DOCSLIB.ORG

Trauma, Healing, and Pedagogical Shifts in an English Classroom

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Trauma, Healing, and Pedagogical Shifts in an English Classroom UNIVERSITY OF CALIFORNIA Los Angeles Literacies of Love: Trauma, Healing, and Pedagogical Shifts in an English Classroom A dissertation submitted in partial satisfaction of the requirements for the degree Doctor of Philosophy in Education by Sharim Hannegan-Martinez 2020 © Copyright by Sharim Hannegan-Martinez 2020 ABSTRACT OF THE DISSERTATION Literacies of Love: Trauma, Healing, and Pedagogical Shifts in an English Classroom by Sharim Hannegan-Martinez Doctor of Philosophy in Education University of California, Los Angeles, 2020 Professor Daniel G. Solórzano, Chair Emerging research shows that more than half of all U.S. children have experienced some kind of trauma in the form of abuse, neglect, violence, or challenging household circumstances— and 35 percent of children have experienced more than one type of traumatic event (Centers for Disease Control and Prevention, 2016). In this study— Literacies of Love: Trauma, Healing and Pedagogical Shifts in an English Classroom—I draw from, blend, and synthesize existing research in the fields of public health, social epidemiology, psychiatry, psychotherapy, Ethnic Studies, and education to achieve a more robust understanding of trauma, its effects, and existing interventions. I then draw from these aforementioned fields to highlight a grotesquely under- theorized, but widely agreed upon intervention to child trauma: loving relationships (Ginwright, 2016; Duncan-Andrade, 2009; Perry, 2007; Siegel & Solomon, 2003, Van Der Kolk, 2014). Drawing on a corpus of data collected throughout my tenure as a teacher-researcher, I integrate student work, interviews, focus groups, reflections, videos, and journal entries to conceptualize love and illustrate how to cultivate loving relationships and literacies within an ii English classroom. Through qualitative analysis, including discourse, media, and document analysis, my dissertation highlights the strong corollary between literacy practices and loving relationships to self, classroom, and community. This research is timely, coinciding with significant shifts in the field towards trauma-informed pedagogies and social-emotional learning. Moreover, this study will make a valuable contribution to educational research at the intersection of trauma-informed pedagogies, critical literacy, and urban education. Keywords: Love, Critical Literacy, Pedagogy of Love, Literacies of Love, Critical Race Theory, Urban Education iii The dissertation of Sharim Hannegan-Martinez is approved. Dolores Delgado Bernal Tyrone Howard Hesham Samy Alim Daniel G. Solórzano, Committee Chair University of California, Los Angeles 2020 iv This dissertation is dedicated to: My students, every young person I have ever met or have yet to meet, to the babies still on their way here, and those who have left us too early: I love you. This work is for you. A reminder that you are loved, have always been loved even when this world would have you believe that it is untrue. May our love inoculate you against this loveless world. May we build a world where you always know how unequivocally loved and treasured you are. & My abuelita Ernestina Escalante, who prayed for me long before I was born, who taught me what it was to survive and live and love for our children and our children’s children. v TABLE OF CONTENTS ABSTRACT OF THE DISSERTATION ....................................................................................... ii DEDICATION ................................................................................................................................ v LIST OF FIGURES ..................................................................................................................... viii ACKNOWLEDGEMENTS ........................................................................................................... ix VITA ............................................................................................................................................ xiii CHAPTER ONE: INTRODUCTION ............................................................................................. 1 Trauma: A National Crisis .......................................................................................................... 3 Love as an Intervention to Trauma ............................................................................................. 6 Research Goals............................................................................................................................ 9 Overview of Chapters ............................................................................................................... 10 CHAPTER TWO: LITERATURE REVIEW ............................................................................... 12 Overview ................................................................................................................................... 12 Part I: Understanding Trauma ................................................................................................... 13 Defining Trauma ................................................................................................................... 13 Trauma, the Brain and the Body ........................................................................................... 15 Effects of Trauma ................................................................................................................. 17 Part II: Love as an Intervention to Trauma, Love as Healing ................................................... 23 The Importance of Loving Relationships ............................................................................. 23 Love, the Body and Brain ..................................................................................................... 25 Looking at Love .................................................................................................................... 27 Love as Political .................................................................................................................... 28 Love and Care in Education .................................................................................................. 29 Part III: Literacy, Healing, and Love ........................................................................................ 33 CHAPTER THREE: METHODOLOGY ..................................................................................... 38 Study 1: Compa Love Application and Reflection ................................................................... 39 Portraiture and Anticipatory Frameworks ................................................................................ 