Member Gera
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Some resources of interest, mainly geared to help children understand concepts and realities such as ‘intersectionality’ and ‘privilege’:
https://www.youtube.com/watch?v=w6dnj2IyYjE&t=7s
https://www.learningforjustice.org/magazine/summer-2016/toolkit-for-teaching-at-the-intersections
https://www.learningforjustice.org/professional-development/webinars/intersectionality
https://www.childrenscolorado.org/conditions-and-advice/parenting/parenting-articles/race-privilege/
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Hello. Thank you, Tim, for posing this question and opening this thread; and thank you for all the people who participated in this thread. I am taking the course in the Fall of 2023 and the same question about language and its clarity and accessibility came up for me.
I wonder whether there may be any qualitative research about how Black communities may have already been defining the experiences captured by terms ‘intersectionality’, ‘privilege’, ‘location’, to rename the few brought forth in the original posts. I think that the academic world hyper-fixates on words and terminology because these are fundamental tools of the trade and enable exchange of knowledge. Transmission of knowledge outside of research and academia (the Western paradigm thereof) has been thriving through storytelling over millennia and across cultural boundaries. So, I wonder what stories would a community chose to represent experiences of intersectional oppression, for instance? What story would resonate across generations within that community? What space can be co-created to make room for such stories to emerge? What form of documentation would be preferred, if any, by the community holding these stories? What value would these stories have in the transmission of critical knowledge from one generation to another? What acts of co-creation of these stories would a community perform? What difference would it make to young people in particular the giving value and creating space for this type of knowledge transmission across generations, and across communities?
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Involving Black youth and their communities is a crucial step towards designing and implementing services in order to co-create a more inclusive space. Their input is essential to create programs that are culturally relevant and effective. Another important element to consider is creating safe spaces for Black youth to voice and express any concerns or experiences without fear of jugement. Finally, advocacy and awareness helps encourage all folks (Black youth and beyond) to engage in advocacy and raise awareness about issues related to anti-Black racism and inclusion, but also to bring awareness to others who might not understand the complexities Black youth face.
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Thank you, Candace for sharing your reflections on this particular module and your experience working with Black youth, and youth in general. I just listened to Dr. Edwards’ module 3.4. and I found myself revisiting some of my clinical work with Black youth, as a mental health counsellor in a children and youth mental health agency in the GTA. I do remember vividly how a young Black person responded to me asking about their experiences with discrimination and racism; he told me “You are the first counsellor who is asking about those, instead of making assumptions about them.” When I asked him what difference it made to him, he responded something along those lines: that he felt he could finally tell someone what kind of experiences he had been enduring, and what kind of distress he had been experiencing on a daily basis due to fact of being Black. He felt he could finally tell those stories and feeling that they could be heard, rather than having to carry them around within himself, in silence, hiding them from plain view. That the hiding of those stories in itself was painful and engendered anger toward his situation and ultimately himself. What ultimately happened in our work was twofold: on one end, listening to the specifics of his experiences with racism and oppression, we could identify together the targets of his self-advocacy and my case advocacy; secondly, the shame of carrying around his pain in silence started to be chipped away at, with the significant outcome of lifting self-loathing and hopelessness. Eventually, a full recognition of the intersections of poverty, race and disability brought us to push to connect only with the relevant community services and resources, in a collaborative manner, rather than blanket referrals. I want to share this interaction to name the power of choosing a decentered position, and of choosing to ask, explicitly and directly, about experiences of oppression in day-to-day life. Youth knows, suffers, and can name their burden. Advocacy can then be built together, from within and all around.
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I found this lecure so engaging as it spoke to my belief that mental health supports and services often do a disservice to clients by not incorporating an analysis of the ways in which social inequalities and structural oppression plays a role in the rise and preservation of mental health disorders.
