, fear), and a subsection of these individuals are still emotionally overwhelmed. Others immediately gravitated towards information gathering, fervently consuming the facts of this event. Indeed, in the aftermath of the seemingly incomprehensible, we often find ourselves on a burning quest for clarity and understanding. Another group still was immediately primed for action—ready to reform existing legislation, eager to combat homophobia and toxic masculinity, determined to work to reduce violence and improve human relations. Some simply felt numb, lost, and paralyzed.

Behind these responses are unspoken questions: How could this happen? What can I do? How can I cope? Where do we go from here? No one perspective and no single resource can address each of these inquiries. Fortunately, in the time since the attack, a number of online resources, articles, and videos—some old, and many new—have circulated in relation to the event and its aftermath.

Below is a compilation of over 100 online resources related to the Orlando, FL tragedy. The list is categorized by theme or intended audience, and includes online articles, lesson plans, videos, mental health resources, open letters, tips for clinicians, petitions, hotlines, and more.

The online resources and articles included were selected with great leniency. With the exception of pieces that spread misinformation or prejudice, few articles were intentionally excluded from this curated list. Thus, the 100+ items included vary greatly in quality, tone, and perspective. That said, the list is not comprehensive. It may, however, serve as an organized starting point in our quest for self-reflection, community healing, and ultimately, social change in the aftermath of this devastating event.

NAVIGATING DISTRESS AND COPING

  1. How to Cope after a Mass Shooting (English & Español)
  2. Responding to the Tragedy in Orlando: Helpful Responses for LGBTQ People and Allies
  3. 10 Ways to Support Yourself and the LGBTQ Community in Wake of the Orlando Shooting
  4. Recovering Emotionally from Disaster
  5. Incidents on Mass Violence – SAMHSA
  6. 11 Small Ways to Feel Less Helpless this Week, from a Trained Therapist
  7. The Behavioral Health Response to Mass Violence (Webinar)
  8. Disaster and Trauma Effects on Parents (PDF)
  9. In the Wake of the Orlando Massacre: 7 Ways I Take Care of Myself During Depressive Episodes
  10. 13 Soothing Books to Read When Everything Hurts (Intersectional Focus)
  11. Tips to Support Individual and Community Healing
  12. 4 Self-Care Tips After the Pulse Tragedy

RESPONDING THROUGH GIVING, MOURNING, AND ACTION

  1. Nationwide Vigils, Victim Fund Page, and More (English & Español)
  2. Support Victims of the Pulse Shooting
  3. APA Disaster Resource Network
  4. How to Help Orlando Shooting Victims
  5. Practical Things Psychology Graduate Students Can Do
  6. Donate to the Orlando Youth Alliance (GLBTQ youth serving non-profit)
  7. Love Is Love – LGBTQ KidLit Book Donation Drive for the Orlando Youth Alliance
  8. Muslims United for Victims of the Pulse Shooting
  9. Preventing Gun Violence in 5 Steps
  10. Tell Congress: Support Common Sense Measures to Reduce Gun Violence (APA Action Alert) 

ENGAGING IN ALLYSHIP AND INTERCOMMUNITY SOLIDARITY

  1. 8 Ways Allies Can Show Up For the Queer Community After Orlando
  2. How to Talk to a Queer Person Who is Afraid of Dying
  3. An Open Letter to Straight People on the Pulse Massacre
  4. Rejecting Islamophobia as a Queer Latina in the Wake of the Orlando Shooting
  5. 7 Things Straight People Aren’t Understanding about Orlando
  6. Can We Stop Erasing Latinos from the Orlando Massacre Narrative?
  7. Learning How to be a Straight Ally after the Orlando Tragedy
  8. Mourning on Ramadan: Breaking My Fast With Queer Muslims After the Orlando Shooting
  9. Being an Ally in the Wake of Orlando
  10. Dalai Lama Warns Against Scapegoating Muslims After Orlando Shooting
  11. To My Heterosexual Friends: This Is Why Orlando Hurts
  12. Gay Rabbi: We Can All Mourn Orlando, But This Was Terrorism Against Gay People
  13. 26 Things Queer People Actually Want to Hear after Orlando
  14. In Whitewashing the Pulse Shooting, We Dehumanize the Victims

