Wright State University CORE Scholar Browse all Theses and Dissertations Theses and Dissertations 9-2008 Healing Young People Thru Empowerment (H.Y.P.E.): A Hip-Hop Therapy Program for Black Adolescent Males Adia B. McClellan Wright State University Follow this and additional works at: https://corescholar.libraries.wright.edu/etd_all Part of the Psychiatry and Psychology Commons, and the Psychology Commons Repository Citation McClellan, Adia B., "Healing Young People Thru Empowerment (H.Y.P.E.): A Hip-Hop Therapy Program for Black Adolescent Males" (2008). Browse all Theses and Dissertations. 2084. https://corescholar.libraries.wright.edu/etd_all/2084 This Dissertation is brought to you for free and open access by the Theses and Dissertations at CORE Scholar. It has been accepted for inclusion in Browse all Theses and Dissertations by an authorized administrator of CORE Scholar. For more information, please contact [email protected]. HEALING YOUNG PEOPLE THRU EMPOWERMENT (H.Y.P.E.): A HIP-HOP THERAPY PROGRAM FOR BLACK ADOLESCENT MALES PROFESSIONAL DISSERTATION SUBMITTED TO THE FACULTY OF OF THE SCHOOL OF PROFESSIONAL PSYCHOLOGY WRIGHT STATE UNIVERSITY BY ADIA B. MCCLELLAN IN PARTIAL FULFILLMENT OF THE REQUREMENTS FOR THE DEGREE OF DOCTOR OF PSYCHOLOGY Dayton, OH September, 2008 COMMITTEE CHAIR: JANEECE WARFIELD, PSY.D. Committee Member: James Dobbins, Ph D., ABPP Committee Member: Michael Williams, Ed.D. © Copyright WRIGHT STATE UNIVERSITY SCHOOL OF PROFESSIONAL PSYCHOLOGY August 16, 2007 I HEREBY RECOMMEND THAT THE DISSERTATION PREPARED UNDER MY SUPERVISION BY ADIA B. MCCLELLAN ENTITLLED HEALING YOUNG PEOPLE THRU EMPOWERMENT (H.Y.P.E.): A HIP-HOP THERAPY PROGRAM FOR BLACK ADOLESCENT MALES BE ACCEPTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PSYCHOLOGY. Janeece Warfield/Psy Dissertation Director Obstract Treating Black adolescent males with disruptive behavior disorders can be challenging for psychologists and other mental health professionals The negative perception of this group within society, as well as the absence of clinical training exploring issues pertinent to Black adolescent males, among other things, may hinder a professional’s ability to effectively work with this population. This doctoral project discussed the research in several areas currently pertinent to Black adolescent males, as well as factors that have historically been oppressive to Black Americans. It then describes several DSM-IV-TR diagnoses and legal classifications associated with Disruptive Behavior Disorders. In addition, research analyzing the effectiveness of traditional therapeutic models when working with this population was explored, and justification for implementing a Rap Therapy/Hip-Hop Therapy model was discussed. Furthermore, seven issues that researchers have found to be of particular relevance to Black adolescent males with disruptive behavior diagnoses are explained. Lastly, a 12-session curriculum which addresses the seven pertinent issues, to be used by mental health professionals when conducting groups with Black adolescent males having disruptive behavior disorder diagnoses was outlined. IV Table of Contents Acknowledgements ii Dedication ix Chapter I. Statement of the Purpose 1 Chapter II. Review of the Literature 5 Issues relevant to Black adolescent males 5 Descriptions of mental health diagnoses 12 Methods historically used to treat adolescents with disruptive behavior Disorders 18 Hip-Hop, Hip-Hop Therapy and Rap Therapy 22 Issues salient to Black adolescent males with disruptive behavior Disorders 27 Chapter III. H.Y.P.E. Group Curriculum 37 Appendix A 150 Appendix B 151 Appendix C 152 Appendix D 153 Appendix E 155 Appendix F 157 Appendix G 158 Appendix H 160 Appendix I 162 Appendix J 163 Appendix K 167 References 169 Acknowledgments I began this project four years ago, and since that time, it has been a labor of love for me. H.Y.P.E. is a program that was born from an impossible dream that I had as teenager, which was to utilize hip-hop culture to empower Black adolescents. Through my undergraduate education at Wilberforce University and clinical training at Wright State University School of Professional Psychology, I have been able to push forward and complete this project with the support from faculty, direction from my professors, and guidance from my supervisors. I must acknowledge and thank my dissertation committee, for encouraging me to go forward with H.Y.P.E in the early stages when I wasn’t sure that such a project was possible. Dr. Warfield, you were my dissertation chair/advisor/supervisor, and offered your unconditional support at every level of this project, and I want to acknowledge you for that. In addition acknowledgments go to Dr. Dobbins, for your guidance through this process, and your advocacy for me since I began this doctoral program. Finally, Dr. Williams, I want to acknowledge you for the supportive comments you offered, and the wonderful editorial direction you have given. In