Global ETD Search

1	Mourning in America: Racial Trauma and the Democratic Work of Mourning McIvor, David January 2010 (has links) <p>This dissertation argues for a version of democratic theory, and institutions of democratic practice, that would call for and help to nurture a form of civic identity--individual and collective--committed to a "work of mourning" over the historical and enduring traumas surrounding racial discrimination and violence in the United States. By a reading of psychoanalytic theory in conversation with political and social theory, I show that mourning should be considered less as a limited response to particular loss--one that will resolve itself after a certain lapse of time--than as a process of identity formation through recognition of, and reflection on, formative traumas in the democratic polity. Using the work of Melanie Klein in particular, I argue that the work of mourning not only implies the working through of mundane losses and traumas, but the development of a certain identity (in what Klein calls the "depressive position") that is sensitive to the larger scenes of persecution and violence that shape the social and political landscape. For Klein, mourning is ultimately the process of establishing internal objects that enrich the self's capacity to mitigate its hatred, fear, envy, and greed with reparative guilt and love. Klein's descriptions of inter-subjective mourning have relevance outside the comparatively narrow confines of the analytic situation. I argue that Klein's theories of mourning and identity can enhance collective efforts to address the traumas surrounding racial violence and discrimination in the United States. I illustrate this connection by examining the experience of the Greensboro Truth and Reconciliation Commission (GTRC), which operated in Greensboro, North Carolina from 2004 to 2006.</p> / Dissertation Political Science, General democracy melancholia Melanie Klein Mourning racial trauma
2	EXPLORING CRITICAL CONSCIOUSNESS, FACILITATING BLACK LIBERATION Mosley, Della V. 01 January 2018 (has links) The current study aimed to uncover processes and experiences that led individuals to critically engage in racial justice activism, specifically the Black Lives Matter movement. A constructivist grounded theory approach was utilized under critical-ideological and Black feminist paradigms in order to build a practical theory related to developing critical consciousness about oppression facing the Black community. Black activists in the movement between the ages of 23 and 60 (N=12) participated in intensive individual interviews. The result of the study is a co-constructed theory of racial justice activism development (the Critical Consciousness of Anti-Black Racism [CCABR] model) that can be used to increase psychopolitical wellness for Black people. In this model, developing CCABR started with witnessing ABR, required three interconnected methods of processing ABR to increase agency, and led to critical action against ABR. Results indicated that CCABR is a cyclical process through which each of the stages build upon and support one another. The CCABR model is discussed with respect to how it converges with, diverges from, and expands upon extant literature. Recommendations and implications associated with the CCABR model are delineated. Critical Consciousness Racial Trauma Anti-Black Racism Activism Black Lives Matter Counseling Psychology
3	Investigating the Effects of Vicarious Racial Trauma Among College Students Latimer, Kyjeila 08 1900 (has links) Racial trauma is linked to issues such as psychological distress, lower well-being, anxiety, and depression. The present research investigated some of the potential effects of viewing overt instances of racially violent media on trauma and, in general, on the psychological well-being of individuals. Specifically, the present study utilized physiological and psychological measures to explore how different racial groups on college campuses are impacted by exposure to vicariously traumatizing stimuli when the victim is either an in-group or an out-group member. The present study posited that higher ethnic-racial identity can serve as a buffer to the deleterious effects of racial trauma. In addition, this study explored the role that ethnic-racial identity of the perceiver plays in this relationship. Findings indicate that Black students exhibited the greatest level of emotional arousal in response to both the neutral and negative video depicting a police officer. Black students were also more likely to watch or be exposed to vicarious, racially traumatizing content. Additionally, greater ethnic-racial salience was associated with increased physiological response to both neutral and negative, video content depicting police officers. racial trauma race vicarious racism race-based trauma psychophysiology Psychology, Social
4	We Do the Work. You Check the Box: Unearthing the Impact of Racialized Stress and Trauma on Black Women Community College Educators Leading DEI Work Avila, Brandi Renee 01 January 2023 (has links) (PDF) Since the summer of 2020, following the execution of Mr. George Floyd, many institutions of higher education established or strengthened their commitment to diversity, equity, and inclusion. In attempting to create more equitable, diverse, inclusive, and antiracist campuses to foster student success and belonging on campus, another inequity is born. Higher education institutions have failed to center the wellbeing of educators tasked with leading these efforts. This qualitative study used semistructured interviews with 10 Black women leading DEI efforts throughout the California Community College system to explore the impact of racialized stress and trauma on holistic wellbeing. Central questions guided this study: 1) How does racialized stress and trauma impact the wellbeing of Black women community college educators? 2) What are the most common sources of racialized stress and trauma experienced by Black women community college educators? and 3) What coping and healing strategies do Black women community college educators currently leverage to address racialized workplace stressors and trauma? Findings indicate racialized stress and trauma in the workplace negatively impact the physical, mental, and emotional wellbeing of Black women leading diversity, equity, and inclusion (DEI) efforts. DEI leaders may encounter equity scapegoating and the stigma of equity in their work. On the other hand, Black women leverage many coping mechanisms to buffer the effects of racialized stressors. This study xi supports the need for practitioners and leaders to address systemic issues of racism through critical self-reflection, critical actions, and building sustainable support for DEI leaders. Education Educational Leadership