41 Portraiture’s Essential Features............................................................................................. 42 Anticipatory Frameworks, Cultural Intuition, and Theoretical Frameworks ....................... 43 Critical Race Theory and Critical Race Pedagogy ............................................................... 44 Culturally Sustaining Pedagogies ......................................................................................... 45 Chicana and Women of Color Feminist Epistemologies ...................................................... 46 Muralism: A Participatory Portraiture ...................................................................................... 46 Research-Collaborators ......................................................................................................... 50 vi Data Collection Methods and Analysis..................................................................................... 50 Pláticas .................................................................................................................................. 51 Data Analysis ............................................................................................................................ 56 Artist’s Statement...................................................................................................................... 57 Framing of the Findings ............................................................................................................ 58 CHAPTER FOUR: ALEX ............................................................................................................ 60 CHAPTER FIVE: LAY ................................................................................................................ 92 CHAPTER SIX: EMELIANO .................................................................................................... 119 CHAPTER SEVEN: TOWARDS PEDAGOGIES AND LITERACIES OF LOVE ................. 151 Compa Love Revisited ............................................................................................................ 151 Towards Pedagogies of Love .................................................................................................. 152 Pedagogy of Love ................................................................................................................... 154 Literacies of Love ................................................................................................................... 159 Curriculum Design .............................................................................................................. 160 Conclusion .............................................................................................................................. 164 Trauma, Love, and the Present Moment ................................................................................
Load more

Recommended publications
  • Part I: the Impact on Adults
    Part I: The Impact on Adults 1 “This presentation will provide general wellness information and tips, and is not intended as a substitute for medical advice. Please contact your health care provider for specific guidance or recommendations. Additional resources are available at https://www.umms.org/coronavirus.” 2 Today’s Speaker Brittany Patterson, Ph.D. is an Assistant Professor at the UM School of Medicine, Center for School Mental Health (CSMH). • Dr. Patterson has served in schools for nearly a decade in various capacities, including her most recent role as a community-partnered school mental health clinician in Baltimore City Schools. She has provided training for administrators, educators, school police officers and student support staff on the impact of trauma on learning, secondary traumatic stress, and evidence-based mental health interventions for trauma-exposed youth. 3 Today’s Speaker Dana Cunningham, Ph.D. is a licensed clinical psychologist and a Faculty Consultant at the National Center for School Mental Health, University of Maryland School of Medicine, Division of Child and Adolescent Psychiatry. • Since 2006, Dr. Cunningham has been the Director of the Prince George's School Mental Health Initiative (PGSMHI) that provides intensive school-based counseling and support services to students in special education in Prince George’s County Public Schools. • Dr. Cunningham has extensive experience providing direct clinical service in urban school districts and frequently provides training, technical assistance, and consultation to local and state-level education and mental health agencies. 4 Today’s Speaker Sharon A. Hoover, Ph.D. is a licensed clinical psychologist and an Associate Professor at the University of Maryland School of Medicine, Division of Child and Adolescent Psychiatry, Co- Director of the National Center for School Mental Health (NCSMH, www.schoolmentalhealth.org), and Director of the Center for Safe Supportive Schools (CS3).
    [Show full text]
  • Can School Be a Source of Trauma? Assessing Academic Traumatic Stress As a Mechanism Underlying the Health Outcomes of Black Undergraduate Students
    Virginia Commonwealth University VCU Scholars Compass Theses and Dissertations Graduate School 2020 Can school be a source of trauma? Assessing academic traumatic stress as a mechanism underlying the health outcomes of Black undergraduate students Ebony A. Lambert Virginia Commonwealth University Follow this and additional works at: https://scholarscompass.vcu.edu/etd Part of the Counseling Psychology Commons, Health Psychology Commons, Higher Education Commons, Mental and Social Health Commons, Multicultural Psychology Commons, and the Student Counseling and Personnel Services Commons © The Author Downloaded from https://scholarscompass.vcu.edu/etd/6373 This Dissertation is brought to you for free and open access by the Graduate School at VCU Scholars Compass. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of VCU Scholars Compass. For more information, please contact [email protected]. Ebony A. Lambert 2020 All Rights Reserved Can school be a source of trauma? Assessing academic traumatic stress as a mechanism underlying the health outcomes of Black undergraduate students A dissertation defense submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Virginia Commonwealth University By: EBONY A. LAMBERT B.A., College of William & Mary, May 2016 M.S., Virginia Commonwealth University, December 2018 Director: Nao Hagiwara, Ph.D. Associate Professor of Psychology Department of Psychology Virginia Commonwealth University Richmond, Virginia May 2020 1 Acknowledgements I would first like to thank my dissertation committee. Thank you, Dr. Nao Hagiwara, for your unwavering support and mentorship these past four years. You have been such a powerful example and I cannot begin to tell you how much your care has meant.