TOOLS FOR TEACHERS, PARENTS, & YOUTH WORKERS

  1. Disaster and Trauma Responses of Children (PDF)
  2. Helping Your Child Manage Distress in the Aftermath of a Shooting
  3. The #Orlando Syllabus (College-level curriculum)
  4. Addressing the Orlando Shooting at Your School
  5. Creating Safe and Welcoming Schools for All Children & Families
  6. 7 Ways to Talk to Children and Youth about the Shootings in Orlando
  7. Teaching and Learning Resources – The Attack in Orlando: The Worst Mass Shooting in U.S. History
  8. 10 Suggestions when Teaching about Controversial or Difficult Issues
  9. How to Talk to Children about Difficult News and Tragedies
  10. GLSEN’s Safe Space Kit: Guide to Being an Ally to LGBT Students
  11. Safe Learning Environments For LGBTQ Students In A Post-Orlando America
  12. The Orlando Shootings: Parents’ Guide to Talking to Children (PDF)
  13. Classroom Lesson – Orlando Shooting: A Listening Circle
  14. Best Practices: Creating an LGBT-inclusive School Climate
  15. How Should Parents Talk to LGBTQ Youth About Orlando?
  16. How Teachers and Parents Can Talk to Kids about the Orlando Shootings

RESOURCES FOR HEALTHCARE PROVIDERS

  1. Effects of Traumatic Stress after Mass Violence, Terror, or Disaster
  2. Vicarious Trauma (PDF)
  3. Disaster and Trauma Responses of Children (PDF)
  4. LGBTQ Youth Related Resources on Trauma and Coping
  5. Creating Welcoming & Inclusive Environments for Traumatized LGBTQ Youth (Video)
  6. Mental Health Reactions after Disaster: A Fact Sheet for Providers (PDF)
  7. LGBT Veteran Care Post-Orlando (PDF)
  8. Secondary Traumatic Stress: A Fact Sheet for Child-Serving Professionals (PDF)

UNDERSTANDING GUN VIOLENCE IN THE U.S. CONTEXT

  1. America’s Gun Problem Explained in 18 Charts
  2. Gun Violence Prevention
  3. Gun Violence: Prediction, Prevention, and Policy – APA Panel of Experts Report
  4. Gun Violence and the Psychological Response to Mass Violence (PDF)