5	Equity Pedagogies, Hidden Curricula: Social-Emotional Wellbeing Among Students Of Color In Elementary School Haslam, Rebecca 01 January 2019 (has links) ABSTRACT The shift in the nation’s political climate between 2016-2019 has exacerbated the longstanding pervasive issues of racism and discrimination against People of Color and those marginalized by societal inequity. This has serious implications for teaching and schooling, as it causes children to feel unsafe, question their sense of belonging, and internalize racial oppression. Indicators of inequitable school experiences for Students of Color and students from marginalized identity groups warrant attention to the socially determined facets of public education: specifically a sense of school belonging (SOSB) for Students of Color, the impact of racial trauma, the patterns of social engagement that shape their experiences, as well as the pedagogical practices teachers employ to support their social-emotional wellbeing. This qualitative case study seeks to illustrate how classroom teachers at Arday Elementary School support the social-emotional wellbeing of Students of Color by examining their understanding of racial trauma and SOSB and their use of equity literate pedagogies in the classroom to effectively support their Students of Color in a public elementary school in Northern New England. Findings include the hidden curriculum, teacher critical consciousness, cultural congruence, learning environment, racial trauma, and resistance. These findings point to a newly conceptualized framework, Equity Pedagogy for Social-Emotional Wellbeing (EPSEW), which applies a social determinants perspective to examinations of educational inequity and considers the social and community contexts that predetermine and influence inequitable outcomes. Keywords: equity pedagogy, equity literacy, social determinants, school belonging, racial trauma, internalized racism, social emotional well-being, critical pedagogy, anti-bias education equity literacy equity pedagogy racial trauma school belonging social determinants social emotional well-being Education Elementary Education and Teaching
6	Shared Trauma: A Phenomenological Investigation of African American Teachers White, Juanita Lynne 01 January 2015 (has links) In the wake of increasing community disasters such as hurricanes, neighborhood violence, and terrorist attacks, schools are usually deemed places where youth can find safety and stability. Research about community trauma related to the role of teachers and schools has predominantly focused on younger populations, concerned about disturbances in their developmental processes. School teachers' responsibilities related to these community disasters have also increased and now include supporting their traumatized students. However, there has been limited attention on the direct effect of community traumas on the teachers who work and live in affected districts. The construct of shared trauma describes this duality of roles. For African American teachers, racial trauma plays a role in their everyday lives and might affect their behaviors and responses to tragic events. Critical race theory and Vygotsky's sociocultural theory formed the framework for this phenomenological study, which explored the experiences of 6 female African American teachers who had experienced community disasters. Data were collected through face-to-face interviews, which were transcribed and analyzed using an enhanced version of the Colaizzi 7-step analysis method. Key findings were that race played only a limited role for the teachers when significant traumas occurred in their communities. Also, the experiences they described were indicative of vicarious trauma, which is inconsistent with the construct of shared trauma. This study contributes to social change by informing educational, political, and social institutions about the needs of teachers in the wake of community disasters and how those needs could be conceptualized as vicarious trauma for purposes of planning preventive and concurrent interventions for teachers. African American teachers Community Trauma Disaster Microaggressions Racial Trauma Shared Trauma African American Studies
7	In Search of Culturally Relevant, Trauma-Informed Education: A Qualitative Content Analysis of Existing Models Wilson, Sarah Marie 12 July 2021 (has links) No description available. Educational Leadership Teaching trauma-informed racial trauma ACES trauma-informed education public schools culturally relevant pedagogy non-white students expanded ACES qualitative research qualitative content analysis MAXQDA
8	Exploration of culturally proficient mental health assessment and treatment practices of Black/African American clients Glover, Tina Marie 29 May 2012 (has links) Changing trends within the mental health system treatment practices demand exploration of the cultural context of assessment and treatment of Black/African Americans. Culturally competent assessments include a realistic integration of historical context. Clinicians counseling Black/African Americans must be prepared to assess and address PTSD, racial trauma, micro-aggressions, and other known (or unknown) issues that may affect Black/African Americans. In addition, clinicians must be prepared for the depth and permanence of race-based stress and trauma, as well as the idea that said stress and trauma can result from unaddressed environmental, familial, and/or individual factors. The purpose of this study is to explore cultural competence in the practices of clinicians working with Black/African Americans clients as it relates to assessment, treatment and engagement. Through the exploration of current multicultural counseling and assessment trends, the study explores the origins of stress and trauma in American descendents of African slaves, and proposes an evaluation of clinicians' mental health assessment for PTSD with said clients based on those implications. Exploring to what extent a culturally-proficient clinician engages Black/African Americans clients from initial through on-going assessment and treatment process in conjunction with the professional literature on treatment practices, research suggests that Black/African American clients do suffer from intergenerational trauma and are often mis- or under-diagnosed for mental health issues. With proper assessment of Black/African Americans, the reduction of misdiagnosed or under diagnosed cases of Posttraumatic stress disorder (PTSD), as well as other mental health conditions will occur. / Graduation date: 2012 African American Black Assessment Treatment Engagement Posttraumatic Stress Disorder Intergenerational Trauma Culturally-Proficient Micro-aggressions Mental Health Counseling Trauma Race Stress Intergenerational Generational Racial Generational Trauma Racial Trauma African Americans -- Counseling of African Americans -- Mental health African Americans -- Psychology Stress (Psychology) -- Treatment Cross-cultural counseling Racism -- Psychological aspects

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