    [Show full text]
  • Posttraumatic Stress Disorder and Racial Trauma
    VOLUME 32/NO. 1 • ISSN: 1050-1835 • 2021 Research Quarterly advancing science and promoting understanding of traumatic stress Published by: Monnica T. Williams, PhD National Center for PTSD University of Ottawa, School of Psychology, Ottawa, ON VA Medical Center (116D) 215 North Main Street Posttraumatic Angela M. Haeny, PhD White River Junction Yale School of Medicine, Department of Psychiatry, Vermont 05009-0001 USA Stress Disorder New Haven, CT (802) 296-5132 FAX (802) 296-5135 and Racial Trauma Samantha C. Holmes, PhD Email: [email protected] Yale School of Medicine, Department of Psychiatry, New Haven, CT All issues of the PTSD Research City University of New York, College of Staten Island, Quarterly are available online at: Department of Psychology, Staten Island, NY www.ptsd.va.gov Definition/Description as part of acculturating to White culture. As a Editorial Members: Editorial Director result, some people of color may change their Butts (2002) was the first to draw attention to what Matthew J. Friedman, MD, PhD presentation and behavior and accommodate the we now call racial trauma, or race-based trauma, in Bibliographic Editor cultural preferences of White people to avoid the mental health literature. Racial trauma can be David Kruidenier, MLS triggering responses that might further their own defined as the cumulative traumatizing impact of racial trauma. As part of acculturating to White Managing Editor racism on a racialized individual, which can include Heather Smith, BA Ed culture, some people of color actively maintain their individual acts of racial discrimination combined intersecting identities, whereas others may with systemic racism, and typically includes internalize racism by embracing stereotypes about National Center Divisions: historical, cultural, and community trauma as well.
    [Show full text]
  • How Racial Microaggressions Impact the Mental Health of Black Women of Different Occupational Prestige Esthanette Reid University of Massachusetts Boston
    University of Massachusetts Boston ScholarWorks at UMass Boston Honors College Theses 5-2017 How Racial Microaggressions Impact the Mental Health of Black Women of Different Occupational Prestige Esthanette Reid University of Massachusetts Boston Follow this and additional works at: http://scholarworks.umb.edu/honors_theses Part of the Multicultural Psychology Commons, and the Social Psychology Commons Recommended Citation Reid, Esthanette, "How Racial Microaggressions Impact the Mental Health of Black Women of Different Occupational Prestige" (2017). Honors College Theses. 27. http://scholarworks.umb.edu/honors_theses/27 This Open Access Honors Thesis is brought to you for free and open access by ScholarWorks at UMass Boston. It has been accepted for inclusion in Honors College Theses by an authorized administrator of ScholarWorks at UMass Boston. For more information, please contact [email protected]. i HOW RACIAL MICROAGGRESSIONS IMPACT THE MENTAL HEALTH OF BLACK WOMEN OF DIFFERENT OCCUPATIONAL PRESTIGE _______________________ A Thesis Presented to The College of Liberal Arts Department of Psychology Honors College University of Massachusetts Boston Boston, MA 02124 ______________________ In Fulfillment of the Requirements for Graduation with Honors in Psychology _______________________ by Esthanette Reid May 2017ã Esthanette Reid Keywords: racial microaggressions, Black women, racism, occupation, SES COMMITTEE MEMBERS Committee Chair: Tahirah Abdullah, Ph.D. Assistant Professor of Psychology ii University of Massachusetts Boston Committee Member: Shannon Hughley, B.S. Doctoral Student, Clinical Psychology Department of Psychology University of Massachusetts Boston iii ABSTRACT Much of the literature examining anxiety, depression, and trauma among Black women fails to consider the potential impact of racism. This thesis seeks to begin addressing this gap by assessing the relation between racial microaggressions and mental health for Black women.
