Category Archives: Community

Why YPAR Matters: Youth Are “Looking at the World Differently”

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By: Britney, Justus & Jessica, youth from the Teen Wellness Team

This post is the 8th publication in a YPAR series, which aims to explain participatory research, youth-led measurement and evaluation approaches, and strategies for youth-adult collaborations in YPAR.

Highlights:

  • Through the YPAR Series, adults and youth have described what youth participatory action research is and why youth should be engaged in processes like it.
  • This post highlights themes from this series with youth voices who have participated in Youth Participatory Action Research (or YPAR) as part of a program on mental health. 
  • Britney, Jessica, and Justus talk about their experiences in YPAR, what they’ve learned, how they are looking at the world differently, and more as this series concludes.
Source: WAYS Lab

As part of the Wellness And Youth Social action (WAYS) Lab, several local high school students have been working with UVA adult researchers since March to identify a research question that addresses disparities in the youth mental health crisis. They are known as the Teen Wellness Team (TWT). Their goal is to conduct research that will shape community-based actions to promote youth mental health.

The youth team members have learned about how to conduct research, engaged in discussions about the mental health needs of young people in our community, and heard from guest speakers about different careers in health care and research. Together, the TWT has identified a research question of interest and is currently in the process of making a research plan to collect data this fall.

Dr. Irène​ P. Mathieu (an Assistant Professor of General Pediatrics and Principal Investigator of the WAYS Lab) and team sat down with three TWT members to ask about their experiences and what they want others to know about the YPAR process. These youth voices are shared by themes that have been presented throughout this YPAR series.

Why YPAR?

Unlike other ways of working with young people, YPAR centers youth as experts with their own agency in the research process.

  • Britney says, “a lot of people should be introduced to YPAR and learn more about what YPAR is.”
  • Jessica says that YPAR “…could help our community, and it would help a lot of teens.”

Benefits from YPAR

Youth benefit from engaging in participatory approaches to research and other activities.

  • Justus comments, “YPAR has made me look at the world differently. Every person I see- I wonder what they’re going through. And not just youth, but adults, too. I jotted down a lot of things in my notebook. I think about things around town, places that are out of business. We don’t have a lot of teen hangout spots. I see a building and think, ‘This could be a mental health clinic.’ I really wish that youth here would do something about it, but there’s not a lot of people that would advocate for change. We need motivation. An adult running it would bring things back to where it is now. There are a lot of places that have potential, but we need agency.”
  • Britney says, “it makes me think there are so many little things that contribute to a greater idea. It encourages me to think outside the box and consider the smaller parts contributing to one big thing.”

Learning in YPAR

A part of YPAR is breaking down the power structures so youth can learn in new and different ways and feel that adults are truly listening to them.

  • Britney says being in a YPAR group “…changed how I think of people around me, and if people have bad attitudes or don’t look the best, maybe they had a bad day. It makes me think that we don’t know what’s going on with people. This group talking about confidential stuff, it makes me feel like I’m not alone talking about mental health. We just need a safe place to talk about this and deal with it together.”
  • Justus says she’s changed by “being in the group and us talking about mental health and how to help the community. I think about people around me and wonder what they’re thinking or feeling. I normally don’t think like that.”

Advice after YPAR

Any adult working with youth can use YPAR strategies to think about the collaboration process.

  • Britney says, “I think adults should know that this research is basically a bubble where people can have a safe place to talk about issues and give their opinions on stuff that matters to them. I think it’s a great opportunity for students and teenagers to be able to experience how to do research and how to just be more creative. And it just opens up their mind and makes them think more regarding issues around them and issues locally. Makes them think not only about themselves but people around them and how these issues affect their communities. They should know that this is great for their child or students if they’re interested.”
  • Justus says if another student is interested in YPAR to “maybe just go for it. Don’t be nervous going into it. It’s not only a life thing, be comfortable to say your opinion. Be yourself and don’t be nervous being around new people. Have an open mind.”

YPAR Research Experiences

YPAR provides experiences for youth in research that may include understanding their community and forming questions they can test. 

  • Jessica says that sometimes parts of the research process were “hard. It’s hard to think of how to make up a question based on the topic or how to make the question related to the topic.”
  • Britney says, “it has been a long process to choose a perfect question. It surprised me that so much has to be done to even start a research question. But I think it will turn out great. [I started to] notice that there are small things that we have to be attentive to.”

Reflections on YPAR

Other youth who have participated in YPAR also shared their reflections in this series.

  • Justus says, “at first it was nerve-wracking because I’m not the type of person to really talk to people let alone talk about my feelings or opinions. Being in this group has helped me come out of my shell and not only see and hear other people’s opinions. Being in this group is cool.”
  • Britney says “YPAR made me think more about the connections to everything. Usually, we think about a general idea rather than the little parts that tie the idea. YPAR has helped me think even greater outside the box and think of those little parts that tie the idea together.”

Missed a post in the YPAR series? Check out all the tips and resources:

  1. The Benefits of Engaging in Participatory Approaches to Research
  2. Why Young Investigators Are Important
  3. Youth Voices in YPAR (includes youth)
  4. Strategies for the YPAR Collaboration Process (includes downloadable resources)
  5. How Can Youth Voice Amplify Research? Listening & Leadership Are Key
  6. 4 Universal Facilitation Tips for YPAR Collaboration
  7. Asset & Power Mapping as Tools for Youth-Led Research (includes downloadable resources)
  8. Why YPAR Matters: Youth Are “Looking at the World Differently” (includes youth)

If you have any comments or questions about this post, please email Youth-Nex@virginia.edu. Please visit the Youth-Nex Homepage for up to date information about the work happening at the center.

Author Bio: Justus is a recent 2023 graduate of Charlottesville High School (CHS). She was a student in the CATEC EMT program, and is a current member of the TWT. In her spare time she enjoys spending time with her family and friends, traveling, listening to music, and learning new languages. She is open minded and understanding.

Author Bio: Britney is a freshman at James Madison University and majoring in psychology. She is involved in mental health research as a member of the Teen Wellness Team to find resources to help my community.

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Author Bio: Jessica is currently attending Charlottesville High School and attended CAYIP last summer. She likes to get involved in programs that offer new experiences. Jessica is also a member of Teen Wellness Team. She loves to spend time with family, painting, listening to music, and organizing.

Asset & Power Mapping as Tools for Youth-Led Research

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By: Jessica Forrester

This post is the 7th publication in a YPAR series, which aims to explain participatory research, youth-led measurement and evaluation approaches, and strategies for youth-adult collaborations in YPAR.

Highlights:

  • In this series on Youth Participatory Action Research (or YPAR), we have started to share tips & strategies for facilitators.
  • Some YPAR facilitators use two types of modeling activities in their research projects, community asset & power mapping.       
  • This blog includes explanations of these mapping exercises, reflections on the iterative nature of creating maps, and downloadable examples to use in future work.
Source: North Minneapolis Asset Map made by Mychi Nguyen in YoUthROC Magazine 2022

Interactive activities are central to Youth Participatory Action Research (YPAR). These activities encourage youth to think critically about their communities and provide opportunities to strengthen problem-solving skills. Exercise examples include community asset mapping and power mapping. Below I’ll describe these two maps, when to include them in your YPAR process, and steps your team can follow for your research project. Additionally, there are templates and examples to support future YPAR projects.

