Culturally Responsive Trauma-Informed Care: Addressing Racial Trauma in Black Children, Youth, and Families

Published in Children’s Voice, Volume 34, Number 1

by  Shanika Lavi Wilson and Quincy Dinnerson

Among the key challenges in child welfare today is the impact of trauma on children and families. While trauma-informed care (TIC) provides essential frameworks for understanding and responding to trauma, it often overlooks a crucial factor: racial trauma. This oversight results in a failure to fully address the unique experiences of Black children and families, making the need for a culturally responsive approach more urgent than ever.

Racial trauma stems from the adverse effects of racial discrimination. It has a profound impact on mental health, contributing to symptoms such as depression, anxiety, hopelessness, and even post-traumatic stress disorder (PTSD). Racial trauma is more than just an emotional response; it’s a form of psychological harm with physical manifestations like headaches, stomach aches, and rapid heartbeat. According to research, over 60% of Black Americans have experienced racial discrimination in their lifetime, with impacts more severe than those experienced by other groups (Carter, 2007).

What makes racial trauma particularly concerning is its tendency to be passed down through generations. As Black families face recurring experiences of racism, these traumas become deeply embodied, potentially resulting in untreated or misdiagnosed trauma experiences. Without culturally responsive care, these experiences can lead to long-term harm.

Racial Trauma’s Impact on Black Children and Families
For Black children, trauma is often layered. They face not only the typical adverse childhood experiences (ACEs) like abuse or neglect but also the added weight of racial trauma. From an early age, Black children encounter race-based microaggressions in places as commonplace as the pediatrician’s office or the grocery store. The effects of these experiences can mirror symptoms of PTSD, including chronic stress, hypervigilance, and avoidance (American Psychological Association, 2015).

The consequences of racial trauma extend beyond emotional and psychological health. They contribute to issues like increased school dropout rates, delayed academic risk-taking, and heightened mental health concerns, including depression and anxiety. Unfortunately, systemic racism further restricts access to mental health services for Black children and families, putting them on the underserved side of the healthcare access gap.

Trauma-Informed Care and Its Shortcomings
While TIC has proven effective in many contexts, its success hinges on cultural responsiveness. Trauma-informed interventions show better outcomes when they are culturally adapted for Black children, recognizing the role race plays in trauma support and experiences. Yet, many TIC models lack this culturally informed perspective, missing the mark in adequately supporting Black families.

The Role of Schools in Addressing Racial Trauma
Schools play a critical role in either contributing to or alleviating racial trauma. Black students frequently face discrimination, implicit bias, and punitive discipline in educational settings, which can exacerbate their trauma. In this context, educators, school counselors, and social workers become crucial agents of care.

Restorative justice models in schools offer an alternative to punitive discipline that often disproportionately impacts Black children. By focusing on rebuilding community, resolving conflict, and healing emotional wounds, these practices address the cultural harm of racial discrimination. Expanding the role of school counselors and social workers to provide trauma-informed support can be instrumental in lessening the impact of racial trauma.

Healing Circles of Detroit: A Model for Culturally Responsive TIC
One innovative example of TIC in action is the Healing Circles of Detroit, where Black youth and families participate in collective healing through storytelling, group therapy, and cultural rituals rooted in African traditions. These circles provide a safe space for individuals to express emotions, connect with their community, and strengthen their cultural identity. Programs like these underscore the power of community-driven TIC and the importance of cultural resilience in healing.

The Intersectionality of Racism and Trauma
Racial trauma is rarely an isolated experience. Black children and families often navigate intersecting identities, which compound the effects of trauma. For instance, Black LGBTQ+ youth may face discrimination based on both race and sexual orientation. Understanding these intersections is vital for practitioners to provide culturally responsive care that truly addresses the unique needs of each child and family.

Barriers to Implementing Culturally Responsive TIC
Despite the growing awareness of the need for culturally responsive TIC, several barriers remain. The underrepresentation of Black psychologists and mental health professionals is a significant challenge. Additionally, many organizations lack ongoing professional development to support culturally responsive training. Institutional resistance to TIC implementation further hinders progress.

However, meaningful frameworks like the National Child Traumatic Stress Network (NCTSN) offer guides for implementing TIC with a focus on cultural competency. Collaborative partnerships with Black-led organizations and community leaders can provide the necessary cultural expertise to adapt and apply these frameworks effectively.

