Critical consciousness of anti-Black racism: A practical model to prevent and resist racial trauma.


Journal

Journal of counseling psychology
ISSN: 0022-0167
Titre abrégé: J Couns Psychol
Pays: United States
ID NLM: 2985124R

Informations de publication

Date de publication:
Jan 2021
Historique:
pubmed: 28 3 2020
medline: 7 4 2021
entrez: 28 3 2020
Statut: ppublish

Résumé

The negative impacts of racism, including experiences of racial trauma, are well documented (e.g., Bryant-Davis & Ocampo, 2006; Carter, 2007). Because of the deleterious effects of racial trauma on Black people, interventions that facilitate the resistance and prevention of anti-Black racism are needed. Critical consciousness is one such intervention, as it is often seen as a prerequisite of resistance and liberation (Prilleltensky, 2003, 2008). To understand how individuals advance from being aware of anti-Black racism to engaging in actions to prevent and resist racial trauma, nonconfidential interviews with 12 Black Lives Matter activists were conducted. Using constructivist grounded theory (Charmaz, 2014) under critical-ideological and Black feminist-womanist lenses, a model of Critical Consciousness of Anti-Black Racism (CCABR) was co-constructed. The 3 processes involved in developing CCABR include: witnessing anti-Black racism, processing anti-Black racism, and acting critically against anti-Black racism. This model, including each of the categories and subcategories, are detailed herein and supported with quotations. The findings and discussion provide context-rich and practical approaches to help Black people, and counseling psychologists who serve them, prevent and resist racial trauma. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Identifiants

pubmed: 32212758
pii: 2020-20397-001
doi: 10.1037/cou0000430
pmc: PMC7529650
mid: NIHMS1573503
doi:

Types de publication

Journal Article

Langues

eng

Sous-ensembles de citation

IM

Pagination

1-16

Subventions

Organisme : NIDA NIH HHS
ID : K08 DA032296
Pays : United States

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Auteurs

Della V Mosley (DV)

Department of Psychology, College of Liberal Arts and Sciences, University of Florida.

Candice N Hargons (CN)

Department of Educational, School, and Counseling Psychology, College of Education, University of Kentucky.

Carolyn Meiller (C)

Department of Educational, School, and Counseling Psychology, College of Education, University of Kentucky.

Blanka Angyal (B)

Department of Educational, School, and Counseling Psychology, College of Education, University of Kentucky.

Paris Wheeler (P)

Department of Educational, School, and Counseling Psychology, College of Education, University of Kentucky.

Candice Davis (C)

Department of Educational, School, and Counseling Psychology, College of Education, University of Kentucky.

Danelle Stevens-Watkins (D)

Department of Educational, School, and Counseling Psychology, College of Education, University of Kentucky.

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Classifications MeSH