Community Asset Mapping

Community asset mapping is an action-oriented process that documents often unexplored resources within a defined community. Assets are valuable resources for communities to maintain their well-being. These resources include individuals, land and physical environments, culture, stories, businesses, and citizens’ associations.

In other words, community asset mapping visualizes a community as inherently full of social and physical resources rather than defined by deficits that need remediation.

Asset mapping is a data collection step that can support a YPAR project after you’ve decided on your research goals or as a stand-alone project to document resources and build collaborative relationships. Regardless of your route, community asset maps are a powerful tool to understand the context of research projects and envision how resources already occurring in a community can be used to create change. Additionally, taking the time to find out what is already happening in a community will avoid duplicating services or solutions that others have done.

Here are some steps to create your own community asset map:

  1. Identify where and who makes up the community that you want to explore. Are you or your youth interested in your neighborhood, school, or entire city?
  2. Determine what kind of assets you want to know about and how you’ll find out about those assets. For example, youth can interview community members about their positive experiences in the community or read newspapers to find out about groups organizing local events.
  3. Logically organize the community asset map to share, use, and maintain.

Templates & Examples of Assets Maps

Community Mapping ActivityDownload

UC Berkeley’s YPAR Hub created an activity to guide YPAR teams in defining what community means and identifying the resources within a community.

Example of an Asset Map in ActionDownload

YoUthROC (a community and University-connected youth research team that supports the growth of YPAR) created asset maps for their magazine to highlight their research finding surrounding nourishing youth assets and agency.

Power Mapping

Power mapping is a visual representation that organizes people and organizations based on how much a person/group supports your project and how much power a person/group has to help your project progress. Completing this visual exercise will help YPAR teams understand how power operates within your community.

In addition, power mapping can help YPAR teams strategize about stakeholders who strongly support their research goals, opposers who might hinder their project, and people/groups in the middle who could be influenced to assist.

You can incorporate power maps into various steps of your research process. For example, a) during the early brainstorming stage as youth think about the proposed audience of the project, b) when they finish the project and are preparing to present the findings, or c) when they create an action plan and are contemplating who can help them make positive change. Regardless of which step, power maps can help youth and your team create a framework for success to meet the research, action, and relationship-building goals.

Here are some steps to create a power map:

  1. Brainstorm a list of people/groups in your community who make decisions on the YPAR topic. This list can include those responsible for creating the problem you want to change, those who may want to fix the problem, those already working to fix the problem, and your YPAR team.
  2. Place each person/group on the power map template based on their level of support and power (see the Power Mapping Activity below for the template). Questions you can ask yourself are: Do they agree or disagree with the goals of our YPAR project? How much power do they have over decision-making? You can do this virtually (via Jamboard or Google Slides) or in person with a whiteboard and sticky notes.
  3. Reflect on how people/groups are organized on the map and determine the next steps. Future actions can include engaging with your influential supporters or limiting the impact of powerful non-supporters.

Templates & Examples of Power Maps

Power Mapping ActivityDownload

A guide created by Community Futures, Community Lore (UC Davis) to assist YPAR teams in thinking strategically about supporters and detractors while you focus on your action efforts.

Example of a Power Map in ActionDownload

On the second slide of the Instagram post, YoUthROC completed a power map with local partners during their Research to Social Action workshop series.

Reflections on Mapping

Asset maps are just the beginning. Typically in community mapping exercises, assets are listed with short descriptions for brevity. In actuality, each asset could be further broken down and described. Youth and research teams can work towards transcending from maps to more detailed inventories that document individuals’ self-identified skills, partnerships between institutions and community groups, and strategies to identify additional resources. These steps would give a more well-rounded view of community assets and allow researchers to be more knowledgeable on community values, issues, and organizing efforts before proposing community-engaged projects.

Maps should be re-visited. An essential step in creating asset or power maps is to re-visit and update them. These tools are not final, and the continuation of participatory research depends on continually revising community resources. For example, organization leaders change regularly. It may be worthwhile to update the asset map depending on the new leader’s values or update your power map to reflect their level of support and possible allyship.

Missed a post in the YPAR series? Check out all the tips and resources:

  1. The Benefits of Engaging in Participatory Approaches to Research
  2. Why Young Investigators Are Important
  3. Youth Voices in YPAR (includes youth)
  4. Strategies for the YPAR Collaboration Process (includes downloadable resources)
  5. How Can Youth Voice Amplify Research? Listening & Leadership Are Key
  6. 4 Universal Facilitation Tips for YPAR Collaboration
  7. Asset & Power Mapping as Tools for Youth-Led Research (includes downloadable resources)
  8. Why YPAR Matters: Youth Are “Looking at the World Differently” (includes youth)

If you have any comments or questions about this post, please email Youth-Nex@virginia.edu. Please visit the Youth-Nex Homepage for up to date information about the work happening at the center.

Author Bio: Dr. Jessica Forrester is a postdoctoral researcher working directly with Youth-Nex and the Youth Action Lab. Before joining the University of Virginia, Jessica earned a Ph.D. in STEM Education from the University of Minnesota and a bachelor’s and master’s degree in biomedical engineering. Her dissertation combined her interest in STEM engagement with justice-oriented practices in education to create mathematics activities for an after-school tutoring program in North Minneapolis. Specifically, qualitative and community-based approaches were utilized to acknowledge community assets and, in turn, value those assets during mathematical learning to influence students’ identity development, skills development, criticality, and joy. Additionally, Jessica explores equity and justice through youth participatory action research and mentoring networks.

4 Universal Facilitation Tips for YPAR Collaboration

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By: Olivia Burke

This post is the 6th publication in a YPAR series, which aims to explain participatory research, youth-led measurement and evaluation approaches, and strategies for youth-adult collaborations in YPAR.

Highlights:

  • Detailed in earlier in this series, engaging youth in participatory action research promotes autonomy, self-efficacy, critical thinking skills, empowerment and civic engagement.
  • Effective facilitation is the key to successful YPAR partnerships.
  • In this blog, I share tips for facilitators based on years working in YPAR at multiple sites across a diverse range of students.
Source: Canva

This summer marks my third anniversary with the Youth Action Lab. The intersection of my two academic passions, education research methodology and adolescent development, this lab caught my attention as an undergraduate in UVA’s School of Education and Human Development. While working on my master’s, my interest in utilizing Youth Participatory Action Research (YPAR) as both a research method and youth-empowerment tool continued to blossom.

The bulk of my research with Youth Action Lab focuses on successful participatory action research facilitation. My experience facilitating YPAR with six different youth groups/schools ranges from: in-person to remote settings, ages 3rd to 12th grades, and highly selective leadership groups to alternative school models. In reflecting on the years, I identified four universal facilitation tips that help me establish successful YPAR collaborations.