PERSPECTIVES THAT CENTER LGBTQ LATINX & MUSLIM COMMUNITIES

  1. Latinx LGBTQ Community & Its Stories of Survival Should Be at Center of Orlando Response
  2. American Ugliness: Queer and Trans People of Color Say “Not In Our Names”
  3. White Queers, This Is a Betrayal
  4. The Pulse Nightclub Shooting Robbed the Queer Latinx Community of a Sanctuary
  5. Queer Latinx: Tired of Being Targets
  6. It’s Not Safe to be a Queer Person of Color in America
  7. Responses – Familia Trans Queer Liberation Movement (Video)
  8. It’s OK to Let Vulnerability Sink In
  9. Do Not Militarize Our Mourning: Orlando and the Ongoing Tragedy Against LGBTSTGNC POC
  10. Statement from the Muslim Alliance for Sexual and Gender Diversity
  11. What Queer Latinos are Saying about the Orlando Shooting
  12. From Charleston to Orlando: Reflections on Massacre in a Time of Backlash
  13. Queer, Muslim and Unwelcome at the “New Stonewall”
  14. Whitewashing the Orlando Shooting Victims Only Makes LGBTQ People of Color More Vulnerable to Violence
  15. Here is What LGBT Muslims Want You to Know after the Orlando Shooting
  16. To My Fellow QTPOC Mourning the Orlando Pulse Shooting: We Need to Love Each Other
  17. Only When I’m Dancing Can I Feel This Free
  18. In Honor of Our Dead: Latinx, Queer, Trans, Muslim, Black – We Will Be Free | En Honor a Nuestros Muertos: Latinx, Queer, Trans, Musulmanes, Negros – Seremos Libres
  19. “They Are Our Dead”: LGBTQ Latinos Speak Out After Orlando
  20. LGBT People of Color Refuse to be Erased after Orlando: ‘We Have to Elbow In’
  21. In Praise of Latin Night at the Queer Club
  22. Queer Muslims Confront Intersectional Challenges (Video)
  23. LGBT Clubs Let Us Embrace Queer Latinidad, Let’s Affirm This
  24. How are Latinx and LGBT Leaders Mobilizing in the Wake of Orlando Shootings
  25. Among the Orlando Shooting Victims, Trans Latino Advocates Hope Their Stories are Told
  26. The Time Two White Gay Men Heckled a Latina at a Pulse Vigil
  27. Stuck in the Media Spotlight, LGBT Muslims Often Feel Exploited
  28. #SomosOrlando: Latinx LGBTQ+ being Ignored while Simultaneously Killed
  29. Orlando’s Gay Latino Community Describes Pulse Nightclub in Their Own Words
  30. Joint Statement on the Orlando Mass Shooting – National Latina/o Psychological Association & Orgullo (PDF)
  31. Orgullo Statement on the Orlando Mass Shooting (PDF)
  32. LGBT People of Color Alienated by San Francisco Pride’s Plan for More Police
  33. Meet the Gay Muslims Coming Out After the Orlando Massacre
  34. Recognizing the Intersection of Identities in Orlando Mass Shooting
  35. What Queer Muslims are Saying about the Orlando Shooting
  36. Orlando’s Intersections: May Our Differences Stretch Us to Revolutionary Love
  37. LGBTQ Latinxs and Allies Share Heartfelt Messages in Honor of Orlando Shooting Victims

HOTLINES

  • DeQH – Desi LGBTQ Helpline for South Asians (Thursdays & Sundays, 8-10pm EST): 908-367-3374
  • GLBT National Hotline: 888-843-4564
  • GLBT National Youth Talkline (up to age 25): 800-246-7743
  • LGBTQ Violence Response Hotline (24 hours everyday): 202-888-7222
  • Muslim Youth Hotline (Monday-Friday, 6-9pm): 1-866-Naseeha
  • National Coalition of Anti-Violence Programs (24 hours everyday; English & Spanish): 212-714-1141
  • National Suicide Prevention Lifeline – English (24 hours everyday): 800-273-8255
  • National Suicide Prevention Lifeline – Spanish (24 hours everyday): 888-628-9454
  • SAMHSA Disaster Distress Helpline (Interpretation service for over 150 languages): 800-985-5990
  • SAMSHA Disaster Distress Helpline (Hard of hearing and deaf community): 800-846-8517
  • SAMHSA Disaster Distress Text Support (English & Spanish): Text TalkWithUs or Hablanos to 66746
  • Trans Lifeline: 877-565-8860 (USA); 877-330-6366 (Canada)
  • Trevor Lifeline (National 24-hour suicide hotline for LGBTQ youth): 866-488-7386

 

Biography:

Skyler Jackson, MS, is a diversity consultant and psychologist in training, currently completing his doctoral studies in Counseling Psychology at the University of Maryland, College Park. As a scholar, Skyler’s research helps illuminate ways in which contemporary forms of social stigma (e.g., racism, sexism, homophobia) not only have economic, educational, moral, and political implications, but are also important matters of public health. As a diversity consultant, Skyler’s training and facilitation helps to spark personal and community transformation by empowering people to dialogue about issues of identity and difference. He currently resides in Washington DC.

Contact: [email protected]

Blog Administrator Note:

Posts by guest authors reflect the views and perspectives of the guest author and do not necessarily reflect the views or positions of the American Psychological Association.

