University of Arkansas at Little Rock
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From “Mind Playing Tricks On Me” to “Trauma”: Adverse Childhood Experiences and Hip Hop’s Prescription
Get PDFOver the past two decades, research focused on the causes and the lasting impact of Adverse Childhood Experiences, or ACEs, has been changing the way researchers, healthcare providers, and advocates approach areas like mental health, risky behaviors, and chronic disease. Numerous studies have produced and solidified results that present three undeniable truths:
(1) the vast majority of Americans have experienced some form of trauma in their childhood,
(2) people with low income or educational attainment and people of color experience increased instances of childhood trauma and adversity, and
(3) the more childhood trauma an individual experiences, the higher the risk that he or she will be exposed to “multiple risk factors for several of the leading causes of death in adults.”
The causal link between childhood trauma and negative health outcomes has been shown to be so severe that Dr. Robert Block, former president of the American Academy of Pediatrics, notably stated, “Adverse Childhood Experiences are the single greatest unaddressed public health threat facing our nation today.”
Childhood trauma and adversity has shaped the music, careers, and lives of many of hip-hop’s brightest stars. The lasting impact of traumatic childhood experiences has propelled some artists to international stardom, as listeners around the globe are able to connect with them through the honest and raw lyrics and musical styles born out of, and in spite of, such adversity. What can hip-hop, a proud and storied genre that is no stranger to taking on taboo topics, and its artists, many of whom are the products of communities teeming with adversity, tell us about Adverse Childhood Experiences? How can lawmakers, mental healthcare providers, and community activists work to address and curtail the prevalence and negative impact of childhood trauma through the framework provided to them by hip-hop artists and messages? Messages that dictate action by courageously challenging the complacent status quo, beginning with efforts that spread awareness and education, and building on the work of those in the field that have come before? What would laws and policies developed through a hip hop framework look like? This article seeks to answer these questions and to encourage immediate action in combating the epidemic of childhood trauma
Making the Case for School-and-Neighborhood Desegregation Approach to Deconstructing the School-to-Prison Pipeline
Get PDFFamily Engagement and Collaborative Decision-Making Processes Provide Multiple Benefits in Child Welfare Cases
Get PDFThis article is about the importance of family engagement and collaborative decision making in child welfare cases. It briefly reviews the history of mediation and family group meetings and suggests that juvenile courts and child welfare agencies should thoughtfully prioritize and expand their use of the techniques and processes of interdisciplinary collaborative decision-making and dispute resolution that have been successful for over thirty-five years.
Key Points for the Family Court Community: The use of collaborative decision-making and dispute resolution techniques in child welfare cases provides multiple benefits for the families and professionals involved in these cases; Brief history of the development of mediation and family group meetings in child welfare; Discusses the importance of creating an interdisciplinary collaborative relationship between families, attorneys and child welfare agency professionals; Parent engagement and empowerment, use of confidentiality, information exchange and expanded role of the professionals and parties are all benefits of these processes
Constitutional Law—Preserving Dignity: The Due Process Restriction on Shackling Criminal Defendants Should Also Apply to Non-Jury Proceedings
Get PDFEradicating the School-to-Prison Pipeline Through a Comprehensive Approach to School Equity
Get PDFWhen examining the school-to-prison pipeline, most focus on issues of exclusionary discipline, the presence of police in schools, or the use of intrusive surveillance and monitoring systems. To close the pipeline, agencies, educators, and advocates must also examine other, broader factors that contribute to educational inequities. We argue in this article that eradicating the school-to-prison pipeline involves tackling the legal structures, policies, practices, and beliefs that create harmful discipline systems and other linked inequitable systems. With Arkansas schools as our illustration, we explain how inequities in discipline, funding, and school accountability create a situation primed to send students into the pipeline. With these systems as backdrop, we explain an alternative approach to eradicating the pipeline using examples from the work of the IDRA EAC-South operated by the Intercultural Development Research Association. This approach relies on using data to identify equity gaps in policy and practice and supporting educators, administrators, and policymakers to respond effectively to these challenges. Only by taking a comprehensive approach that considers the impact of inequity in educational systems adjacent to those typically examined, including systems such as school governance and funding, can we hope to eradicate the school-to-prison pipeline
Constitutional Law—The Erosion of Political Anonymity and Its Chilling Effect on Freedom of Association: Reconsidering the Constitutionality of the Mandated Public Disclosure of Individuals’ Political Donations
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