Intentionally Break Down the Adult-Youth Power Structure

After the initial introduction to YPAR, spend time breaking down the traditional youth-adult power structure. YPAR is often facilitated in a school or school-like setting where the youth are traditionally ‘knowledge consumers.’ While the youth will learn throughout the YPAR process, they are also considered a primary source of knowledge. Unlike a traditional student-teacher relationship, the youth-researchers and YPAR facilitators have equal decision-making power. Being explicit about the shared ‘power’ throughout the YPAR process allows youth the space to share their truth and confidently make research decisions. As a facilitator, make sure you:

  • Intentionally share the idea that the youths’ knowledge and points of view are as important as the facilitators’.
  • Treat the youth with the same level of respect as you would any other co-researcher or adult colleague.
  • Spend time encouraging students to use their voice in the facilitation time; they will likely begin to speak up, unprompted, throughout the year.
  • Position yourself, physically, in a space that does not imply a power dynamic. For example, in a circle of desk rather than in front of the class like a teacher might.

Build Foundational Connections with Youth Researchers

Establishing a genuine relationship with the youth-researchers is crucial for a successful partnership. Once the youth-researchers feel comfortable around you, they will be more likely to explore authentic research topics. Though researchers strive to remove bias from the process, overarching research topics are inherently personally and often are sparked from emotions or reactions to everyday experiences. Building an authentic connection allows space for the youth-researchers to be vulnerable and explore their true interests. As you hone your YPAR facilitation skills, remember to:

  • While respecting your own boundaries, be vulnerable and authentic yourself. I often share a bit about my personal experiences and what makes me ‘me.’
  • Allow the youth to get to know you as a ‘normal’ person first—this also helps break down power structures between facilitator and youth-researcher. Having casual conversations about the latest trends or music tastes will remind the youth-researchers that we are just like them and normal people.
  • Share some of your own interests, research interests and how you personally connect to them.

Follow an Adaptable Curriculum & Timeline

The Youth Action Lab follows a general curriculum adapted from the University of California Berkeley’s YPAR HUB. I found that this YPAR curriculum is best utilized as a starting point to spark engagement and teach youth-researchers the social science research process. Since YPAR is rooted in empowering youth to make their own research decisions, it is important to be flexible to the youths’ interests and not get caught up in following the curriculum verbatim (like a teacher needs to in the classroom). The youth may feel more drawn to different aspects of the process than others, and it is not only OK but encouraged to follow their lead. As you consider YPAR curriculum, remember your goal as the facilitator is to:

  • Give youth the space and time to explore each step of the process. For example, a youth-researcher may enjoy spending the bulk of their time on background research or exploring data collection methods.
  • Spend more time on aspects of the social science process that excites and energizes the students.
  • Create a broad timeline from the start but be flexible at each stage. For example, allowing students more time to research their topic of interest or presenting their findings to different groups.

Meet the Youth Where They Are At

As mentioned in previous series posts, reflecting and checking personally bias is crucial for successful YPAR facilitation. In YPAR, the youth possess the content knowledge and it is their worldview that drives the research project. I, like most of us, have preconceived notions of how the world works and what is ‘right and wrong.’ My worldview may vary drastically from the youth though. Checking my bias throughout the research process promotes a research product authentic to the youth.

I also strive to meet the youth where they are at that day, and in some YPAR meetings you may need to pivot in the moment if that is best for them. While it is a collaborative process, not everyone involved has a fully developed prefrontal cortex. Provide the youth-researchers with more support on the days you notice they may be struggling. Giving them space to have ‘bad days’ promotes trust, mutual respect, and ultimately a more successful partnership. As a YPAR facilitator, it is essential that you:

  • Allow youth to explain their thinking and share what experiences are driving their opinions (often you will learn something new from them).
  • Share your own worldview and prompt a conversation to highlight where we, as co-researchers, may differ.
  • Check-in with the youth, as people, at the beginning of each session. Not every YPAR session needs to be 100% focused on the research project.

Missed a post in the YPAR series? Check out all the tips and resources:

  1. The Benefits of Engaging in Participatory Approaches to Research
  2. Why Young Investigators Are Important
  3. Youth Voices in YPAR (includes youth)
  4. Strategies for the YPAR Collaboration Process (includes downloadable resources)
  5. How Can Youth Voice Amplify Research? Listening & Leadership Are Key
  6. 4 Universal Facilitation Tips for YPAR Collaboration
  7. Asset & Power Mapping as Tools for Youth-Led Research (includes downloadable resources)
  8. Why YPAR Matters: Youth Are “Looking at the World Differently” (includes youth)

If you have any comments or questions about this post, please email Youth-Nex@virginia.edu. Please visit the Youth-Nex Homepage for up to date information about the work happening at the center.

Author Bio: Olivia Burke is an incoming PhD student studying Research, Statistics, and Evaluation at the School of Education under the guidance of Dr. Nancy Deutsch. She completed her B.S.Ed. as a Youth and Social Innovation major in 2021 and her M.Ed. in Quantitative Analytics for Education in 2022. She spent the last year as a data analyst at the National Student Clearinghouse on their Custom Research team. Since her initial involvement with in 2020, she has continued her work with Youth Action Lab as a YPAR facilitator and researcher. During her PhD, she plans to utilize and promote PAR-methods in education research.

Why Access to Youth Theatre Matters, Concluding Youth Performing Arts Series

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By: Jessica Harris

This blog post is the fourth and final in a Youth Performing Arts Series by teens involved in the performing arts. For more posts, please visit our blog.

Highlights: 

  • Empowered Players (EP) is a Fluvanna-based non-profit in VA designed to make a difference in the community through the arts. Their mission is to uplift the human spirit through access to quality arts experiences, youth empowerment, and community service through free & accessible K-12 theatre education and programming. 
  • For the past few months, the Youth Performing Arts Series has highlighted youth involved with EP sharing more about their experiences and perspectives engaging in the performing arts. 
  • In this fourth and final blog post, Jessica Harris, Founder and Artistic Director of EP, shares more tips and strategies for running a rural youth performing arts program, and about how applied development research is embedded into that work.
Source: EP, Midsummer Night’s Dream Cast, Summer 2019.

“The show must go on!” Many of us are probably familiar with this age-old adage.  It’s designed to remind us of the importance of perseverance, determination, and the need for the curtain to rise on a performance no matter the obstacles.

But how does this phrase apply in communities where systems, structures, and ecosystems are designed such that the show – both literally and figuratively – often cannot go on? This is the reality for many rural counties across the country, and my experience growing up where access to afterschool programs – particularly those in the dramatic arts – was few and far between. 

This access gap is felt by many students and families where programs are either too expensive, far away, or inaccessible due to the ability level needed. According to a report by Afterschool Alliance, roughly 4.5 million rural students would be enrolled in an afterschool program if afforded the opportunity; with the majority of parents citing cost and limited access as main barriers to entry.

In efforts to provide students with access to arts while closing the opportunity gap, I founded Fluvanna-based Empowered Players (EP) in 2016. The 501(c)3 organization fosters accessible theatre experiences for students who might otherwise lack access to the arts. Our mission is to uplift the human spirit through access to quality arts experiences, youth empowerment, and community service.

Photo source: EP, Empowered Players Students Rehearse Peter Pan Jr., Spring 2018.