    [Show full text]
  • How Mental Health Professionals Can Address Disparities in the Context of the COVID-19 Pandemic
    Traumatology © 2020 American Psychological Association 2021, Vol. 27, No. 1, 60-69 1085-9373/20/$12.00 https://doi.org/10.1037/trm0000292 How Mental Health Professionals Can Address Disparities in the Context of the COVID-19 Pandemic Tamra B. Loeb1, Megan T. Ebor1, Amber M. Smith1, Dorothy Chin1, Derek M. Novacek1, 2, Joya N. Hampton-Anderson3, Enricka Norwood-Scott1, Alison B. Hamilton1, 4, Arleen F. Brown5, 6, and Gail E. Wyatt1 1 Department of Psychiatry and Biobehavioral Sciences, University of California, Los Angeles 2 Desert Pacific Mental Illness Research, Education, and Clinical Center, Veterans Administration Greater Los Angeles Healthcare System, Los Angeles, California, United States 3 Department of Psychiatry and Behavioral Sciences, Emory University School of Medicine 4 Center for the Study of Healthcare Innovation, Implementation, and Policy, Veterans Administration Greater Los Angeles Healthcare System, Los Angeles, California, United States 5 Division of General Internal Medicine and Health Services Research, University of California, Los Angeles 6 Division of General Internal Medicine and Health Services Research, Olive View, University of California, Los Angeles, Medical Center, Sylmar, California, United States The Coronavirus, 2019 (COVID-19) pandemic is an unparalleled crisis, yet also a unique opportunity for mental health professionals to address and prioritize mental and physical health disparities that dispro- portionately impact marginalized populations. Black, indigenous, and people of color have long expe- rienced structural racism and oppression, resulting in disproportionately high rates of trauma, poverty, and chronic diseases that span generations and are associated with increased COVID-19 morbidity and mortality rates. The current pandemic, with the potential of conferring new trauma exposure, interacts with and exacerbates existing disparities.
    [Show full text]
  • Understanding the Trauma of Racism Mental Health Professionals Are Coming to Understand the Psychological Impact of Systematic Racism
    Understanding the Trauma of Racism Mental health professionals are coming to understand the psychological impact of systematic racism. Psychological trauma and even post-traumatic stress disorder (PTSD) are linked to racism, which can be traumatic in both overt and subtle ways. According to the American Psychological Association, trauma that results from acts of racism is called racial trauma. These acts can be obvious ones, such as workplace harassment and racial profiling, or subtle ones, which are known as microaggressions and can take the form of offhanded comments or even non-verbal exchanges like refusing to sit next to someone of color on the bus. Regardless of the source or severity of the acts, research has linked racial trauma to a host of psychological problems, including serious psychological distress, physical health issues, depression and anxiety, substance use disorders and eating disorders. Understanding Racial Microaggressions While it may be easy to understand the psychological impact of hate crimes and other violent acts, it can be harder to understand how microaggressions lead to trauma. Some examples of racial microaggressions include: • A White man or woman moving to the sidewalk across the street when a Black or Latino man approaches • An Indian-American, who has lived her entire life in the United States, being complimented for speaking “good English” • A Black couple at a restaurant being seated at a table next to the kitchen despite empty and more desirable tables located up front When experiencing microaggressions,
    [Show full text]
  • Connecting Racial Microaggressions and Traumatic Stress Kevin L
    Challenging Definitions of Psychological Trauma: Connecting Racial Microaggressions and Traumatic Stress Kevin L. Nadal Tanya Erazo Rukiya King John Jay College of Criminal Justice – City University of New York Abstract While previous studies have found significant relationships between racial microagressions, depression, and anxiety, few studies have examined the effects of racial microaggressions on traumatic stress. Furthermore, although trauma has been traditionally conceptualized as psychophysiological reactions to life-threatening events, the notion of racial trauma has been excluded, despite resulting in similar symptomatology. The current study utilized a correlational, cross-sectional design with a racially diverse sample of people of color (N=254) to investigate the relationships between racial microaggressions, racially- or culturally-related trauma, and trauma symptoms. Using hierarchical multiple regression analysis, results indicated that a greater frequency of racial microaggressions was significantly associated with greater traumatic stress symptoms, and that school or workplace microaggressions were the type of microaggression that was most associated with traumatic symptoms. Implications are discussed, including the need for counselors, psychologists, and helping professionals to consider racial microaggressions as traumatic events while using culturally-informed trauma- focused methods to normalize and empower people of color. Keywords: microaggressions; discrimination; racism; trauma; racial trauma © 2019 Nadal, Erazo,
    [Show full text]
  • “Uncomfortable Conversations on the Couch: Racial Trauma and Incorporating Culturally Sensitive Practices”