 

 

 


Filed under: LGBT Issues, Violence Tagged: discrimination, gun violence, hate crime, homophobia, LGBT, Orlando shootings, prejudice, transphobia

Firearm Violence Prevention is a Human Rights Issue

Disarm HateBy Susan H. McDaniel, PhD (APA President) and Cynthia D. Belar, PhD (APA Interim CEO)

June 28 is the anniversary of the Stonewall riots, which launched lesbian and gay rights as a mass movement and is commemorated in the LGBT Pride celebrations. We take this occasion to reaffirm the American Psychological Association’s commitment to removing the social stigma that sexual and gender minorities still experience both here in the U.S. and around the world. We’ve come a long way since the days when mainstream psychology contributed to the oppression of sexual and gender minorities as mentally ill. However, prejudice and discrimination still exist today even within psychology. There are individuals and organizations in the U.S. and many other places promoting the unscientific idea that sexual orientation and gender identity are choices that can or should be changed.

This month’s shootings in Orlando were horrific, but sadly they weren’t a radical aberration. Violence directed at lesbian, gay, bisexual and transgender people remains widespread and frequent. A recent New York Times analysis of FBI hate crimes data indicated that such crimes against sexual minorities were the highest per capita of any group tracked. Internationally, violence against sexual and gender minorities, can be even more brutal. In South Africa where human rights of LGBT people are enshrined in the constitution, “corrective rape” of lesbians still occurs. In the Middle East, ISIS has thrown gay men from rooftops. The U.N. has called for its members to act urgently to end such violence and discrimination.

Violence and discrimination are not based solely on one set of prejudices; members of the LGBT community face prejudice for multiple reasons. As we have learned more information about the victims of the shootings in Orlando, it has become clear that most were people of color and predominantly Latino. We also know that transgender women of color are the majority of LGBT hate crime homicides. People of color and the LGBT community continue to experience discrimination, and their risk of victimization is compounded when their identities intersect across multiple stigmatized groups.

When governments, including the U.S., codify discrimination, they help to promote and maintain stigma and prejudice. Hundreds of laws targeted at LGBT people have been introduced in our state legislatures in the past three years and some have passed. Draconian new laws targeting LGBT people and their allies were adopted in Uganda and Nigeria in recent years. In much of the Middle East and South Asia, legal penalties for homosexuality range from 14 years’ imprisonment to death. Russia has even criminalized speech that supports the rights of sexual or gender minorities.

Action is needed to end all discrimination and violence, public and private. Legal protections matter. Research has found that LGBT people living in places with protective and supportive laws are healthier than those in places with fewer legal protections. APA is proud to join with civil and human rights groups to promote U.S. policies that prohibit unfair discrimination of all kinds, including on the basis of sexual orientation and gender identity. The LGBT movement has had remarkable successes – such as marriage equality – due to its commitment and creativity. It is important for us all to keep that in mind and to call upon the strengths that the LGBT community and its allies have built as we move forward.

The shootings in Orlando, as the work of a lone gunman, will not ultimately harm the movement for LGBT rights, but they do make painfully clear how firearm violence is a human rights issue. Firearm violence affects us all – and especially those targeted by hate. Out of this tragic event an opportunity can be seen for all groups to come together—including LGBT people, people of color, and their allies, along with violence prevention advocates—to achieve legislative and cultural change to prevent any further needless deaths and injuries due to gun violence.


Filed under: Human Rights and Social Justice, LGBT Issues, Violence Tagged: discrimination, firearm violence, gun violence, gun violence prevention, hate, hate crime, human rights, LGBT, LGBT Pride Month, LGBT rights, Orlando shootings, prejudice, violence prevention

Islamophobia in the U.S.: A Threat to Justice Everywhere

blog-islamophobia

By Muninder Kaur Ahluwalia, PhD (Montclair State University) and Saba Rasheed Ali, PhD (University of Iowa)

A Muslim mom, Melissa Chance Yassini, recently wrote on her Facebook page:

Sad day in America when I have to comfort my 8 year old child who heard that someone with yellow hair named Trump wanted to kick all Muslims out of America. She had began collecting all her favorite things in a bag in case the army came to remove us from our homes. She checked the locks on the door 3-4 times. This is terrorism. No child in America deserves to feel that way.

