Open AccessA Review of Adverse Childhood Experiences as Factors Influential to Biopsychosocial Development for Young Males of Color
Author(s) -
Shaywanna Harris,
Christopher T. Belser,
Naomi J. Wheeler,
Andrea Dennison
Publication year - 2021
Publication title -
the professional counselor
Language(s) - English
Resource type - Journals
ISSN - 2164-3989
DOI - 10.15241/sh.11.2.188
Subject(s) - biopsychosocial model , adverse childhood experiences , psychological resilience , psychology , ethnic group , intervention (counseling) , developmental psychology , early childhood education , early childhood , perspective (graphical) , clinical psychology , mental health , social psychology , psychiatry , sociology , artificial intelligence , anthropology , computer science
Despite the Brown v. Board of Education Supreme Court decision ending school segregation in 1954, African American children and other children of color still experience severe and adverse challenges while receiving an education. Specifically, Black and Latino male students are at higher risk of being placed in special education classes, receiving lower grades, and being suspended or expelled from school. Although adverse childhood experiences (ACEs), and the negative outcomes associated with experiencing them, are not specific to one racial or ethnic group, the impact of childhood adversity exacerbates the challenges experienced by male students of color at a biological, psychological, and sociological level. This article reviews the literature on how ACEs impact the biopsychosocial development and educational outcomes of young males of color (YMOC). A strengths-based perspective, underscoring resilience among YMOC, will be highlighted in presenting strategies to promote culturally responsive intervention with YMOC, focused professional development, and advocacy in the school counseling profession.