Practical Tools for Practitioners
To support culturally responsive TIC, practitioners can utilize several tools:

• Racial Trauma Assessment (RTA): This tool assesses the impact of racial trauma on Black children and families, identifying psychological, emotional, and physical effects. It enables practitioners to intervene more effectively to reduce the negative consequences of racial discrimination.
• Culturally Adapted Cognitive Behavioral Therapy (CBT): Adapted CBT can help address racial trauma by reframing negative thoughts associated with racial discrimination and developing coping skills to counteract the effects of structural racism.
• Restorative Justice Models: These practices focus on community building and conflict resolution, providing a healing alternative to punitive discipline, especially in educational settings.

Pathway Toward Family Stability: The African American Family Preservation Act
Legislative frameworks like Minnesota’s African American Family Preservation Act, introduced in 2017, recognize the importance of preserving Black families rather than removing children from their homes. This act emphasizes the child’s sense of belonging to their family, extended family, kin, and cultural community as a key aspect of TIC. For such legislation to succeed, states must hold agencies accountable for reducing the disproportionate removal of Black children and expand funding to community-based programs led by Black leaders.

Moving Forward
Addressing the impact of racial trauma on Black children, youth, and families requires a commitment to culturally responsive care. Traditional TIC frameworks need to evolve to acknowledge and respond to the unique experiences of racial trauma. By doing so, we can create a more equitable system of care that not only addresses trauma but also fosters resilience, healing, and wellness within Black communities. As we move forward, the path to healing lies in understanding and responding to the unique needs of Black children and families. Integrating cultural responsiveness into TIC is not just about improving individual outcomes—it’s about transforming the entire system to better serve and support the communities most impacted by trauma.

Shanika Lavi Wilson, DSW, holds a bachelor’s degree in psychology from the University of Connecticut-Storrs, a MSSW with a concentration in mental health and substance abuse from the University of Wisconsin- Madison, and a DSW with a concentration in clinical practice and leadership from the University of Tennessee, Knoxville. She is a licensed clinical addiction specialist (LCAS) and a licensed clinical social worker (LCSW) in both North Carolina and Florida, where she has provided mental health and substance abuse therapy to individuals, families, and groups. Her diverse clinical experience spans university health and counseling centers, private practice, and community mental health agencies. Dr. Wilson’s direct practice focuses on mental health, substance abuse, and the well-being of marginalized populations. Her passion for addressing racial trauma and mental health disparities among Black communities has driven her to develop cutting-edge research and educational programs. As a scholar, Dr. Wilson is deeply engaged in research on racial trauma, mental health equity, and the intersection of spirituality and mental health. She has served as the principal investigator on university-funded grants, including projects on using generative AI to assist social workers in identifying mental health symptoms in Black women and reducing implicit bias in clinical diagnosis.

Quincy Dinnerson, DSW, earned a BSW from North Carolina Agricultural and Technical State University, a MSW from the University of Illinois, Urbana–Champaign, and a DSW from the University of St. Thomas–St. Catherine University. His research agenda centers on African-American men in social work, social work curriculum and instruction, school social work, mental health, and HBCUs. Dr. Dinnerson is a member of the National Association of Social Workers, Council on Social Work Education, and Kappa Alpha Psi Fraternity Incorporated, among other organizations. His social work practice experience includes school social work, mental health, social work administration, program planning, and community-based advocacy. He has experience training clinical staff members in evidence-based clinical practices, presenting to colleagues at conferences, and teaching at Kean University, Norfolk State University, Simmons College, and Walden University. Dr. Dinnerson has taught human behavior, child welfare, social justice, school social work, field education, and diversity social work courses.

References

American Psychological Association. (2015). Stress in America: The impact of discrimination. https://www.apa.org/news/ press/releases/stress/2015/impact-of-discrimination

Carter, R. T. (2007). Racism and psychological and emotional injury: Recognizing and assessing race-based traumatic stress. The Counseling Psychologist, 35(1), 13-105.

Crenshaw, K. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43(6), 1241-1299.

Healing Circles of Detroit. (n.d.). Community-based trauma-informed care programs. https:// healingcirclesdetroit.org/

National Child Traumatic Stress Network (NCTSN). (2019). Trauma-informed care: Perspectives and resources. https://www.nctsn.org/trauma-informed-care