This scenario illustrates how Islamophobia in the U.S. is making many American Muslims feel unsafe in the country they call home. Islamophobia can be defined as an unfounded dislike, distrust, fear, prejudice, or hatred against Muslims or Islam.

Islamophobia really began during the European enlightenment in early 19th century with the rise of Orientalism. On the Reclaiming Identity: Dismantling Stereotypes website , Dr. Edward W. Said characterizes Orientalism in part as the Western depiction of Arab cultures as inferior or even dangerous. This philosophy is believed to be the foundation for modern day Islamophobia.

Islamophobia is exacerbated whenever the U.S. has conflict with Middle Eastern countries or a terrorist attack occurs on Western soil.  Since the 9/11 terrorist attacks in the U.S., Islamophobia has undergone a period of dramatic spikes and declines. Immediately after 9/11 anti-Muslim sentiment rose sharply and then declined until the controversy over the Ground Zero faith center saw an increase in anti-Muslim hostility.

The anti-Muslim rhetoric of the current presidential election coupled with recent terrorist attacks by the so called Islamic State (or ISIS) has also produced another spike in backlash against Muslims according to an article in the New York Times. They reported that the rate of hate crimes directed at Muslims in the U.S. tripled after the 2015 terrorist attacks in Paris and San Bernardino according to data from the Center for the Study of Hate and Extremism at California State University.

The result of Islamophobia is discrimination and oppression against not only Muslims, but anyone who “appears” or “sounds” Muslim, including Sikhs and non-Muslim Arabs, and Hindus. Throughout U.S. history, we have falsely assumed that individuals who are visible racial and ethnic minorities are aligned with their country of origin or ancestry to the detriment of their loyalty to the United States. Our history provides numerous examples of this type of systemic oppression, where individuals with minority or marginalized identities were enslaved, denied citizenship, denied the right to vote, had their children taken forcibly from their families, and imprisoned.

In the 1940s during WWII, Japanese Americans living in California were branded as a “foreign enemy,” simultaneously stripped of their homes, property, and possessions and placed into internment camps. This violation of human rights occurred despite the fact that most Americans of Japanese descent expressed their strong allegiance to the U.S. and had never lived in Japan. In 1988, the Civil Liberties Act was signed into law, acknowledging that the treatment of Japanese Americans was based on “race prejudice, war hysteria, and a failure of political leadership.”

However, comments and proposals by a number of 2016 presidential candidates  evoke sentiments reminiscent of the 1940s, with political leaders using fear and anger to stoke anti-Muslim sentiment. Presidential candidates have invoked some of the same hysteria regarding Muslims (and Sikhs and Arabs) in the U.S. used for Japanese Americans during WWII. For example, politicians have suggested registering Muslims, banning Muslims from entry into the country, and constant police surveillance of Muslims as options.

Islamophobia can have grave legal, physical health and mental health effects for individuals in the Muslim, Sikh and Arab communities. These consequences parallel those that are faced by individuals with other marginalized and targeted identities, as referenced in APA’s report on discrimination and diversity. Islamophobia is deeply institutionalized in the U.S.

Law enforcement routinely conducts surveillance on Muslim communities, and the TSA often unfairly conducts additional screenings for Sikh boys and men who wear patkas and turbans, asking them to remove their religious head covering and testing their hands for explosives. Increased surveillance of Muslim communities (or those perceived to be Muslim) has been associated with heightened anxiety and stress (see “Under Surveillance and Overwrought: American Muslims’ Emotional and Behavioral Responses to Government Surveillance”).

In addition, there are numerous hate crimes linked to Islamophobia, including the 2012 mass shooting by a white supremacist gunman who targeted and killed Sikhs in their Oak Creek, Wisconsin gurdwara (Sikh place of worship). The gunman misidentified the Sikhs as Muslims because of mass media’s stereotyping of Muslims as people who wear turbans.