I have been fortunate that in my experience in the social work field I have worked with a diverse range of populations, mainly with low income and racialized adults and youth. I initially began in the mental health field as a volunteer responder at a crisis centre where I provided listening support, empathy and connection to people in distress while also conducting assessments for risk of suicide. A common feature I began to notice in talking with people was the fact that financial barriers both produced and worsened prevalence of mental health symptoms. For example, many people shared receiving welfare as income that was not enough to survive on. A lack of adequate housing (often overcrowded, in need of repairs), combined with inability to afford basic necessities and often minimal or non existing social supports caused many to feel hopeless. A lot of what is highlighted as forms self care (e.g. activities or hobbies) is often impossible for low income persons who cannot afford basic necessities, let alone books, music, candles or entertainment streaming.
While mainly working with adults, I have also worked within youth mental health at a nation-wide counselling service for children and youth in Canada. Here, I used similar skills to provide empathy, validation and counselling strategies to support children, youth, and young adults. What was different in working with youth is challenging learned behaviours or beliefs from parents or other adult figures that conflict with the child’s identity or experiences. Youth often express feeling isolated or misunderstood from family or caregivers and felt stuck remaining in an environment that conflicts with their own values and identities.
My role as a counsellor prevented me from being able to talk more casually with youth, but in my role as a outreach worker I found that using more casual language or talking to youth from the position of a mentor helped to build a relationship of trust that allowed me to engage in difficult conversations with youth, such as identifying and regulating emotions, identifying instances of family abuse, understanding mental health and the need for self care, setting healthy relationships and boundaries with friends and romantic relationships, as well as education about civil rights and community development. As a youth worker, my position was one of outreach and I travelled to many community centres in the Scarborough region of Toronto, which is comprised of a large Black and immigrant populations. In my work with youth, both as a mental health counsellor and youth worker, I tried to engage youth in conversations of social inequalities by challenging stigmas of mental health, identifying and promoting individual strengths, while understanding how identity and experiences influence the availability of social supports, including potential supports outside of the family (e.g. “found family” with teachers, trusted adults, friends and peers, or other community members).
I really believe that the youth of today have come so far and have the knowledge and skills to advance their goals and deserve support from the generations that have come before them to remove any barriers that exist.
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Investing in services designed by black youth and black people is a proactive way to develop relevant and tailored supports. Black youth need to be consulted at the inception stage rather than as a consultation to see if the work done so far sounds good to them. This means using evidence to articulate the efficiency and cost savings of designing good, well informed programing in the first place, rather than trying to fix program/service issues down the line. If black youth continue to be integrated into white spaces, there will always be major issues down the line.
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I think the idea of putting research into digestible forms is really important. Short videos, infographics, even eye catching images that cause people to think and want to know more. Much of the problem is that even when good research is done, dissemination is the barrier to action and momentum. More creative and relatable ways of sharing research information will be key to leveraging that research.
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Through the Engaging with Research About Black Youth one of the most startling concepts for me was the experience Black Youth Face at schools, particularly the Adult-ifcation of Black Youth. Overall, the field of child development and mental health has leaned so heavily on the importance of children being allowed to be children, children being expected to behave and think like children and NOT expected to behave and think like tiny adults.
We have endless amounts of data that suggests that when children cannot meet unrealistic expectations put on them, symptoms of depression, anxiety, acting out etc will emerge. It should then not be shocking to see the presented data of mental health needs as Black children age.
Personally, my first step here will be going through the “White supremacy and me” workbook. From a organizational level, does anyone have experience bringing this concept forward when addressing individual interactions or simply presenting it as a concern?
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As someone working within the education system, this is so important. I believe we have seen progress with how we discuss the history of residential schools within the last few years and there is no reason for this not to also translate to accurate depictions of Canada’s history of enslaving black people and racism.
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I appreciated the slides suggestion to just put race on the table. We all know it’s there but give permission for thoughts to be shared. For me, this means when I am having conversations with Black Youth and their families over the phone I identify myself as a white woman. Prior to meetings, I offer the opportunity for families to meet with a BIPOC rather than me when possible and when preferred. When that isn’t possible, I make it clear that I am capable of hearing experiences of oppression, marginalization and racism without defensiveness, hurt feelings etc. I make a point to make race matter of fact and something we can openly discuss.
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Hi Alexandra, I totally get where you’re coming from, and it’s great that you’re bringing up this question for discussion. Mental wellness can indeed be a complex topic in the context of privilege. It’s not necessarily a privilege on its own, but rather, it often intersects with other aspects of privilege and disadvantage.
