Keeping Race at the Center of School Discipline Practices and Trauma-Informed Care: An Interprofessional Framework

Autor/inn/en	Joseph, Andrea Asha; Wilcox, Serena M.; Hnilica, Rebecca J.; Hansen, Mary C.
Titel	Keeping Race at the Center of School Discipline Practices and Trauma-Informed Care: An Interprofessional Framework
Quelle	In: Children & Schools, 42 (2020) 3, S.161-170 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1532-8759
DOI	10.1093/cs/cdaa013
Schlagwörter	Minority Group Students; African American Students; Trauma; Discipline; Decision Making; Racial Bias; Critical Theory; Social Justice; Mental Health; School Social Workers; School Psychologists; School Counselors; Interprofessional Relationship; Intervention + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Disziplin; Decision-making; Entscheidungsfindung; Racial discrimination; Rassismus; Kritische Theorie; Soziale Gerechtigkeit; Psychohygiene; Social work in school; Schulsozialarbeiter; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; School counselor; Beratungslehrer; Pädagogischer Berater
Abstract	Given the unique forms of trauma that some Black and Brown youths are exposed to, and the salience of race and racial bias in discipline decision making, this article proposes that discipline interventions should be both race centered and trauma informed. Using critical race theory (CRT), trauma-informed practice literature, and restorative practice philosophies, this article presents a framework that highlights how schools can incorporate racial equity into mental health practices and discipline decision making with students. Namely, CRT tenets such as the centrality of race and racism, challenging the dominant perspective, valuing experiential knowledge, and the commitment to social justice guide authors' recommendations on discipline decision making. Using an interprofessional perspective, this framework delineates how school social workers, school psychologists, and school counselors can support their schools to integrate interprofessional, trauma-informed, and race-centered practices into a behavioral intervention. Ultimately, this article provides interpersonal, practice, and structural recommendations that can help practitioners engage in equitable discipline decision making. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01