    The Centers for Medicare and Medicaid Services: SUPPORT Act Section 1003 Grant “Uncomfortable Conversations on the Couch: Racial Trauma and Incorporating Culturally Sensitive Practices” The SUPPORT Act Grant Team and the Virginia Department of Medical Assistance Services (DMAS) are proud to be hosting Dr. Rae-Anne Dougan and Dr. Jeremy Walden. Today’s presentation is supported by the Centers for Medicare and Medicaid Services (CMS) of the U.S. Department of Health and Human Services (HHS) as part of a financial assistance award totaling $4,836,765 with 100 percent funded by CMS/HHS. The contents are those of the author(s) and do not necessarily represent the official views of, nor an endorsement, by CMS/HHS, or the U.S. Government. Meeting Information • WebEx participants are muted § Please use the Q&A feature to ask questions for the presenters § Please use chat feature for discussions, conversation with presenters as well as Webex technical issues. To open the Q&A and Chat features, use the menu at the lower right-hand corner of the Webex screen. • Links to today’s slide deck and recording will be emailed out to all participants • We are unable to offer CEUs for this webinar series • If you have any questions, email [email protected] 2 Today’s Presenters Rae-Anne Dougan, PsyD Jeremy Walden, PsyD Licensed Clinical Psychologist, Licensed Clinical Psychologist, Co-Founder Co-Founder 3 Uncomfortable Conversations on the Couch Racial Trauma and Incorporating Culturally Sensitive Practices Rae-Anne Dougan, PsyD & Jeremy Walden, PsyD “Nothing in the world is more dangerous than sincere ignorance and conscientious stupidity.” (Martin Luther King, Jr.) Welcome to our presentation! We do not represent DMAS or CMS.
    [Show full text]
  • Counseling Individuals of Color Who Have Experienced Race Based
    Counseling Individuals of Color Who Have Experienced Race Based Trauma: Counselors’ Experiences with Identifying, Training, Treating, Policy, and Perceived Competency by Carrie de Montegre Hemmings A dissertation submitted to the Graduate Faculty of Auburn University in partial fulfillment of the requirements for the Degree of Doctor of Philosophy Auburn, Alabama August 6, 2016 Keywords: multicultural competency, racism, race based trauma Copyright 2016 by Carrie de Montegre Hemmings Approved by Amanda Evans, Associate Professor of Special Education, Rehabilitation, and Counseling Jamie Carney, Chair, Humana-Germany-Sherman Distinguished Professor of Special Education, Rehabilitation, and Counseling Suhyun Suh, Associate Professor of Special Education, Rehabilitation, and Counseling Lee Ann Alderman, Assistant Professor of Special Education, Rehabilitation, and Counseling Abstract The purpose of this study was to examine counselors’ professional experiences with race based trauma and investigate an emerging and under researched category of multicultural competency, working with Individuals of Color who have experienced race based trauma. The Race Based Trauma Survey was developed by Dr. Amanda Evans and Carrie Hemmings to examine professional counselors’ experiences with the following related to race based trauma; contributing factors, personal training and experience, experiences with identification and treatment, professional policy, and self-reported competency in identifying and providing treatment. Additionally, this study examined
    [Show full text]
  • Recasting Racial Stress and Trauma: Theorizing the Healing Potential of Racial Socialization in Families
    American Psychologist © 2019 American Psychological Association 2019, Vol. 74, No. 1, 63–75 0003-066X/19/$12.00 http://dx.doi.org/10.1037/amp0000392 RECASTing Racial Stress and Trauma: Theorizing the Healing Potential of Racial Socialization in Families Riana Elyse Anderson Howard C. Stevenson University of Michigan University of Pennsylvania For youth and adults of color, prolonged exposure to racial discrimination may result in debili- tating psychological, behavioral, and health outcomes. Research has suggested that race-based traumatic stress can manifest from direct and vicarious discriminatory racial encounters (DREs) that impact individuals during and after an event. To help their children prepare for and prevent the deleterious consequences of DREs, many parents of color utilize racial socialization (RS), or communication about racialized experiences. Although RS research has illuminated associations between RS and youth well-being indicators (i.e., psychosocial, physiological, academic, and identity-related), findings have mainly focused on RS frequency and endorsement in retrospective accounts and not on how RS is transmitted and received, used during in-the- moment encounters, or applied to reduce racial stress and trauma through clinical processes. This article explores how systemic and interpersonal DREs require literate, active, and bidirectional RS to repair from race-based traumatic stress often overlooked by traditional stress and coping models and clinical services. A novel theory (Racial Encounter Coping Appraisal and Socialization Theory [RECAST]), wherein RS moderates the relationship between racial stress and self-efficacy in a path to coping and well-being, is advanced. Greater RS competency is proposed as achievable through intentional and mindful practice. Given heightened awareness to DREs plaguing youth, better understanding of how RS processes and skills development can help youth and parents heal from the effects of past, current, and future racial trauma is important.