When we talk about mental wellness as a form of privilege, we’re often referring to the availability of resources and support that can make it easier for some individuals to maintain good mental health. It’s not about having inherently “better” mental health but having the means to access therapy, cope with stress, and generally take care of one’s well-being.
That said, it’s a topic that can be interpreted in various ways, and your perspective is valid. It’s great that you’re open to hearing different viewpoints – that’s how we learn and grow as a community. Looking forward to hearing more thoughts on this!
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Hi Rochelle, it sounds like your parents really went the extra mile to create a supportive and affirming environment for you. Being part of the Jamaican Canadian Association, attending a Black Church, and going to a Historically Black University must have provided you with such rich cultural and educational experiences. It’s incredible how these identity-affirming experiences can make a significant impact on one’s life. Thanks for sharing your story!
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Thanks, Nads, for posing this question! Great to see the discussion and resources shared by folks; I’m happy to provide a few summarizing points and additional resources!
Program evaluation and performance measurement are distinct, yet complimentary methods for learning about and improving organizations or program activities. To understand the differences between the two, we can explore their definitions, some guiding questions, and the frequency in which you would engage in these inquiry activities:
Program evaluation (PE): PE offers a systematic approach to which we collect, analyze, and make use of information. The intention of evaluation is to assess the effectiveness and efficiency of a program or organization, and to improve and inform future activities. PE is conducted as a discrete activity to assess whether a program is working, why, and for who.
Performance measurement (PM): In contrast, PM is an ongoing process that aims to monitor and report on a program’s progress towards its pre-established goals. As a continuous process, PM uses key indicators which are reported on regularly, and used to identify the need for adjustments in order to achieve stated objectives or goals.
Gary provided a great quote that offers an important difference between the two approaches! To add to this, each of these approaches can be guided by different questions. Program evaluation addresses the questions, “why did it happen?”, “how did it happen?” and “where do we go from here?” Whereas when using PM, we may aim to answer: “what occurred?” or “what is occurring?”
Given the inter-related nature of these two approaches, they are often confused, making it challenging to determine when, where, and how to use each tool. The CDC offers a great resource that delves into how program evaluation and PM can complement and support one another, and provides considerations for employing PE or PM.
For a comprehensive comparison of these methods, including two case studies examples, I also recommend exploring: https://www.evaluation.gov/assets/resources/Performance-Measurement-and-Evaluation.pdf
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Establishing safe environments that foster a sense of validation, respect, and belonging for young individuals is imperative. Trust forms the bedrock of any transformative endeavour. Additionally, acknowledging and addressing the repercussions of trauma on both individuals and communities is crucial. This involves implementing strategies prioritizing safety, reliability, autonomy, collaborative decision-making, and empowerment. Moreover, shifting the focus from deficits and challenges towards recognizing and amplifying the inherent strengths and assets within both young individuals and their communities is essential. Understanding and appreciating the community’s diverse cultural backgrounds, experiences, and identities must underpin this approach. This encompasses the acknowledgment of historical traumas and systemic injustices, underscoring the need for a culturally sensitive and inclusive approach.
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Research findings can certainly highlight the myriad ways in which Black individuals in Canada are systemically discriminated against and oppressed. However, research findings can also help us understand the issue differently. For example, let’s look at high drop out rates of Black students in the schooling system as well as the school-to-prison pipeline that is institutionally embedded within the structure of our institutions; without research and data, we might interpret or understand this issue outside the context of historical and ongoing racism which might promote pathologizing Black bodies for their “inability” to be “good students.” With research and data, however, we can reinterpret this issue as a cause of racist and unfair educational policies, systems and practices. We can take the responsibility of succeeding off of the individuals who are trying to survive in a system that is rigged against them.
The same might apply for mental health disparities. Quantitative research data can tell us how many Black individuals are in need of mental health support/care or how many have tried to receive mental health support/care. Quantitative research data, though, would be able to tell us about Black individuals’ experiences while trying to receive mental health care as well as why this is. This could help in the creation of mental health care that would acknowledge the impact of structural racism that makes it difficult for Black individuals to find and receive help. This would be beneficial in understanding Black folks’ experiences as a result of the system and not as a result of innate or inherent failure.