The Power of Theatre

Arts programs are often life changing for students. As we’ve heard from our EP Teen Arts Board (TAB) members in this Youth Performing Arts Series, theatre offers students a variety of skills and benefits aside from the warmth of the spotlight. Here’s some of what our students said that affirmed the findings of researchers and experts from the field:

Social and Emotional Learning (SEL) & Positive Youth Development

Youth VoicesWhat Experts Say
Maya shared that, “Without theatre I would be much less assertive and would probably care more about what people think. In theatre you regularly embarrass yourself and do ridiculous things. By doing that in this safe place, it’s easier to do in public.”Researcher Jane Dewey writes: “Theatre is an exploration of human emotion, human behavior and human action…. the process of drama is used not for production, but for exploration.” Students explore roles onstage; examine characters’ thoughts and feelings; try out new skills in improvisation games; and thus, fine-tune their SEL skills. 

Friendships & Confidence

Youth VoicesWhat Experts Say
Gloria said, “Throughout the year my confidence has gone up. For example, I can make friends easier now, and it is easier for me to talk to people that I don’t really know. I have also noticed that I have become more confident in speaking in class in front of classmates and teachers, and that I can express my thoughts and opinions more freely and without worrying too much about what they think.”Sandra Ruppert found that theatre increases students’ “self-confidence, self-control, conflict resolution, collaboration, empathy, and social tolerance” (p. 14) – all of which are essential for increased friendships and confidence.

Creativity, Problem-Solving, & Innovation

Youth VoicesWhat Experts Say
Anna and Kessler believe that theatre “can improve public speaking ability, increase creative thinking skills, and includes people from many different backgrounds and walks of life through the diverse roles available.”In a report on 21st Century Skills, Colleen Dean & colleagues found that theatre and arts programs teach essential skills such as outside-the-box thinking, collaborative skills, and innovation through elements that are required to put on a show.
Source: EP, Owen (one of the youth bloggers) and Jessica Harris working together on a project at Empowered Players rehearsal in 2019.

Tips & Advice for Adults

While EP continues to adapt to our community’s needs and interests, there are a few key lessons learned that may prove useful for others who hope to engage in this type of meaningful work. Whether you are a teacher, a community organizer, a parent, or other person invested in positive youth development, my hope is that these tips and strategies will help you support youth in the performing arts.

  • Focus on the Process: Our mantra is process is the product. Just as no theatre will have a good performance if the creative process was lackluster, the same holds true for organizations working with students. Educators should focus on offering a robust, SEL-centered experience rather than focus on “just putting on a show.” (The Educational Theatre Association has a number of SEL-informed lesson plans for theatre educators for this purpose.) And I encourage parents to recognize how learning and practicing SEL skills in theatre as a process (and not just the end show) can impact successful social functioning in the future.
  • Community & Arts Go Hand-in-Hand: One of the most meaningful parts of Empowered Players is our Teen Arts Board program, where students volunteer in our community using the arts. From holding community-wide talent shows to storytime readings at our local library, our teens find ways to use their creative talents to enhance the community and bring the power of theatre to life. I encourage educators to find similar ways to align learning and embed service into the creative parts of this work. Community organizers should reach out to theatre groups and help build bridges to the arts if they don’t already exist. If there are parents whose teens are involved in theatre, consider encouraging those leaders to find pathways to the community too!
  • Access, Access, Access: Some of the greatest parts about theatre are the infinite touchpoints it provides. Have a student who’s less comfortable onstage? Allow them to run the lights and sound. Know of students who are visual-arts-oriented? Make space on the costume design team for them. Theatre is for everyone whether it is in school-based or in the community!

Additionally, EP’s programs are all free-or-reduced cost. Recognizing that this may not be possible for every community, we encourage folks to be mindful of ways they might be able to keep their program accessible. It’s amazing what can be done with a simple gathering space, upcycled costumes, and a group of passionate students!

And if you are an adult who is fortunate to be able to monetarily support the arts, please consider donating to youth performing arts programs because it’s clear that their results have long lasting effects on the students involved.

Photo source: EP, Gloria & Ruby (two of our youth bloggers) work in the lights and sound booth at the Carysbrook Performing Arts Center, Spring 2023.

Next Steps

I am so heartened by what our students shared about the impact that theatre had on their lives. I encourage all adults and communities to consider bringing the transformative power of theatre to their own contexts, no matter how big or small. The show can go on, and I believe we owe it to all students to give them a chance to shine – both on and off the stage.

If you’d like to stay in touch or learn more about how theatre education can impact your community, you can reach me at empoweredplayersvirginia@gmail.com. To support Empowered Players, visit our website here.

The posts in the Youth Nex Youth Performing Arts Series are submitted by teens who are a part of the Empowered Players Teen Arts Board (TAB). The TAB is designed to create a space for teens to shape the arts landscape of Fluvanna County, VA, volunteer in their community, and co-create arts programming for EP. Each blog will feature topics selected by TAB members, and is designed to uplift their thoughts around the importance of the performing arts.

If you have any comments or questions about this post, please email Youth-Nex@virginia.edu. Please visit the Youth-Nex Homepage for up to date information about the work happening at the center.

Author Bio: Jessica Harris is the Founder and Artistic Director of Empowered Players, a 501(c)3 arts education nonprofit in Fluvanna, VA, and Community Research Program Manager at the UVA Equity Center. Through EP, she directs and provides yearlong accessible arts programs for K-12 students, and her TEDx Talk titled “The Transformative Power of Theater in Rural Communities” highlights her work. Jessica holds a Master’s in Applied Development Science – Educational Psychology from the University of Virginia, where she also earned an interdisciplinary B.A in arts nonprofit management & education.

Youth Performing Arts Series: The Theatre Community

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By: Ruby (9th grader), Owen (8th grader), Maya (9th grader), & Rachael (8th grader) from Empowered Players (EP)

This blog post is the third of four in a Youth Performing Arts Series by teens involved in the performing arts. For more posts, please visit our blog.

Highlights: 

  • Empowered Players (EP) is a Fluvanna-based non-profit in VA designed to make a difference in the community through the arts. Their mission is to uplift the human spirit through access to quality arts experiences, youth empowerment, and community service through free & accessible K-12 theatre education and programming. 
  • In this Youth Performing Arts Series, youth involved with EP will share more about their experiences and perspectives engaging in the performing arts. 
  • In this third of four blog posts, Ruby, Owen, Maya and Rachael talk about community, social interactions and how these new skills will help them as adults.
Source: Empowered Players

We all know that community and social interaction is a vital part of humanity. Without it, we can’t grow and expand our knowledge of the world. Empowered Players aims to create a safe and diverse community that is accepting and inclusive. Being part of the Empowered Players community has changed us for the better, and here some examples of how: 

  • “We have met many new friends. Empowered Players is a family, and we are all very grateful to be part of it.” Rachael Broxon, an aspiring playwright and author, explains. “With the addition of Empowered Players to our lives, we’ve had more chances to make friends and interact with people we never would have met otherwise.”
  • “Theatre changed our lives by introducing us to new people. Some of the people we were introduced to were people from different grades, homeschoolers, and people from other counties.” Owen Kaider says. According to Owen, if he had never joined theatre he wouldn’t have started his shoe company, Elvara Custom. Theatre gave him the confidence to pursue his dreams. 
  • “Empowered Players has given me more confidence. It helped me to learn to speak louder and how to convey things without using words.” Maya Blackburn, a martial artist and animal lover, mentions. “Without theatre I would be much less assertive, and would probably care more about what people think. In theatre you regularly embarrass yourself and do ridiculous things. By doing that in this safe place, it’s easier to do in public.”
  • “Ever since I joined Empowered Players, I have been much more confident. I would have passed up countless opportunities if I had never joined Empowered Players. Before doing my first show, I probably would’ve passed out at even the thought of performing on stage.” Ruby Godlewski says. 