When individuals are targeted because of their identity, their persistent experiences with hate crimes and institutionalized oppression can result in anxiety, depression, and other mental health disorders. In addition, these individuals may internalize the oppression, taking in the negative, faulty messages about them and their communities as truth.

This internalized oppression can directly impact individuals’ feeling that they need to hide or discard their religious identifiers (e.g., the hijab or headscarf for Muslim women, the turban for Sikh men) or cease attendance at their places of worship. The indirect impact of Islamophobia on all minority and marginalized communities is that they feel their position in this country and thereby their rights are precarious. In addition, the impact on larger society is that justice becomes irrelevant.

In the Letter from a Birmingham Jail, Dr. Rev. Martin Luther King Jr. wrote,

“Injustice anywhere is a threat to justice everywhere. We are caught in an inescapable network of mutuality, tied in a single garment of destiny. Whatever affects one directly, affects us all indirectly.”

Islamophobia is a threat to justice and threatens the shared destiny of humankind.

Psychologists, in their roles as mental health practitioners, researchers, educators, trainers, and consultants, have a responsibility to help combat Islamophobia within themselves and in others. Psychological science tells us that it can be done.

The first steps include a greater awareness of self, and an understanding of how privilege and power play out to continue oppression of Muslims, Sikhs and Arabs. From there, education and increased interaction amongst people from different faith and ethnic backgrounds can promote tolerance and respect. This is often referred to in psychology as the contact hypothesis. Even if the contact is not actual, but merely imagined, people can reduce prejudice. The imagine contact hypothesis (i.e., imagining a positive interaction with an outgroup member) has been shown to reduce prejudice against Muslims and other minority groups (for more information, see this meta-analytic test of the imagined contact hypothesis).

And finally, Islamophobia can be fought by openly advocating for respect and humanity. At the beginning of this blog entry, we spoke about the young Muslim girl living in fear. In response to that, U.S. soldiers and veterans from different faiths and ethnic backgrounds publicly stated their intent to protect her, using social media as an exemplary way to counteract widespread discrimination and prejudice directed at Muslim children.

Biographies:

Dr. Muninder K. Ahluwalia is an Associate Professor in the Department of Counseling and Educational Leadership at Montclair State University.  She earned her PhD in counseling psychology from New York University in 2002.  Her research and teaching have focused on multicultural issues in counseling, the experiences of Sikh Americans since 9/11, intersectionality, and patterns of race and racism in academia. She was awarded the American Counseling Association Counselors for Social Justice ‘Ohana Award in 2012. In addition to her academic work, she currently serves on the editorial board of the Journal for Social Action in Counseling and Psychology, and as an advisory board member on the Committee for Diversity and Public Interest for the Counseling Psychology Division of the American Psychological Association. She has previously served as chair of the Committee on Ethnic Minority Affairs of the American Psychological Association. In her consultation practice, she provides diversity assessment, training, and programming for a wide range of organizations.

Dr. Saba Rasheed Ali is an associate professor of counseling psychology in the Department of Quantitative and Psychological Foundations at the University of Iowa. She earned her PhD in counseling psychology from the University of Oregon in 2001. Her research interest are concerned with issues related to Islam and psychology, feminism, and vocational psychology. She is a fellow of the American Psychological Association and the current chair of the Society for Vocational Psychology. In 2004, she published an article entitled Islam 101: Understanding the Religion and Therapy Implications with her colleagues, William Liu and Majeda Humedian. She has been active in providing webinars, presentations, and workshops to psychologists, mental health providers, and community members on issues related to Islamophobia and Muslim Americans.

 

 

 


Filed under: Culture, Ethnicity and Race, Human Rights and Social Justice Tagged: bias, discrimination, hate crime, islamophobia, prejudice, racial profiling, racism, religious discrimination, stereotypes, stereotyping