nach oben

The Urban Review

Erschienen in:

14.08.2019

Conocimiento, Colectividad y Curación: Understanding and Addressing Latinx Youth Mental Health and Wellness Through PAR Entremundos

verfasst von: Edwin Mayorga, Alondra Rosales

Erschienen in: The Urban Review | Ausgabe 4/2019

Einloggen

Aktivieren Sie unsere intelligente Suche, um passende Fachinhalte oder Patente zu finden.

search-config

KI-gestützte Suche

Aus

Abstract

Still one of the fasting growing minoritized groups in the U.S., Latinxs [we are using the term Latinx rather than Latino/a or Hispanic, unless a term is used by cited resources. See Scharrón-de Río and Aja (The case For “Latinx”—And why this term matters for intersectionality—everyday feminism [magazine], 2016)], historically, have endured major socio-economic and educational crises that have produced challenges to mental health and wellness. Unfortunately, the challenges many Latinxs face are often overlooked, misunderstood and underserved. This paper is a study of high school youth who were part of the Education in our Barrios Project, #BarrioEdProject, a Philadelphia-based participatory action research (PAR) collaborative, where high school-aged and undergraduate youth work together to conduct research on issues that affect their local communities and schools. Using an ecological-feminist-Latinx framework (Heiman and Artiga in Beyond health care: the role of social determinants in promoting health and health equity, 2015; Nelson and Prilleltensky in Pursuit of Liberation and Well-being, 2nd ed. Palgrave, New York, 2010; Smith and Romero in AJOP Am J Orthopsychiatr 80(1):12–25, 2010) the authors consider how #BarrioEdProject, as a form of PAR Entremundos, function as a space to support youth mental health and address oppressive social determinants of mental health. Drawing on observations, interviews, and written responses from participants, the authors assert that #BarrioEdProject and its curriculum of conocimiento can help participants identify the kinds of trauma that young people face, and create an experience where participants are humanized, share power and develop the skills to take social action.

Vorheriger Artikel Out of the Hood, But Not Out of the Woods: The School Engagement and Cohesion of Black Students Based on Exposure to Violence and Victimization

Nächster Artikel Examining Trauma-Informed Teaching and the Trauma Symptomatology of Court-Involved Girls

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

über 102.000 Bücher
über 537 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Finance + Banking
Management + Führung
Marketing + Vertrieb
Maschinenbau + Werkstoffe
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 340 Zeitschriften

aus folgenden Fachgebieten:

Bauwesen + Immobilien
Business IT + Informatik
Finance + Banking
Management + Führung
Marketing + Vertrieb
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

We are using the term Latinx rather than Latino/a or Hispanic, unless a term is used by cited resources. See Scharrón-de Río and Aja (2016).

All names are pseudonyms.

Entremundos means “between worlds”.

Project youth will henceforth be referred to as “participants”.

Acevedo, G., Gonzales, M. J., Santiago, V., & Vargas-Ramos, C. (2007). The state of Latino health and mental health (Vol. 1, Rep. No. 4). New York, NY: Centro de Estudios Puertorriqueños Hunter College (CUNY).

Acosta, O. M., Weist, M. D., Lopez, F. A., Shafer, M. E., & Pizarro, J. L. (2004). Assessing the psychosocial and academic needs of Latino youth to inform the development of school-based programs. Behavior Modification, 28(4), 579–595.CrossRef

Ada, A. F. (2014). ¡Sí! somos latinos (Yes! we are Latinos). Madrid: Alfaguara.

Alberti, D. (2016). Hispanic population and origin in select U.S. metropolitan Areas, 2014. Retrieved February 12, 2017 from http://www.pewhispanic.org/interactives/hispanic-population-in-select-u-s-metropolitan-areas/.

Atkins, M. S., Frazier, S. L., Birman, D., Adil, J. A., Jackson, M., Graczyk, P. A., et al. (2006). School-based mental health services for children living in high poverty urban communities. Administration and Policy in Mental Health and Mental Health Services Research, 33(2), 146–159. https://doi.org/10.1007/s10488-006-0031-9.CrossRef

Au, W. (2011). Critical curriculum studies: Education, consciousness, and the politics of knowing. New York: Routledge. (Kindle edition).

Au, W., Brown, A. L., & Calderon, D. (2016). Reclaiming the Multicultural Roots of U.S. Curriculum: Communities of Color and Official Knowledge in Education. New York: Teachers College Press.

Australian Childhood Association. (2010). Making SPACE for learning: Trauma informed Practice in Schools. Retrieved May 2, 2017 from https://www.theactgroup.com.au/documents/makingspaceforlearning-traumainschools.pdf.