Building Community 

Theatre changed our lives by introducing us to new people. Ruby wouldn’t have joined high school theatre if she hadn’t participated in Empowered Players. It helped Ruby to already have connections and know more people. If Maya hadn’t joined Empowered Players, then she wouldn’t have made as many friends, and it helped her to think faster on her feet.

Empowered Players gives new perspectives to kids. Older and younger kids mix, which gives the younger kids people who are not much older than them to look up to. The teenagers have the younger ones around, and that helps them to remember what it’s like to be little, and holds them to a standard that should keep them being responsible. The different age groups mix, and they get along more than some would think. That is beneficial for both of the groups.

The Theatre Community & New Skills

We had to learn how to work together for a production to go well. Those same skills can also apply to real life, too.

If an ensemble doesn’t work well together, then the show won’t be good, and the audience will be confused. Most workplaces function the same. If staff don’t get along and don’t collaborate well, then people could get fired and the business won’t succeed as much as it should. We learned to work well together, even if we weren’t friends or didn’t particularly like each other. Previous theatre groups we attended weren’t nearly as efficient because their community was not quite as advanced as it is here with Empowered Players.

Theatre gets kids out of their shells. Before joining Empowered Players, we were shy, and much quieter. Now we are more outgoing and less soft-spoken. When we need to be loud, or talk authoritatively, we can, whereas before, we didn’t know how. We’ve learned how to speak in different ways, and that helps us when speaking to adults, or to younger kids. Theatre has helped us learn how to better express ourselves, and by learning how the characters feel, it’s helped us to figure out how we feel. When we had to identify how our characters felt, so that we could better embody them it helped us to learn how to identify feelings in general, including our own. 

Because of our growing, nurturing, and accepting community, Empowered Players continues to “change the world, one show at a time.”

The posts in the Youth Nex Youth Performing Arts Series are submitted by teens who are a part of the Empowered Players Teen Arts Board (TAB). The TAB is designed to create a space for teens to shape the arts landscape of Fluvanna County, VA, volunteer in their community, and co-create arts programming for EP. Each blog will feature topics selected by TAB members, and is designed to uplift their thoughts around the importance of the performing arts.

If you have any comments or questions about this post, please email Youth-Nex@virginia.edu. Please visit the Youth-Nex Homepage for up to date information about the work happening at the center.

Author Bio: Maya is a freshman at Fluvanna County High School and has been involved with theatre since 4th grade. She has been with Empowered Players for five years, and has been in both musicals and plays. Maya is part of the tech crew, and did the lighting for the fall Rudolph Musical. Last fall was her biggest role with Empowered Players in which she was Wednesday in the Addams Family Musical. This is her first time writing for a UVA blog.

Author Bio: Owen Kaider is an 8th grader at Fluvanna County High School and has participated in Empowered Players for five years. His previous roles with EP include Charlie in Willy Wonka, Rooster in Annie, Marty in Madagascar, Olaf in Frozen, and Sam the Snowman in Rudolph. He is also an aspiring sound designer and managed sound for EP’s series of original plays this past fall. Owen also recently founded a shoe company titled Elvara Custom. He looks forward to designing sound for EP’s upcoming production of The SpongeBob Musical: Youth Edition.

Author Bio: Ruby Godlewski is a freshman at FCHS. She’s been a member of the Empowered Players community for about 6 years. She is a member of the EP Teen Arts Board, and you can catch her onstage starring as SpongeBob in The SpongeBob Musical: Youth Edition this spring.

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Author Bio: Rachael is in eighth grade and has been with Empowered Players for six years. She loves doing musicals and is looking forward to performing The SpongeBob Musical: Youth Edition this spring. She is an aspiring author and is currently working on a top secret project that’s not really that secret at all.

Youth Performing Arts Series: Debunking the “Theatre Kid” Stereotype

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By: Kessler (11th grader) & Anna (10th grader) from Empowered Players (EP) and members of EP’s Teen Arts Board (TAB).

This blog post is the second of four in a Youth Performing Arts Series by teens involved in the performing arts. For more posts, please visit our blog.

Highlights:

  • Empowered Players (EP) is a Fluvanna-based non-profit in VA designed to make a difference in the community through the arts. Their mission is to uplift the human spirit through access to quality arts experiences, youth empowerment, and community service through free & accessible K-12 theatre education and programming.
  • In this Youth Performing Arts Series, youth involved with EP will share more about their experiences and perspectives engaging in the performing arts.
  • In this second of four blog posts, Kessler and Anna debunk a few theatre myths and stereotypes that haunt the industry.
Source: Empowered Players Teen Arts Board

There are a lot of stereotypes about theatre kids. Some say we’re anti-social coffee addicts who can’t go anywhere or do anything because “we have rehearsal.” Some say we’re Hamilton obsessed geeks who speak only in showtunes and Shakespeare. Although they might have a point, theatre is much more than the stereotypes.

Theatre, especially Empowered Players, helps budding actors and actresses in many ways. It can improve public speaking ability, increase creative thinking skills, and includes people from many different backgrounds and walks of life through the diverse roles available. And while some theatre stereotypes are true (yes, we are that loud; yes, some of us are that obsessed with Hamilton or Dear Evan Hansen), many are not. This blog debunks a few myths that have permeated the industry for years, especially for youth.

Mythbusting the “Theatre Kid”

To begin with, many people are afraid of theatre because of how it is portrayed in the media. Television and movie producers love to show theatre as something that is filled with gossip and drama, or mean girls and nerds. This does not give theatre a chance! It is an unique art that allows actors to become different people for a few hours a week while boosting beneficial skills such as confidence and public speaking. The myriad perks of theatre are overshadowed by the harmful stereotypes that continue to circulate both within and outside the community. Let’s lay these myths to rest and prove that theatre is truly for everyone!

Debunk: “I can’t, I have rehearsal”

One of the major drawbacks that can dissuade students from entering theatre is the heavy time commitment. Almost everyone has seen or heard the theatre kid meme: “I can’t, I have rehearsal.” And while this can be true (and we have used it to get out of things that we don’t really want to go to), the commitment is no worse than a regular sport. Rehearsals are after school or on the weekends, but many directors are flexible and willing to work with students and their schedules. Since some troupes rehearse on the weekends, afternoons are open for other activities. For example, Anna is in the marching band, which means that she doesn’t have time after school for rehearsals. Since Empowered Players meets on the weekends, she can do both band and theatre. Kessler competes in Forensics through the school, and the weekend rehearsals mean that she has time for homework after school and practice. This is a common occurrence. Many people balance both theatre and other extracurricular activities!

Debunk: “I can only do theatre through my school”

Popular media likes to portray that theatre can only be done through a school (High School Musical, anyone?). While school theatre is definitely an option, it is not the only option. There are many external troupes and programs that allow students to act outside of school hours. These troupes are important because it allows students who don’t go to a traditional school, such as homeschoolers, to experience theatre. There are many community theatre programs that are open to everyone, which opens up theatre opportunities to those who can’ do traditional theatre.