    [Show full text]
  • What Is Racial Trauma? Understanding Race-Based Traumatic Stress
    WHITE PAPER What is Racial Trauma? Understanding Race-Based Traumatic Stress Trauma-informed care practices have become more widely recognized in behavioral health and other human service spaces in recent years. One aspect of trauma- informed care that is beginning to gain more awareness is the effect of racial trauma among people of color. Racism and racial inequality are pervasive throughout all aspects of our culture. Racial disparities exist in nearly all facets of life, from access to healthcare and housing, to education and employment opportunities. Social justice reforms in policing and criminal justice have become prominent issues. Widespread protest movements and media exposure have compelled both individuals and organizations to examine their own behavior. As a result, providers are recognizing how experiencing racism affects mental health and wellbeing. Despite this awareness, many providers remain hesitant or are simply uncomfortable addressing racism or racial trauma among their clients. Often, these experiences are ignored, downplayed, or are commonly not reported, leaving the trauma many people of color experience wholly unaddressed. At worse, clinicians’ racial biases continue to perpetuate racism and re-traumatize individuals. Because of these obstacles, it is important to distinguish racial trauma from other types of trauma. Having the awareness and skills to recognize one’s own racial bias and being able to identify racial trauma can lead to real and lasting positive outcomes among clients of color. relias.com What is Trauma? Trauma is the emotional and physical response to experiencing an event (or witnessing an event) that is dangerous, frightening, or life-threatening.1 A traumatic experience can be a single event, a series of events, or a chronic condition, and it can affect individuals, groups, communities, and specific cultures.2 What is Racism? Racism refers to prejudice, discrimination, and various forms of aggression toward racial groups considered to be subordinate by the dominant group.
    [Show full text]
  • NAMI Ask the Expert: Impact of Racism and Trauma on Black Mental Health June 25, 2020 Presented by Christine M
    NAMI Ask the Expert: Impact of Racism and Trauma on Black Mental Health June 25, 2020 Presented by Christine M. Crawford, MD, MPH, Assistant Professor of Psychiatry, Boston University School of Medicine Teri Brister (00:00:00): So, with that, I would like to introduce NAMI CEO, Dan Gillison, Dan? Dan Gillison (00:00:17): Thank you, Teri. And good afternoon, everyone. And I'd like to welcome you to this, Ask the Expert Webinar. And as you all know, the topic is, Impact of Racism and Trauma on Black Mental Health. And there's nothing more timely than this topic on today. And I am looking forward to hearing the presentation as well. And I'd like to move right into that by handing off the introduction of our guest speaker to our chief medical officer, Dr. Ken Duckworth, Ken? Ken Duckworth (00:00:47): Thank you, Dan. I'm delighted to introduce today's speaker. Dr. Christine Crawford, is the associate medical director for medical student teaching at the BU School of Medicine here in Boston. She also, in addition to being a child and adolescent psychiatrist, I first met her when she was a child fellow at the Mass General Hospital. I was very impressed with her, right from the get go. She also has a master's in public health from the BU School of Public Health. And she has been a volunteer at some of the local affiliates in Boston area. Dr. Christine Crawford, we welcome you and we appreciate your covering this important and timely topic.
    [Show full text]