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Anti-Black Racism infuses and upholds many instructions and structures that Canadians rely on to be successful. Giving up access to or hopes for that success, the security and acceptance that comes with it, is unlikely. You are more likely to reject that pathway if you feel that it has already rejected you. Canadians want to be comfortable. People in Western nations really want to be comfortable, but Canadians in particular. It’s uncomfortable to come out with their racism like in the States, but also very uncomfortable to give it up. Certainly, there are some people who specifically hate blacks. But I think most don’t want to recognize or challenge anti-Black racism because it’s inconvenient, unsettling and threatening, psychologically, emotionally, and socially.
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I agree with this 100%. Speaking specifically from an education perspective, it’ is easy to look around a number of schools in my area and wonder where/why there are not more BIPOC educators. However, how can we expect someone directly oppressed by a system to grow up and want to engage or feel they can have meaningful participation within that system.
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The most important step is to include Black voices throughout the entire process. Host forums with Black members of the community, with a specific focus on the voices of Black youths. Ask them for their opinions on the proposed program ideas, have them bring up suggestions of programs they would like to see and be a part of etc. This would ensure that the program development process includes the perspective of those it is intended to help as opposed to being developed based on the assumptions made by folks from other communities.
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I would do my best to provide a safe environment in which Black youths would feel comfortable with sharing their lived experiences, fears and dreams. By being an active listener, I would hope to encourage Black youths to open up more – this is return would allow me to determine better resources, programs and/or services I can provide them with at my place of work.
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For me, it is a matter of getting to know students on an indivual level, listening to them and giving them a voice. Finding common interests in order to create a bond and build a trusting relationship. This, in return, helps the students become more engaged in their education and achieving their goals. It’s also important to have good role models and representation in the school books, movies, and music they listen to. For them to see that anything is achievable. Finally, it’s also important to be aware of one’s privileges and biasis in order to check them at the door and work at being an ally while displaying humility and knowing how to contribute, when it is warranted.
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I have personally never looked at the consumption of cannabis as something positive, even if it were for leisure purposes, so its decriminalization is not positive to me. However, people who like it, would still consume it even if it were to be criminalized. It is this unsupervised consumption that causes problems. So it is better to decriminalize it and create supervised consumption centers in order to reduce harm. Five years after it’s legalization, I am still waiting to read the first scientific study.
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Research is a crucial part towards understanding and change in a systemic issue such as anti-Black racism. By sharing educational findings, we become one step closer towards a society that is more empathetic, sympathetic and collaboratively working towards a better world. In order to use the research effectively we firstly need to educate ourselves on key findings on the topic. We can use other peoples research to give us a good basic sense of understanding. The next important part consists of sharing those key findings with others in way that is compelling. Not everyone has access to academic papers, so sharing the key findings for all demographics is ideal. Engagement is another important step into using our findings effectively. This helps spread awareness and finds solutions from different perspectives. Finally, evaluating impact is another key part is continuing the cycle of research and implementation. By evaluation how we used our finding to create an impact, we can then return to a critical thinking state to see how we can improve on our teachings.
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I believe one reason anti-Black racism still exists in Ontario is the lack of proper education about the historical roots of racism in Canada. The history of slavery, discrimination, and broken promises that were taught in these modules were never taught, at least to me, in high school. We learned about racism and slavery from an American perspective so it becomes less relevant in our minds. I think with proper education, more people would start considering things such as intersectionality because it helps puts our current world in the proper context. I think this would help more young people realize that racism exists in Canada and would push them to work towards dismantling the systems that keep it around.
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Indeed, black history was and is still for the most part not taught in our schools other than slavery. Unfortunately, up until the video of the brutal killing of George Floyd, many people where still very unaware of the injustices and iniqueties that exist in our society. As though if we don’t talk about it, there is no problem. People are afraid to offend and have to live uncomfortable situations, whether with colleagues, family members or parents of students, so they would rather turn a blind eye to the situation. And, if confronted, the priviliged become defensive and listen to respond rather than listen to understand. I think it’s important to create safe spaces in our work places to be able to address issues and learn from each other in order to benefit from what diversity and inclusion has to offer.