Outside opportunities are also important for those who aren’t comfortable doing theatre through school. Sometimes people have bad experiences with school theatre and are not comfortable going back to school. Community theatre opportunities reopens the door of theatre to those who thought it closed.

Debunk: “I can’t do community theatre because it’s only for adults”

Unfortunately, doing theatre through a community program comes with its own stereotypes. One of the most prominent ideas is that community theatre is only for adults. This is supplemented by many shows that community theatres produce that are not necessarily suitable for teenagers, tweens, or children to act in.

However, many troupes do perform shows that are children-appropriate and sometimes even call for child actors. If someone is interested and there is a community theatre troupe nearby, we suggest reaching out to them and expressing interest. If there is an opening for a child or teen actor, then go ahead and join! If not, then keep reaching out to other troupes and the right one will connect with you! Acting with adults will also increase your skill, since you will be working alongside more experienced actors who can show you some tips and tricks of the trade.

Debunk: “Everyone in theatre already has friends. I won’t be welcome”

The deterrent to many teens in joining new activities is the fear of a clique within that activity that will not accept them. Theatre is infamous for cliquey groups that exclude newcomers, but this is simply not true in most cases. Theatre troupes are welcoming of new actors, especially because more actors means a larger cast. A larger cast means a more in depth and overall fun play. In addition, the people within the groups remember how it felt to be a newcomer to the scene, and as such are welcoming. Theatre, as an art, also attracts kind and accepting people.

Debunk: “Everyone in theatre is dramatic” or “Rehearsals are full of drama”

The final myth that we plan to debunk centers on another name for theatre. Many people call theatre “drama” and this can lead many to believe that actors are backstabbing hooligans, constantly on the lookout for new drama. This is just not correct! Rehearsals are calm places, devoted to the play. While some actors do participate in “backstage drama,” as it is coined, most just want to have a fun show.

Theatre kids also receive an unjust reputation for being “over dramatic.” Seeing as how these people are actors, a certain amount of this is to be expected, but not to the degree that is shown in mass media. The over dramatism is mainly just employed in jokes, and actors know when too much is too much.

Theatre Stereotypes Debunked

Although there are many more myths and stereotypes than what is covered in this blog, we have debunked a few of (what we thought were) the most famous ones that keep youth from entering theatre. An important element to remember is that theatre is not what the media paints it as, and many people from all walks of life enjoy theatre in many different ways. And if acting isn’t something that interests you, that’s okay! Theatre encompasses everything from acting to directing to the technical crew working behind the scenes. All parts are necessary to ensure a successful show. So try out for that musical! Join that community theatre troupe! Take that directing class! Even if theatre is not for you, you will have gained new skills that will benefit you in unexpected but amazing ways.

The posts in the Youth Nex Youth Performing Arts Series are submitted by teens who are a part of the Empowered Players Teen Arts Board (TAB). The TAB is designed to create a space for teens to shape the arts landscape of Fluvanna County, VA, volunteer in their community, and co-create arts programming for EP. Each blog will feature topics selected by TAB members, and is designed to uplift their thoughts around the importance of the performing arts.

If you have any comments or questions about this post, please email Youth-Nex@virginia.edu. Please visit the Youth-Nex Homepage for up to date information about the work happening at the center.

Author Bio: Kessler is a junior in Fluvanna County High School. She competes in Forensics through FCHS and participates in the spring shows performed by the high school. She has been involved with Empowered Players for over six years and has worked on many aspects of the theatre experience, from acting in both ensemble and starring roles, to tech, to management and directing. enjoys both acting and directing. This spring, she is excited to star in Peter and the Starcatcher as Molly Aster. This is her first time writing for a UVA blog.

Author Bio: Anna is a sophomore at Fluvanna County High School and has been involved with theatre since the summer before 4th grade. She did the initial Empowered Players summer camp, and has been involved with the program since. She has been in numerous shows, as well as camps, and has learned theatre management, directing, script writing and playwriting through those camps. She has just wrapped up her latest show, in which she played Alice in the Addams Family Musical. She also did her first mentoring volunteer work with Empowered Players in the Rudolph Musical this past semester.

Revisiting 2022: Blogs on Youth Voice, New Research & More

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By: Leslie M. Booren

Highlights:

  • As the holiday season approaches, Youth-Nex is revisiting the 2022 archives for the blog.
  • We highlight themes from this year’s blog postings, including youth voice, the latest research, and more.
  • Read more and see what posts you missed from 2022, and what you should take into 2023!
Source: Youth-Nex

At the core of the work here at Youth-Nex is including and elevating the voices of youth. Dr. Nancy Deutsch, Youth-Nex Director, recently said there are two significant reasons for this. The first is that youth are more than just future adults who will one day be impacted by and engaged in making decisions about the world; they are both impacted and active now.

“It’s not just that youth have a stake in the future impact of the actions we take, they have an immediate stake in them too,” Deutsch said. “That means they should have a say in how we think about social issues and what we do to address them. Beyond that, they are already actively trying to make change. Just look around and you can see how young people are engaged in social change efforts across a range of issues.”

Deutsch also believes that including youth voices yields better results.

“We need their ideas,” Deutsch said. “Young people are better at brainstorming beyond boundaries. They engage in creative problem-solving in a way that can open new possibilities that adults don’t see. Because adolescents are more open to novelty and risk-taking than adults are, this can make them more innovative problem-solvers.”

Youth Voice

In 2022, we featured youth writers that were middle schoolers, high schoolers and young adults. They talked about the importance of art, advised educators on how to use social media, highlighted the importance of Black History, and encouraged young people to be active in performing arts. Read more about:

Check out these blogs to link to the youth takeovers on Instagram that accompanied many of these posts!

Latest Research

Youth-Nex takes a translational approach to scholarship and innovation which aims to expand and apply the science of Positive Youth Development. Our work enhances the strengths of youth to support thriving and prevent developmental risk such as violence, physical and mental health issues, substance abuse and school failure.

In 2022, many of our blog posts highlighted new research just published or available to teachers, parents and more educational stakeholders. These researchers explain their new work on:

What to Take into 2023

Although all these blog posts share important perspectives, there are two that we would be remiss not to highlight from 2022. The messages shared by these authors are particularly salient given the on-going current news in the United States for youth as we approach 2023:

  • For Pride month, Lamont Bryant writes how “LGBTQ+ Youth Need Your Support.” They describe how the U.S. is at a turning point, emphasizing the importance of social support for our LGBTQ+IA2+ communities. Read more about what you can do now for lesbian, gay, bisexual, transgender, queer, intersex, asexual, two-spirit, and other sexual diverse and gender minoritized individuals (LGBTQ+IA2+).
  • For Mental Health Awareness month, this video blog addresses “Youth Mental Health & Reshaping Our Culture.” Daniel Fairley II shares tips for what adults can do to support youth mental health right now, after the COVID-19 pandemic.

If you have any comments or questions about this post, please email Youth-Nex@virginia.edu. Please visit the Youth-Nex Homepage for up to date information about the work happening at the center.

