Pituitary-Adrenal and Autonomic Responses to Stress in Women After Sexual and Physical Abuse in Childhood

Puberty Initiates Cascading Relationships Between Neurodevelopmental, Social, and Internalizing Processes Across Adolescence

The high prevalence and psychological impact of childhood exposure to potentially traumatic events (PTE) is a major public health concern in the United States. Considerable evidence has demonstrated the significant racial disparities that exist with respect to PTE exposure, indicating that Black youth are particularly burdened by these harmful experiences. Racism may serve a unique role in explaining why Black youth are disproportionately exposed to PTEs, and why mental health disparities are more likely to occur following such experiences. Despite clear evidence acknowledging racism as a major life stressor for Black youth, theoretical models of early childhood adversity have largely neglected the multifaceted influence of racism on mental health outcomes. Inspired by bourgeoning literature highlighting the potentially traumatic nature of racism-related experiences for Black youth, we present a culturally-informed Adverse Childhood Experiences (ACEs) model, or “C-ACE”, to understand the pervasive and deleterious mental health impact of racism on Black youth. This model extends the ACE framework by noting the significance of racism as an ACE exposure risk factor, a distinct ACE category, and a determinant of post-ACE mental health outcomes among Black youth. The model acknowledges and supports the advancement of ACEs research that takes a culturally informed approach to understanding the intergenerational and multilevel impact of racism on the mental health of Black youth. Future research utilizing the proposed C-ACE model is essential for informing clinical and public health initiatives centered on reducing the mental health impact of racism-related experiences and health disparities in the United States.

Making the “C-ACE” for a Culturally-Informed Adverse Childhood Experiences Framework to Understand the Pervasive Mental Health Impact of Racism on Black Youth

The African American Policy Forum and the Center for Intersectionality and Social Policy Studies states, “The risks that Black and other girls of color confront rarely receive the full attention of...

/pdf/the-impossibility-of-being-perfect-and-white-black-girls-14vijrmpk1.pdf

The Impossibility of Being “Perfect and White”: Black Girls’ Racialized and Gendered Schooling Experiences:

Research examining associations between self-reported experiences of discrimination overall (e.g., potentially due to race, gender, socioeconomic status, age) and health—particularly among African ...

https://journals.sagepub.com/doi/pdf/10.1177/0963721418770442

Discrimination and the Health of African Americans: The Potential Importance of Intersectionalities:

This study by the Georgetown Law Center on Poverty and Inequality provides—for the first time—data showing that adults view Black girls as less innocent and more adult-like than their white peers, especially in the age range of 5–14. The perception of Black girls as less innocent may contribute to harsher punishment by educators and school resource officers. Furthermore, the view that Black girls need less nurturing, protection, and support and are more independent may translate into fewer leadership and mentorship opportunities in schools. The perception of Black girls as less innocent and more adult-like may contribute to more punitive exercise of discretion by those in positions of authority, greater use of force, and harsher penalties.

Girlhood interrupted: The erasure of Black girls' childhood

This report maps the ways in which trauma-informed, gender-responsive, and culturally competent yoga and mindfulness programs can address the short- and long-term impacts of trauma on girls in the juvenile justice system. The first of its kind, this report is based on two pilot programs conducted by the Center on Poverty and Inequality in residential programs for girls in Connecticut and Pennsylvania, as well as an extensive literature review and comprehensive interviews with experts in trauma-informed yoga programs across the country. Drawing from these resources, it seeks to inform policymakers, judges, juvenile justice facility administrators and staff, and others working with system-involved girls about the importance of viewing girls’ trauma through a gendered and an intersectional lens. In addition, this report introduces trauma-informed, gender-responsive yoga as a somatic intervention that can significantly support the diverse mental and physical health needs of system-involved girls. Finally, it highlights key policy considerations and recommendations for those working with girls in the juvenile justice system to develop and scale-up somatic interventions.

Gender & Trauma — Somatic Interventions for Girls in Juvenile Justice: Implications for Policy and Practice

Restorative practices (RP) in K-12 schools in the United States have grown exponentially since the early 1990s. Developing against a backdrop of systemic racism, RP has become embedded in education practice and policy to counteract the harmful and persistent patterns of disparities in school discipline experienced by students of color. Within this legal, social, and political context, the empirical evidence that has been gathered on school-based restorative justice has framed and named RP as a behavioral intervention aimed at reducing discipline incidents—that is, an “alternative” to punitive and exclusionary practices. While this view of RP is central to dismantling discriminatory systems, we argue it reflects an unnecessarily limited understanding of its potential and has generated unintended consequences in the field of RP research. First, the reactive RP model of analysis focuses more exclusively on behavioral change, rather than systemic improvement, to address discipline disparities. Second, RP research has insufficiently examined the potential role of RP in achieving health justice. Third, RP research too rarely engages in intersectional analyses that critically examine gendered racism. This study is intended as a course correction. Building on the work of legal scholars, public health researchers, sociologists, restorative justice practitioners, and our own prior work, this original study is the first to examine non-disciplinary RP through a critical race feminist lens, and—just as importantly—a public health praxis. Our findings reveal that the interplay between RP and adolescent health, race, and gender can no longer be overlooked. Proactive non-disciplinary RP was found to promote supportive school environments that enhance five key protective health factors for Black and Latina girls. Additionally, results indicate that RP improved the mental health and wellbeing of Black and Latina girls, building fundamental resilience skills that can help overcome the complex array of social structures that serve to disempower and disenfranchise girls and harm their educational and health outcomes.

Rebecca Epstein

Papers

Girlhood interrupted: The erasure of Black girls' childhood

Gender & Trauma — Somatic Interventions for Girls in Juvenile Justice: Implications for Policy and Practice

Critical Race Feminism, Health, and Restorative Practices in Schools: Centering the Experiences of Black and Latina Girls