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Here are some ideas:
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Community Partnerships: Collaborate with local Black organizations and community leaders to understand and address specific needs.
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Mentorship Programs: Create mentorship opportunities with local Black professionals.
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<strong style=”background-color: var(–bb-content-background-color); font-family: inherit; font-size: inherit;”>Cultural Events: Organize events celebrating Black history and achievements.
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Local Leadership Roles: Encourage students to take leadership roles in community initiatives.
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<strong style=”background-color: var(–bb-content-background-color); font-family: inherit; font-size: inherit;”>Student Feedback: Involve students in program development and listen to their feedback.
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I think that designing pathways to inclusion for Black youth in the youth sector while addressing anti-Black racism requires a holistic approach. Here are some ideas:
– Involve Black youth in decision-making, ensuring their voices guide program and service development.
– Provide cultural competency training for professionals to foster a deeper understanding of Black youth’s diverse experiences.
– Advocate for equity-centered policies and funding to allocate resources effectively.
– Establish mentorship programs, holistic support services, and culturally sensitive education to cater to their unique needs.
– Collaborate with Black community organizations, implement anti-racism training, and prioritize data-driven evaluations for effective, inclusive solutions.
What do you think?
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I agree, and I wish holistic leadership was actually encouraged/promoted at the top of all the non-profits because it would really benefit a lot of communities, not just the black community and or black youth programs/services.
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Thank you for sharing your experience of having been affirmed as a Black young person, Rochelle. Thank you for the reference to the YouthRex report, monitoring staff; and for the Dr. Wade’s reference, Michaelene. I will dive more into these readings.
I recently watched the movie Brother, after hearing Dr. Andre Davis presentation for Module 1. I saw so much love in representing some of the most intimate aspects of being a Black family in Scarborough: the colours of the walls in the apartment, the art and personal objects in the rooms, the music listened to, the body language between the characters, the gazes, the aspirations, the hopes, the caring gestures. I wonder what kind of discussions a guided view of the movie would bring into high schools in the GTA, for instance. What reflections will be given room to sprout. What emotions.
I have also often wondered what kind of ideas about belonging, Blackness, and sense of identity a youth group that explores Black representations in the arts (musical, visual, or literary) would generate. What do Black young people have to say about the artistic contributions made by Black artists? What resonates with them? What inspirations would they like to keep connected with and why?
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I just completed the course work and have so many ideas floating around in my mind. I feel as though anti-Black racism is still prevalent in Ontario due to a variety of reasons (many already listed in this discussion board). Overall I feel society does not want to change or challenge status quo, power structures in place, racist systems and policies and so on. At times it can feel as though we are taking steps forward in progress but then at the same time feel as though nothing has really changed. A lot of times even when you work for an agency with anti-Black racism policies and practices in place that is not always the case with other agencies you refer to or are connected with, this can put large barriers in place for both staff and the service users we support. There is still a lot of work left to be done in Ontario and Canada has a whole to dismantle oppressive systems and practices.
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So many great takeaways from Kathe’s blogpost! One of the most important things to remember as we move forward in our discussions around cannabis use is that knowledge + supportive communities = power. Empowering youth with information in an environment that feels real and authentic to their needs is by far the most effective way to promote smart, well-informed decision-making around youth cannabis use.
If you’re looking for even more up-to-date information about youth cannabis use after 5 years of legalization, I encourage you to read YouthREX’s latest Factsheet on the Legislative Review of the Cannabis Act – What We Heard Report. The original report was released by an Expert Panel tasked by the Ministry of Health and the Ministry of Mental Health and Addictions to undertake a sweeping overview of cannabis in Canada in the 5 years since legalization. There’s lots of great stuff in there, but it is especially relevant for youth, parents, youth-workers, or anyone else who wants to learn a little more about youth cannabis use in Canada!
🌿 Want to know what the report says but don’t want to read all 120 pages? Go take a look at our Factsheet! https://youthrex.com/factsheet/take-5-legislative-review-of-the-cannabis-act-what-we-heard-report/