Author Bio: Leslie M. Booren is the Associate Director for Communications and Operations at Youth-Nex and the Youth-Nex blog editor. In this role, she manages operations, HR, events, communications and marketing for the center. Previously she has worked at the Center for Race and Public Education in the South (CRPES), EdPolicyWorks, and the Center for Advanced Study of Teaching and Learning (CASTL) in various roles from research faculty to managing director. She has a strong interest in community and youth development by bridging applied and research-based practices.

Youth Performing Arts Series: How Empowered Players Has Helped Me

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By: Gloria & Ash, 9th graders from Empowered Players (EP) and members of EP’s Teen Arts Board (TAB).

This blog post is the first of four in a Youth Performing Arts Series by teens involved in the performing arts. For more posts, please visit our blog.

Ash & Gloria also took over the Youth-Nex & Empowered Players Instagram accounts to talk more about this blog and their experiences!

Highlights:

  • Empowered Players (EP) is a Fluvanna-based non-profit in VA designed to make a difference in the community through the arts. Their mission is to uplift the human spirit through access to quality arts experiences, youth empowerment, and community service through free & accessible K-12 theater education and programming.
  • In this Youth Performing Arts Series, youth involved with EP will share more about their experiences and perspectives engaging in the performing arts.
  • In this first of four blog posts, these youth share more about how acting helped them build skills and confidence for the future.
Source: Empowered Players Teen Arts Board

Hi, we’re Gloria and Ash! We are both in 9th grade and have some things in common. For example, we both like to act, to read, to dance, and to do some art. We want to talk about how being involved in Empowered Players has helped us in everyday life and with our acting. In particular, theater has helped us with public speaking, expressing ourselves, confidence, and creativity.

Improving Public Speaking

Empowered Players has helped me (Ash) with many things in my everyday life. One way it’s helped me is in public speaking. When in a play, you always know what to say and when it’s the appropriate time to say it. For example, I was in a play, The Jungle Book. Being in this play showed me the appropriate responses to things that would need to be said when speaking anywhere. For example, when talking to an adult, I am able to think of a response sooner and sound like I know how to talk to an adult. With that, I am now able to plan what I want to say anywhere, and have the ability to improv if I don’t already have a response to something when I need it. It also helps by already being on stage with a bunch of people that you may or may not know.

Expressing Ourselves

Empowered Players has also helped me (Ash) with expressing myself. Performing in a play helps show different emotions and different personalities, and this can help with expressing who you are in everyday life. For example, you could also express yourself in the play and show who you are in the play.

More Creativity

Empowered Players has also helped me (Gloria) with my creativity.

It has helped me because when we are playing improv games, I have to think of something to say quickly and it also has to be creative. My creativity has improved; and I have noticed that when I’m working on little crafts at home, it is easier for me to think of what to make.

Boosting Confidence

Empowered Players has helped me (Gloria) with my confidence, because when I’m in an Empowered Players group, I can be myself. I also learned that people don’t care what you look like or do, and that has really helped with my everyday life. Throughout the year my confidence has gone up. For example, I can make friends easier now, and it is easier for me to talk to people that I don’t really know. I have also noticed that I have become more confident in speaking in class in front of classmates and teachers, and that I can express my thoughts and opinions more freely and without worrying too much about what they think. When I looked at the Halloween costume contest video we recorded with the Teen Arts Board, where I was one of the presenters, I can really tell that I am more comfortable in front of a camera now.

The posts in the Youth Nex Youth Performing Arts Series are submitted by teens who are a part of the Empowered Players Teen Arts Board (TAB). The TAB is designed to create a space for teens to shape the arts landscape of Fluvanna County, VA, volunteer in their community, and co-create arts programming for EP. Each blog will feature topics selected by TAB members, and is designed to uplift their thoughts around the importance of the performing arts.

If you have any comments or questions about this post, please email Youth-Nex@virginia.edu. Please visit the Youth-Nex Homepage for up to date information about the work happening at the center.

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Author Bio: Hello! I am Ash! I am 15 years old and in 9th grade. I was born in North Carolina and lived there for 13-ish years. Now I live in Virginia.

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Author Bio: Hi! My name is Gloria! I am 14 years old and I was also born in North Carolina. I go to Fluvanna County High School.

Black Youth Suicide: A Public Health Crisis and Call for Support

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By: Jasmin R. Brooks

Highlights:

  • Suicide among Black youth and young adults is a national public health crisis. However, limited research has examined contributing and protective factors of suicide among Black youth and young adults (this is especially relevant in light of September being Suicide Prevention Awareness Month).
  • Recent research suggests symptoms of depression are associated with greater suicidal ideation for Black young adults, but that self-acceptance may buffer this association. 
  • In this blog, read more about these findings and what you can do to help address the crisis of Black youth suicide.
Source: Canva

Suicide is a major public health concern among all age groups. However, with increases in social media use, anxiety, depression, loneliness, and self-inflicted injuries, suicidal thoughts and behaviors among youth and youth adults are of particular concern1,2. Importantly, analysis of the CDC’s national 2019 Youth Risk Behavior Survey reveal that suicide among Black youth has increased at an alarming rate, faster than any other racial or ethnic group3. Findings suggest that suicide attempts have risen 73% between 1991 and 2017 for Black adolescents, and injuries from suicide attempts have risen 122% for Black adolescent boys over the same time period3. As a result, research investigating how suicide risk develops, and can be prevented, among Black youth is warranted.

The Role of Depression and Self-Acceptance

Previous research suggests that depression is a robust risk factor for suicide; however, Black Americans remain largely underrepresented in these studies. In our new study, published in the Journal of Black Psychology, we examined the association between symptoms of depression and suicide ideation among Black young adults, as well as the potential buffering role of self-acceptance.

Our study found that elevated symptoms of depression were associated with increased suicide ideation. Potential explanations of the pathway between depression and suicide for Black young adults include exposure to racism-related stressors, hopelessness, diminished psychological functioning, and impaired coping skills4-6. Importantly, we found that for Black young adults who reported higher levels of self-acceptance (i.e., positive and realistic attitudes toward the self), symptoms of depression were not associated with suicidal ideation. This finding suggests that holding positive attitudes towards oneself protects against external influences that may lead to psychological distress. Moreover, this finding suggests that assisting Black young adults in cultivating increased feelings of self-worth may lead to a reduction in risk for suicidal ideation.

How to Support Black Youth

Youth suicide is preventable. Suicide rates for Black youth and young adults can be substantially reduced through the following recommendations:

  1. Learn the signs and symptoms of suicide risk. If you or someone you know is suicidal, get help immediately via calling or texting the Suicide and Crisis Lifeline at 988, the National Suicide Prevention Lifeline at 1-800-273-TALK or the Crisis Text Line (text “HOME” to 741741).
  2. Black youth continue to be less likely to receive and complete treatment for depression, compared to White youth. Black youth are also less likely to receive mental health services following a suicide attempt. Seek out mental health treatment, including culturally-responsive services as needed.
  3. For parents, talk and listen to your child. Affirm their feelings and foster an accepting and welcoming environment to discuss mental health and well-being. Keep learning new strategies on how to check in on your child’s mental health.
  4. For teachers, foster supportive, warm, and inclusive classroom environments and maintain positive connections to Black students.
  5. For providers, screen for depression in primary care settings. Furthermore, we can work together to design and implement more race-conscious and culturally responsive suicide interventions targeting specific risk factors among Black youth.
  6. Therapy for Black Kids and Therapy for Black Girls provide free resources, tools, and access to a directory of Black providers in order to promote mental health recovery among Black children, teens, and families.
  7. Help break the stigma that exists surrounding suicidal thoughts and behaviors by: 1) bringing awareness to (and helping to reduce) the use of stigmatizing language surrounding suicide, 2) educate your family, friends, and colleagues about the unique experiences and challenges of mental health within the Black community, and 3) take steps to address our own implicit biases and any assumptions we may have surrounding suicide and mental health.