addition to these individuals, I must recognize two women who truly inspired me to make this dream come true: Toni Blackman and Dr. Roxanne Shante’. Each of these women epitomizes hip-hop’s richness and is living proof that you can live an impossible dream I am looking forward to teaming up with each of you in the near future. vii Although the experiences in my doctoral program undoubtedly impacted the development of this project, I would not have made it this far, had it not been for the village that raised me. By the grace of God, I was born into a family of warriors who overcame many odds, and passed this strength onto their children, their children’s children, and then to me. I must recognize my parents who provided the various opportunities and offered the guidance necessary to raise a strong Black woman in a racist and sexist society. I also want to acknowledge my husband who has been a wonderful father and good friend. As I struggled to complete this curriculum, you stepped up and took on parenthood in ways many fathers never will. And although I complained over the years about what you have done wrong, I want to acknowledge you for all the things you have done right. I love you! Finally, I would like to acknowledge all of those who said a kind word, sent up a prayer, offered encouragement, remained supportive, and always believed in me. I am blessed to say there are too many of you to name; however without each of your contributions, I am not sure as to whether my journey would have ended like this. In my darkest hours, your kind thoughts and words uplifted me, and for that I am grateful. And as I continue down this path, I feel encouraged to know that each of you are still with me, and remember... I am just getting started. viii Dedication This work is dedicated to my children, my children’s children, and my children’s children’s children. This work is also dedicated to those who love Hip-Hop for what it is, and what it can be. H.Y.P.E. is dedicated to all those who have had an impossible dream, whether realized or not. H.Y.P.E. is also dedicated to all Black Americans whose growth and development has been stunted as a result of discrimination and prejudice. This project is dedicated to all those leaders who demonized rap music in the ‘80s and ‘90s, because this lead to my interest in advocating for the Hip-Hop community. This project is also dedicated to all the brothers and sisters who have been incarcerated as a result of racial profiling, unfair sentencing laws, and generally unequal decisions for Black defendants. Finally, this labor of love is dedicated to all future doctoral psychology students who will use their dissertations to improve services available to Black youth and their families. IX Chapter I: Statement of Purpose The goal of this doctoral dissertation is to enhance literature related to employing Hip-Hop culture in therapy. Furthermore, the aim of this project is to create a curriculum for mental health professionals to utilize when conducting therapeutic groups with Black adolescent males, diagnosed with disruptive behaviors. This project emerged from my life-long love of hip-hop, recognition of its value in clinical work, and passion for improving the well-being of Black adolescents. Adolescence is the stage of life between childhood and adulthood, marked by increasing autonomy. Few would dispute the notion that adolescence is a very difficult time in a person’s life, filled with unique developmental issues. However, for Black adolescents, this period is marked by distinctive challenges relating to race. This group faces a series of developmental events and psychological responses, in addition to the standard social and psychological changes all adolescents must face. Black males, in particular, are at greatest risk for negative responses to the obstacles of this period. Black adolescent males are plagued by shorter life expectancies; higher homicide rates; high suicide rates, unequal treatment within the school setting and minimal role models that look like them. These facts, coupled with society’s 1 criminalization of Black males in general, force Black adolescent males to endure situations their White counterparts are protected from (Gibbs, 2003). The presence of a mental health disorder often further complicates adolescence for Black males. A mental health disorder is characterized by an impairment of an individual's normal cognitive, emotional, or behavioral functioning, as caused by social, psychological, biochemical, genetic, and/or other factors, such as infection or head trauma. Although many diagnoses listed in the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revised (DSM-IV-TR) may negatively impact the experience of adolescence for Black males, disruptive behavior disorders, arguably have the greatest educational and achievement implications. Such disorders include: Conduct Disorder, Oppositional Defiant Disorder, and Attention-Deficit Hyperactivity Disorder.