A Trauma- and Justice, Equity, Diversity, and Inclusion (JEDI)-Informed Approach to Suicide Prevention in School: Black Boys' Lives Matter

Autor/inn/en	Marraccini, Marisa E.; Lindsay, Constance A.; Griffin, Dana; Greene, Meghan J.; Simmons, Krystal T.; Ingram, Katherine M.
Titel	A Trauma- and Justice, Equity, Diversity, and Inclusion (JEDI)-Informed Approach to Suicide Prevention in School: Black Boys' Lives Matter
Quelle	In: School Psychology Review, 52 (2023) 3, S.292-315 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Marraccini, Marisa E.) ORCID (Ingram, Katherine M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
DOI	10.1080/2372966X.2021.2010502
Schlagwörter	African Americans; Males; Suicide; Prevention; At Risk Persons; Racism; Mental Health; School Community Relationship; Family School Relationship; School Psychologists; Educational Environment; Cultural Awareness; Trauma Informed Approach; Discipline; School Health Services; Multi Tiered Systems of Support; Youth + Suchen Sie Ihr Suchwort? Afroamerikaner; Male; Männliches Geschlecht; Selbstmord; Prävention; Vorbeugung; Risikogruppe; Rassismus; Psychohygiene; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Cultural identity; Kulturelle Identität; Disziplin; Schuleingangsuntersuchung; Jugend; Jugendlicher; Jugendalter
Abstract	Black boys have been dying by suicide at an increasing rate. Although the reasons for this increase are unknown, suicide in Black boys is likely influenced by multiple, intersecting risk factors, including historical and ongoing trauma. Schools can serve as an important mechanism of support for Black boys; however, without intentional antiracist frameworks that acknowledge how intersecting identities can exacerbate risk for suicide, schools can overlook opportunities for care and perpetuate a cycle of racism that compromises the mental health of Black youth. By recognizing their own implicit biases, modeling antiracist practices, listening to and recognizing the strengths and diversity of Black youth, and fostering school-family-community partnerships, school psychologists can help transform the school environment to be a safe and culturally affirming place for Black youth. This paper outlines how school psychologists can apply a trauma- and Justice, Equity, Diversity, and Inclusion (JEDI)-informed approach to suicide prevention in order to more holistically support Black boys, disrupt patterns of aggressive disciplinary procedures, and improve school-based suicide prevention programs. By applying this lens across a multitiered systems of support (MTSS) framework, school psychologists can help to prevent the deaths of Black boys and begin to prioritize the lives of Black boys. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01