Ayala, J., Cammarota, J., Rivera, M., Rodriguez, L., Berta-Avila, M., & Torre, M. E. (Eds.). (2018). PAR entremundos: A pedagogy of the Américas. New York: Peter Lang.

Bhattacharya, K. (2007). Consenting to the consent form: What are the fixed and fluid understandings between the researcher and the researched? Qualitative Inquiry, 13(8), 1095–1115. https://doi.org/10.1177/1077800407304421.

Beltran, C. (2010). The trouble with unity: Latino politics and the creation of identity (1st ed.). Oxford, NY: Oxford University Press.

Braun, V., & Clarke, V. (2006). Using thematic analysis in Psychology. Qualitative Research in Psychology, 3, 77–101.CrossRef

British Columbia Provincial Mental Health and Substance Abuse Council. (2013). Trauma informed guide. Retrieved May 2, 2017 from http://bccewh.bc.ca/wp-content/uploads/2012/05/2013_TIP-Guide.pdf.

Delamont, S. (2013). Handbook of qualitative research in education. Cheltenham: Edward Elgar.

Delgado Bernal, D. (2008). La trenza de identidades: Weaving together my personal, professional, and communal identities. In K. P. González & R. V. Padilla (Eds.), Doing the public good: Latina/o scholars engage civic participation. Sterling, Va.: Stylus.

DiPierro, M., Fite, P. J., Cooley, J. L., & Poquiz, J. L. (2016). Academic aspirations as a Moderator of the link between negative life events and delinquency in a sample of Latino youth. Child Youth Care Forum Child & Youth Care Forum : Journal of Research and Practice in Children’s Services, 45(4), 505–523.CrossRef

Diprose, K. (2015). Resilience is futile. Soundings, 58(58), 44–56. https://doi.org/10.3898/136266215814379736.CrossRef

Else-Quest, N. M., & Hyde, J. S. (2016). Intersectionality in quantitative psychological research: II. Methods and techniques. Psychology of Women Quarterly, 40(3), 319–336. https://doi.org/10.1177/0361684316647953.CrossRef

Estrada, A. (2009). Mexican Americans and historical trauma theory: A theoretical perspective. Journal of Ethnicity and Substance Abuse, 8, 330–340. https://doi.org/10.1080/15332640903110500.CrossRef

Flores, J. (1997). The Latino imaginary: Dimensions of community and identity. In F. R. Aparicio & S. Chávez-Silverman (Eds.), Tropicalizations: Transcultural representations of Latinidad. Dartmouth: Hanover.

Flores, A., Lopez, G., & Radford, J. (2017, September 18). Facts on U.S. Latinos, 2015. Retrieved January 4, 2018 from Pew Research Center’s Hispanic Trends Project website: http://www.pewhispanic.org/2017/09/18/facts-on-u-s-latinos-trend-data/.

Freire, P. (1970). Pedagogy of the oppressed. New York: Bloomsbury Academic.

Gándara, P., & Contreras, F. (2009). The Latino education crisis the consequences of failed social policies. London: Harvard University Press.

Gonzalez, L. M., Stein, G. L., Prandoni, J. I., Eades, M. P., & Magalhaes, R. (2015). Perceptions of undocumented status and possible selves among latino/a youth. The Counseling Psychologist, 43(8), 1190–1210. https://doi.org/10.1177/0011000015608951.CrossRef

Goodman, L. A., Bohlig, A., Litwin, A., & Weintraub, S. R. (2007). Applying feminist theory to community practice: A multilevel empowerment intervention for low-Income women with depression. In E. Aldarondo (Ed.), Advancing social justice through clinical practice (pp. 265–290). Mahwah, NJ: Erlbaum.

Guerrero, L. R., Dudovitz, R., Chung, P. J., Dosanjh, K. K., & Wong, M. D. (2016). Grit: A potential protective factor against substance use and other risk behaviors among Latino adolescents. Academic Pediatrics, 16(3), 275–281. https://doi.org/10.1016/j.acap.2015.12.016.CrossRef

Heiman, H. J., & Artiga, S. (2015). Beyond health care: The role of social determinants in promoting health and health equity. Retrieved May 1, 2018 from https://www.kff.org/disparities-policy/issue-brief/beyond-health-care-the-role-of-social-determinants-in-promoting-health-and-health-equity/.

Howard, T. (2015). Student culture and learning: What’s the connection?. [PDF]. http://www.ewa.org/sites/main/files/file-attachments/2015-11-11-motivation-howard.pdf.

Krogstad, J. M., & Lopez, M. H. (2014). Hispanic nativity shift. Retrieved February 10, 2017 from http://www.pewhispanic.org/2014/04/29/hispanic-nativity-shift/.

