Advertisement

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

  • Edwin MayorgaEmail author
  • Alondra Rosales
Article
  • 4 Downloads

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.

Keywords

Latinx Latino/a Youth Trauma Mental health Wellness Well-being Participatory action research Curriculum 

Notes

References

  1. 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).Google Scholar
  2. 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.CrossRefGoogle Scholar
  3. Ada, A. F. (2014). ¡Sí! somos latinos (Yes! we are Latinos). Madrid: Alfaguara.Google Scholar
  4. 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/.
  5. 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.CrossRefGoogle Scholar
  6. Au, W. (2011). Critical curriculum studies: Education, consciousness, and the politics of knowing. New York: Routledge. (Kindle edition).Google Scholar
  7. 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.Google Scholar
  8. 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.
  9. 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.Google Scholar
  10. 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.
  11. Beltran, C. (2010). The trouble with unity: Latino politics and the creation of identity (1st ed.). Oxford, NY: Oxford University Press.Google Scholar
  12. Braun, V., & Clarke, V. (2006). Using thematic analysis in Psychology. Qualitative Research in Psychology, 3, 77–101.CrossRefGoogle Scholar
  13. 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.
  14. Delamont, S. (2013). Handbook of qualitative research in education. Cheltenham: Edward Elgar.Google Scholar
  15. 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.Google Scholar
  16. 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.CrossRefGoogle Scholar
  17. Diprose, K. (2015). Resilience is futile. Soundings, 58(58), 44–56.  https://doi.org/10.3898/136266215814379736.CrossRefGoogle Scholar
  18. 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.CrossRefGoogle Scholar
  19. 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.CrossRefGoogle Scholar
  20. 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.Google Scholar
  21. 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/.
  22. Freire, P. (1970). Pedagogy of the oppressed. New York: Bloomsbury Academic.Google Scholar
  23. Gándara, P., & Contreras, F. (2009). The Latino education crisis the consequences of failed social policies. London: Harvard University Press.Google Scholar
  24. 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.CrossRefGoogle Scholar
  25. 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.Google Scholar
  26. 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.CrossRefGoogle Scholar
  27. 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/.
  28. 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.
  29. 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/.
  30. 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.CrossRefGoogle Scholar
  31. 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.CrossRefGoogle Scholar
  32. Lopez, S. (1995). Third and Indiana: A novel (Reprint ed.). New York: Penguin Books.Google Scholar
  33. 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.CrossRefGoogle Scholar
  34. Marecek, J. (2016). Invited reflection: Intersectionality theory and feminist psychology. Psychology of Women Quarterly, 40(2), 177–181.  https://doi.org/10.1177/0361684316641090.CrossRefGoogle Scholar
  35. 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.Google Scholar
  36. 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.
  37. Merriam, S. B. (2015). Qualitative research: A guide to design and implementation. San Francisco, CA: Josey Bass.Google Scholar
  38. Nelson, G., & Prilleltensky, I. (Eds.). (2010). Community Psychology: In Pursuit of Liberation and Well-being (2nd ed.). New York: Palgrave.Google Scholar
  39. 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.Google Scholar
  40. 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/.
  41. 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.
  42. 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.
  43. 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.
  44. 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.CrossRefGoogle Scholar
  45. 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.CrossRefGoogle Scholar
  46. 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.CrossRefGoogle Scholar
  47. 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.CrossRefGoogle Scholar
  48. 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.CrossRefGoogle Scholar
  49. Saldaña, J. (2016). The coding manual for qualitative researchers. Los Angeles, CA: SAGE.Google Scholar
  50. 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/.
  51. 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.CrossRefGoogle Scholar
  52. 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.
  53. Shields, S. (2008). Gender: An Intersectionality Perspective. Sex Roles, 59(5–6), 301–311.  https://doi.org/10.1007/s11199-008-9501-8.CrossRefGoogle Scholar
  54. 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.CrossRefGoogle Scholar
  55. 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.CrossRefGoogle Scholar
  56. 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.CrossRefGoogle Scholar
  57. 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.CrossRefGoogle Scholar
  58. Sue, D. W., & Sue, D. (2016). Counseling the culturally diverse: Theory and practice. Hoboken, NJ: Wiley.Google Scholar
  59. 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.
  60. U.S. Census Bureau. (2017). Quick facts: Philadelphia county, Pennsylvania. Retrieved October 11, 2018 from https://www.census.gov/quickfacts/fact/table/philadelphiacountypennsylvania/PST045217.
  61. Whalen, C. T., & Vázquez-Hernández, V. (2005). Puerto Rican diaspora: Historical perspectives. Philadelphia: Temple University Press.Google Scholar
  62. Wright, D. E. (2015). Active learning: Social justice education and participatory action research. Routledge.Google Scholar
  63. Young, I. M. (1997). Intersecting voices: Dilemmas of gender, political philosophy, and policy. Princeton, NJ: Princeton University Press.Google Scholar

Copyright information

© Springer Nature B.V. 2019

Authors and Affiliations

  1. 1.Swarthmore CollegeSwarthmoreUSA
  2. 2.School District of PhiladelphiaPhiladelphiaUSA

Personalised recommendations