References

[1] Miron, O., Yu, K. H., Wilf-Miron, R., & Kohane, I. S. (2019). Suicide rates among adolescents and young adults in the United States, 2000-2017. JAMA, 321(23), 2362-2364.

[2] Mercado, M. C., Holland, K., Leemis, R. W., Stone, D. M., & Wang, J. (2017). Trends in emergency department visits for nonfatal self-inflicted injuries among youth aged 10 to 24 years in the United States, 2001-2015. JAMA, 318(19), 1931-1933.

[3] Lindsey, M. A., Sheftall, A. H., Xiao, Y., & Joe, S. (2019). Trends of suicidal behaviors among high school students in the United States: 1991–2017. Pediatrics, 144(5).

[4] Nrugham, L., Holen, A., & Sund, A. M. (2012). Suicide attempters and repeaters: Depression and coping a prospective study of early adolescents followed up as young adults. The Journal of Nervous and Mental Disease, 200(3), 197-203.

[5] Abramson, L. Y., Alloy, L. B., Hogan, M. E., Whitehouse, W. G., Gibb, B. E., Hankin, B. L., & Cornette, M. M. (2002). The hopelessness theory of suicidality. In Suicide science (pp. 17-32). Springer, Boston, MA.

[6] Walker, R. L., Salami, T. K., Carter, S. E., & Flowers, K. (2014). Perceived racism and suicide ideation: Mediating role of depression but moderating role of religiosity among African American adults. Suicide and Life‐Threatening Behavior, 44(5), 548-559.

If you have any comments or questions about this post, please email Youth-Nex@virginia.edu. Please visit the Youth-Nex Homepage for up to date information about the work happening at the center.

Author Bio: Jasmin R. Brooks, M.A. is a doctoral candidate in Clinical Psychology at the University of Houston. Her research interests include evaluating how sociocultural risk (e.g., racial discrimination) and protective (e.g., mindfulness, racial identity) factors influence suicidality and mental health for Black populations. She aims to apply her research to the development of clinical interventions that reduce racial stress and promote psychological well-being within Black and other marginalized communities. Jasmin also maintains a strong commitment to being active in her community through mentoring, non-profit work, and creating a podcast, We Had the Talk. If you are interested in learning more about Jasmin’s work you may visit her website at: https://jasminbrooks.com/, follow her on Twitter at: @__JasminBrooks, or email her at jrbrooks4@uh.edu.

Race, Racism, and Relationships: What Matters for Teens’ Mental Health?

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By: Jessica Stern

Highlights:

  • Attachment styles have been shown to shape mental health, but almost no research has examined the experiences of Black teens (this is especially important in light of BIPOC Mental Health Month).
  • Our new research reveals that Black teens experience more racism in their neighborhoods, and those experiences of racism are associated with greater attachment avoidance (discomfort with emotional closeness) and with elevated depressive symptoms in the early teen years.
  • We also explore other findings, including how attachment avoidance predicted increases in depressive symptoms over time, but only for teens who identified as White; avoidance was not a risk factor for teens who identified as Black.
Source: Canva

Think back to your teenage years: Was it a happy time in your life, or did you struggle with feelings of depression? Did you lean on your close friends or family members for support, or did you deal with your feelings by yourself? And did you ever experience racial discrimination in your neighborhood?

We put these questions to teens themselves to uncover how race, racism, and attachment style — or how we feel and behave in close relationships — shape mental health during adolescence. Our new study, published in a special issue of Attachment and Human Development, explored pathways to mental health for teens with different racial-ethnic identities and experiences of discrimination in their neighborhood.

Teens’ Relationship Styles

We focused on two styles of behavior in close relationships:

  • Attachment avoidance – teens’ reluctance to trust others, discomfort with vulnerability, and tendency to deal with emotions alone.
  • Attachment anxiety – teens’ worries about their relationships and fears of abandonment.

Previous studies had shown that both attachment avoidance and anxiety foreshadow increased risk for depression— but these studies overwhelmingly focused on White college students. Almost no studies had examined the unique experiences of Black teens, for whom some aspects of avoidance (like being able to suppress vulnerable emotions when necessary) may be understandable —or even protective— in the context of dealing with racism in their daily lives.

We followed 171 teens from Prince George’s County, MD from age 14 to age 18, focusing on teens who identified as Black or as White. Each year, we asked them to report their attachment style, experiences of racism in their neighborhood, and symptoms of depression. We tested a simple but novel question:

Do the well-established links between attachment and depression differ depending on teens’ racial identity and perceptions of neighborhood racism?

Racial Identity & Racism Findings

When we looked at our sample of teens all together, attachment anxiety and avoidance predicted increasing risk for depressive symptoms— replicating most previous studies. But the story was more complex when considering race.

First, Black teens perceived significantly more racism in their neighborhoods than White teens (unsurprisingly), and those experiences of racism were associated with greater attachment avoidance and with elevated depressive symptoms in the early teen years. Second, avoidance predicted increases in depressive symptoms from age 14 to 18 only for teens who identified as White; avoidance was not a risk factor for teens who identified as Black. These effects of racial context were unique to avoidance, and not attachment anxiety.

This suggests that Black teens may cope with racism in their communities by adopting avoidant strategies to manage vulnerable emotions.

Rather than assuming that avoidance is universally “bad” for teens, we can see it instead as an understandable strategy for Black youth dealing with racism that may be protective, at least in the short term. Even so, all Black teens need and deserve close relationships in which they feel safe, secure, and supported in expressing their full range of emotion.

The findings reveal how the pathways linking experiences in close relationships to mental health outcomes can vary by racial context— highlighting the importance of considering diversity in adolescent development. Future research is needed to understand how attachment might interact with racial identity to shape other important outcomes, like coping, resilience, critical consciousness, and racial identity development.

How to Support Black Adolescents

As we consider ways to support positive youth development and mental health, it is critical to understand the unique social and emotional experiences of Black youth. Researchers and practitioners can support Black adolescents by:

  1. Advocating for anti-racist policy;
  2. Understanding that moderate levels of avoidance may be a protective strategy for dealing with racism in daily life (that is, not pathologizing teens’ avoidant attachment style); and
  3. Supporting social relationships in which Black youth can safely express their full selves (for instance, relationships with natural mentors).

If you have any comments or questions about this post, please email Youth-Nex@virginia.edu. Please visit the Youth-Nex Homepage for up to date information about the work happening at the center.

Author Bio: Dr. Jessica Stern is a postdoctoral fellow in the Dept. of Psychology at University of Virginia. Her research focuses on close relationships, child and adolescent development, empathy, and anti-racist scholarship.