Kurtiş, T., & Adams, G. (2015). Decolonizing liberation: Toward a transnational feminist psychology. Journal of Social and Political Psychology, 3(1), 388–413. https://doi.org/10.5964/jspp.v3i1.326.CrossRef

Levinson, M. (2017). When participants don’t wish to participate in Participatory Action Research, and when others participate on their behalf: The representation of communities by real and faux participants. The Urban Review, 49(3), 382–399. https://doi.org/10.1007/s11256-016-0390-9.CrossRef

Lopez, S. (1995). Third and Indiana: A novel (Reprint ed.). New York: Penguin Books.

Lopez, C., Bergren, M. D., & Painter, S. G. (2008). Latino disparities in child mental health services. Journal of Child and Adolescent Psychiatric Nursing, 21(3), 137–145. https://doi.org/10.1111/j.1744-6171.2008.00146.x.CrossRef

Marecek, J. (2016). Invited reflection: Intersectionality theory and feminist psychology. Psychology of Women Quarterly, 40(2), 177–181. https://doi.org/10.1177/0361684316641090.CrossRef

Mayorga, E. (2018). Education in our Barrios, #BarrioEdProj. In J. Ayala, J. Cammarota, M. Rivera, L. Rodriguez, M. Berta-Avila, & M. E. Torre (Eds.), PAR entremundos: A pedagogy of the Américas. New York: Peter Lang.

Mental Health America. (2013). Latino/Hispanic communities and mental health. Retrieved March 16, 2017 from http://www.mentalhealthamerica.net/issues/latinohispanic-communities-and-mental-health.

Merriam, S. B. (2015). Qualitative research: A guide to design and implementation. San Francisco, CA: Josey Bass.

Nelson, G., & Prilleltensky, I. (Eds.). (2010). Community Psychology: In Pursuit of Liberation and Well-being (2nd ed.). New York: Palgrave.

Orfield, G., Frankenberg, E., Ee, J., & Kuscera, J. (2014). Brown at 60: Great progress, a long retreat, and an uncertain future. Los Angeles, California: The Civil Rights Project: Proyecto Derechos Civiles.

Patten, E. (2016). The nation’s Latino population Is defined by Its youth. Retrieved February 10, 2017 from http://www.pewhispanic.org/2016/04/20/the-nations-latino-population-is-defined-by-its-youth/.

Pew Charitable Trusts. (2017). Philadelphia’s poor. Retrieved October 11, 2018 from http://www.pewtrusts.org/en/research-and-analysis/reports/2017/11/philadelphias-poor.

Pew Charitable Trusts: Philadelphia Research Initiative. (2011). A city transformed the racial and ethnic changes in Philadelphia over the last 20 years. Retrieved February 10, 2017 from http://www.pewtrusts.org/~/media/legacy/uploadedfiles/wwwpewtrustsorg/reports/philadelphia_research_initiative/philadelphiapopulationethnicchangespdf.pdf.

Pew Charitable Trusts: Philadelphia Research Initiative. (2016). Philadelphia: The state of the city, A 2016 update. (n.d.). Retrieved February 10, 2017 from http://www.pewtrusts.org/en/research-and-analysis/reports/2016/03/philadelphia-the-state-of-the-city-a-2016-update.

Prilleltensky, I. (2008). The role of power in wellness, oppression, and liberation: The promise of psychopolitical validity. Journal of Community Psychology, 36(2), 116–136. https://doi.org/10.1002/jcop.20225.CrossRef

Rogers-Sirin, L., & Gupta, T. (2012). Cultural identity and mental health: Differing trajectories among Asian and Latino youth. Journal of Counseling Psychology, 59(4), 555–566. https://doi.org/10.1037/a0029329.CrossRef

Rowe, C., Watson-Ormond, R., English, L., Rubesin, H., Marshall, A., Linton, K., et al. (2017). Evaluating art therapy to heal the effects of trauma among refugee youth: The Burma Art Therapy Program Evaluation. Health Promotion Practice, 18(1), 26–33. https://doi.org/10.1177/1524839915626413.CrossRef

Rubens, S. L., Fite, P. J., Gabrielli, J., Evans, S. C., Hendrickson, M. L., & Pederson, C. A. (2013). Examining relations between negative life events, time ppent in the United States, language use, and mental health outcomes in Latino adolescents. Child & Youth Care Forum, 42(5), 389–402. https://doi.org/10.1007/s10566-013-9205-2.CrossRef

Rusch, D., Frazier, S. L., & Atkins, M. (2015). Building capacity within community-based organizations: New directions for mental health promotion for Latino immigrant families in urban poverty. Administration and Policy in Mental Health and Mental Health Services Research, 42(1), 1–5. https://doi.org/10.1007/s10488-014-0549-1.CrossRef

Saldaña, J. (2016). The coding manual for qualitative researchers. Los Angeles, CA: SAGE.

