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A Difficult Conversation
A Difficult Conversation
When tackling difficult conversation, think about how to set the tone and discussion. When working with youth, keep in mind age and juggling appropriateness of language and comments for their age group. Different youth react different and will have a different understanding of these topics. For instance, you may prefer more conceptual explanations for harassment or bullying rather than being too direct.
Navigating Conversation
Navigating Conversation
Recommended Questions
Recommended Questions
When working with this worksheet, use these questions wiht youth to gauge their level of understanding as well as experiences with harassment and race-related discussions. This worksheet is meant to be used within school systems where high demographics of youth are present, and presently most with counselors and school psychologists.
When talking about race, it helps to see how they react to you and work with you. When discussion race related microagressions or harasment, it may help to have someoen from the same background to really emphasize with. Think about learning about their intergroup relations and seeing how maybe you can find connections to certain groups the child is drawn to and away from.
Connecting with Youth
Connecting with Youth
When talking to youth of color, it should be good to keep in mind that there is more than just the child receiving these comments and the one saying it. Adults such as counselors, teachers, and even parents can hold implicit biases that bleed into the education system, the home, and how youth view themselves and their ability. Come prepared to ask questions and dig deeper, and if working within these larger school or environmental systems, work around to see how conversations flow from adults and keep those in mind as well.
When talking to youth of color, it should be good to keep in mind that there is more than just the child receiving these comments and the one saying it. Adults such as counselors, teachers, and even parents can hold implicit biases that bleed into the education system, the home, and how youth view themselves and their ability. Come prepared to ask questions and dig deeper, and if working within these larger school or environmental systems, work around to see how conversations flow from adults and keep those in mind as well.
References
References
Galán, C. A., Tung, I., Tabachnick, A. R., Sequeira, S. L., Novacek, D. M., Kahhale, I., Jamal-Orozco, N., Gonzalez, J. C., Bowdring, M. A., Boness, C. L., & Bekele, B. M. (2022). Combating the Conspiracy of Silence: Clinician Recommendations for Talking About Racism-Related Events With Youth of Color. Journal of the American Academy of Child and Adolescent Psychiatry, 61(5), 586–590. https://doi.org/10.1016/j.jaac.2022.01.001
Rowley, S. J., Ross, L., Lozada, F. T., Williams, A., Gale, A., & Kurtz-Costes, B. (2014). Framing Black Boys. The Role of Gender in Educational Contexts and Outcomes, 47, 301–332. https://doi.org/10.1016/bs.acdb.2014.05.003
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