DIGEST - Volume 11, Issue 2

8 TPC Digest 9 TPC Digest Shaywanna Harris, Christopher T. Belser, Naomi J. Wheeler, Andrea Dennison A Review of Adverse Childhood Experiences as Factors Influential to Biopsychosocial Development for Young Males of Color | TPC Digest Read full article and references: Harris, S., Belser, C. T., Wheeler, N. J., & Dennison, A. (2021). A review of adverse childhood experiences as factors influential to biopsychosocial development for young males of color. The Professional Counselor , 11 (2) , 188–202. doi: 10.15241/sh.11.2.188 T P rior literature on young males of color (YMOCs) has focused heavily on statistics illustrating higher rates of school suspensions and expulsions, overrepresentation in special education, disproportionate dropout rates, and higher representation in the juvenile justice system. These trends continue into adulthood with higher rates of men of color in the U.S. prison system, a phenomenon labeled as the school-to-prison pipeline. Because recent literature has explored the importance of early childhood adversity and resilience, we highlight the importance of using a contextualized understanding of the biological, social/emotional, and mental health needs of YMOCs. Additionally, we provide implications and strategies for school counselors. Our review of prior literature includes information on the school experiences of YMOCs. YMOCs often report higher instances of discrimination and lower levels of perceived care, which can translate into lower grades and higher rates of absence. Contemporary research has demonstrated the importance of mental health and education professionals exhibiting cultural competence; taking proactive steps to interrupt patterns of trauma and racism; and fostering positive, non-judgmental relationships with students. We also explore the literature related to adverse childhood experiences (ACEs) and childhood trauma. A wealth of studies demonstrate that early exposure to adversity and trauma correlate with a myriad of negative outcomes, including deficits in physical health, emotional health, financial stability, educational outcomes, and social functioning, as well as continued cycles of adversity. Trauma exposure can activate chemical and structural changes in the brain, which can trigger long-lasting impacts on physical and psychosocial well-being. Because school counselors are positioned to support YMOCs earlier in life, we offer preventative and responsive service ideas that can be integrated into their work in schools. Examples include advocating for access to student clubs, sports teams, and mentoring programs that can help students build a support network, as well as engaging students and staff in conversations that challenge biases and support interethnic friendships. School counselors can also lead efforts in utilizing culturally relevant screening tools and integrating universal screening processes that can help reduce the risk of students’ needs going unnoticed. Rather than screening directly for trauma exposure, schools may be better equipped to screen for related markers, such as specific internalizing and externalizing behaviors, help-seeking or coping behaviors, and other specific trauma symptoms. Screening efforts should lead to targeted interventions that respond to student needs. We then discuss a variety of interventions found in the literature on counseling YMOCs. Examples include play-based interventions, forgiveness interventions, work to repair fractured bonds, and interventions focused on self-expression. We also explore the need for school counselors to be leaders in their school buildings and in the profession. Efforts to promote multicultural competence and ongoing professional development can help prepare educators to respond to the needs of YMOCs. Additionally, we emphasize the need for school counselors to further their own learning and to continually monitor multicultural competence and practice. Shaywanna Harris, PhD, NCC, is an assistant professor at Texas State University. Christopher T. Belser, PhD, NCC, is an assistant professor at the University of New Orleans. Naomi J. Wheeler, PhD, NCC, LMHC, is an assistant professor at Virginia Commonwealth University. Andrea Dennison, PhD, is an assistant professor at Texas State University. Correspondence may be addressed to Shaywanna Harris, Texas State University, CLAS Dept., 601 University Dr., San Marcos, TX 78666, s_h454@txstate.edu. 9 | TPC Digest