Scharrón-de Río, M., & Aja, A. A. (2016). The case For “Latinx”—And why this term matters for intersectionality—Everyday Feminism [Magazine]. Retrieved June 27, 2016 from http://everydayfeminism.com/2016/04/why-use-latinx/.

Schouten, K. A., de Niet, G. J., Knipscheer, J. W., Kleber, R. J., & Hutschemaekers, G. J. M. (2015). The effectiveness of art therapy in the treatment of traumatized adults: A systematic review on art therapy and trauma. Trauma, Violence, & Abuse, 16(2), 220–228. https://doi.org/10.1177/1524838014555032.CrossRef

Sehgal, P. (2015). The profound emptiness of ‘resilience’. Retrieved December 22, 2016 fromhttps://www.nytimes.com/2015/12/06/magazine/the-profound-emptiness-of-resilience.html.

Shields, S. (2008). Gender: An Intersectionality Perspective. Sex Roles, 59(5–6), 301–311. https://doi.org/10.1007/s11199-008-9501-8.CrossRef

Smith, L., & Romero, L. (2010). Psychological interventions in the context of poverty: Participatory action research as practice. AJOP American Journal of Orthopsychiatry, 80(1), 12–25.CrossRef

Smokowski, P., Buchanan, R. L., & Bacallao, M. L. (2009). Acculturation and adjustment in Latino adolescents: How cultural risk factors and assets Iinfluence multiple domains of adolescent mental health. The Journal of Primary Prevention, 30(3–4), 371–393. https://doi.org/10.1007/s10935-009-0179-7.CrossRef

Spanierman, L. B., Poteat, V. P., Whittaker, V. A., Schlosser, L. Z., & Arévalo Avalos, M. R. (2017). Allies for life? Lessons from white scholars of multicultural psychology. The Counseling Psychologist, 45(5), 618–650. https://doi.org/10.1177/0011000017719459.CrossRef

Sue, D. W., Arredondo, P., & Mcdavis, R. J. (1992). Multicultural counseling competencies and standards: A call to the profession. Journal of Counseling & Development, 70(4), 477–486. https://doi.org/10.1002/j.1556-6676.1992.tb01642.x.CrossRef

Sue, D. W., & Sue, D. (2016). Counseling the culturally diverse: Theory and practice. Hoboken, NJ: Wiley.

U.S. Census Bureau. (2016). Sumter county, Fla., is nation’s Oodest, Census bureau reports. Retrieved February 11, 2017 from http://www.census.gov/newsroom/press-releases/2016/cb16-107.html.

U.S. Census Bureau. (2017). Quick facts: Philadelphia county, Pennsylvania. Retrieved October 11, 2018 from https://www.census.gov/quickfacts/fact/table/philadelphiacountypennsylvania/PST045217.

Whalen, C. T., & Vázquez-Hernández, V. (2005). Puerto Rican diaspora: Historical perspectives. Philadelphia: Temple University Press.

Wright, D. E. (2015). Active learning: Social justice education and participatory action research. Routledge.

Young, I. M. (1997). Intersecting voices: Dilemmas of gender, political philosophy, and policy. Princeton, NJ: Princeton University Press.

Titel: Conocimiento, Colectividad y Curación: Understanding and Addressing Latinx Youth Mental Health and Wellness Through PAR Entremundos
verfasst von: Edwin Mayorga
Alondra Rosales
Publikationsdatum: 14.08.2019
Verlag: Springer Netherlands
Erschienen in: The Urban Review / Ausgabe 4/2019
Print ISSN: 0042-0972
Elektronische ISSN: 1573-1960
DOI: https://doi.org/10.1007/s11256-019-00532-3

Springer Professional

Abstract

Bitte loggen Sie sich ein, um Zugang zu Ihrer Lizenz zu erhalten.

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Springer Professional "Wirtschaft"

Weitere Artikel der Ausgabe 4/2019

Changing the Landscape of Social Emotional Learning in Urban Schools: What are We Currently Focusing On and Where Do We Go from Here?

Introduction to Trauma-Informed Practices for Mental Health and Wellness in Urban Schools and Communities

“Hurt People, Hurt People”: The Trauma of Juvenile Incarceration

Out of the Hood, But Not Out of the Woods: The School Engagement and Cohesion of Black Students Based on Exposure to Violence and Victimization

From Punk Love to Compa Love: A Pedagogical Paradigm to Intervene on Trauma

Examining Trauma-Informed Teaching and the Trauma Symptomatology of Court-Involved Girls