Inequalities woven into social structures have historically put minorities at disadvantage, impacting their health outcomes (Trent et al., 2019). Social determinants of health including racism have a deep negative effect on health and well-being, despite the progress made toward racial equalities (Trent et al., 2019). Black and Hispanic children have the highest risk for experiencing ACEs, as 61% of Black children and 52% of Hispanic children in the U.S. reported exposure to at least one ACE (Jamieson, 2018). There is also a connection between ACES and both internal and external mental health issues among youth which needs to be addressed. We developed a comprehensive after-school program targeting minority students in Alachua County to provide them and their families with mental health services, homework assistance, and access to tangible resources. This program utilizes several community partnerships and trauma informed principles to improve the children’s and guardians’ understanding of emotional and behavioral regulation, coping skills, and management of mental health symptoms.
We utilize a few trauma-informed principles. Safety is prioritized through the development of safety plans, guaranteeing a safe physical location for the program, and restorative approaches in contrast to punitive disciplinary techniques (Philanthropy Network Greater Philadelphia et al., 2016; SAMHSA, 2014). Staff will undergo background checks too. Collaboration and mutuality are used as there will be mental health counselors who will collaborate to create plans of who should go through more intensive training, as suggested by the Trauma-Informed Philanthropy (Philanthropy Network Greater Philadelphia et al., 2016; SAMHSA, 2014). Participants will also have the flexibility to choose what parts of the program they would like to engage with, allowing the students and guardians to coordinate their chosen activities.
Our program is also based on a public health framework within the three levels of prevention. At the primary level, the program provides parent and staff trauma-informed training and tangible supports. The secondary level of prevention includes the screening method where students are identified to be in need of the services provided by the program. The guardians and the students will complete ACE screenings as well as questionnaires about behavioral or mental health symptoms. Finally, the program will be based on the tertiary level of prevention in the public health framework. Students will receive individual clinical care by licensed mental health providers to treat mental health issues through therapy, counseling, and medication if needed. Following the completion of at least one year of this program, the stakeholders will present the outcomes of the students and guardians to the community to further influence primary prevention. The results will be continuously presented to legislators and used to advocate for the development of additional trauma informed programs and spread awareness of the connection between ACEs and mental health.
This multi-faceted program addresses a few levels of the Center for Disease Control and Prevention’s (CDC) Social Ecological Model as it includes a complex interaction between the individual, relationship, and community factors (CDC, 2022). A large portion of the program is aimed at the individual level as students at risk are identified and then involved in the program. Additionally, the program utilizes the relationship level of the CDC’s SEM through the inclusion of family members. Involving guardians into this program and providing them with resources will help support the family unit in their struggles with adversity. Finally, the community level was also addressed in this project through partnerships with organizations around Alachua County such as the River Phoenix Center for Peacebuilding and Children’s Trust of Alachua County.
References
Center for Disease Control and Prevention. (2022). The social-ecological model. Violence Prevention. https://www.cdc.gov/violencepr...ecologicalmodel.html
Jamieson, K. (2018). ACEs and minorities. Center for Child Counseling. https://www.centerforchildcoun...aces-and-minorities/
Philanthropy Network Greater Philadelphia, Thomas Scattergood Behavioral Health Foundation, and United Way of Greater Philadelphia and Southern New Jersey. (2016). Trauma informed philanthropy: A funder’s resource guide for supporting trauma-informed practice in the Delaware Valley. https://philanthropynetwork.or...raumaGUIDE_Final.pdf
Substance Abuse and Mental Health Services Administration. (2014). SAMHSA’s concept of trauma and guidance for a trauma-informed approach. Substance Abuse and Mental Health Services Administration.
Trent, M., Dooley, D. G., Dougé, J., AAP SECTION ON ADOLESCENT HEALTH, AAP COUNCIL ON COMMUNITY PEDIATRICS, AAP COMMITTEE ON ADOLESCENCE. (2019). The impact of racism on child and adolescent health. Pediatrics, 144(2), e20191765. https://doi.org/10.1542/peds.2019-1765
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