Talking about Racism in the Context of the Trial against ’s Murderer: Practical Recommendations for Professionals, Parents, & Clinicians

a a b Chardée A. Galán, Ph.D. , Irene Tung, Ph.D. , Alexandra Tabachnick, M.S. , Stefanie Sequeira, M.S.a, Derek M. Novacek, Ph.D. c, Isabella Kahhale, B.S.a, Nabila Jamal Orozco, M.S.a, Juan Carlos Gonzalez, M.A.c, Molly A. Bowdring, M.S.a, Cassandra L. Boness, M.A.a, and Beza M. Bekele, B.A e

Affiliations: a University of Pittsburgh, b University of Delaware, c University of California, Los Angeles, d University of California Santa Barbara, e Arizona State University

Note 2: All authors listed after Dr. Galán have equal intellectual contribution to this document and share second authorship. They have been listed in reverse alphabetical order according to their last name. In the weeks following the killing of George Floyd and media coverage of the killings of Breonna Taylor and Ahmaud Arbery, the movement and other for racial justice swept the world. Demonstrations occurred in more than 700 cities internationally and across all 50 states in the United States. Notably, demands for the dismantling of systemic racism extended far beyond police brutality to include inequities in health, housing, economic opportunity, and other sectors. In academia, faculty, students, and staff called attention to the ways in which “universities remain ivory towers perpetuating institutionalized forms of racism, oppression, and inequity” (p. 13, Galán et al., 2021; Gray, Joseph, Glover, & Olayiwola, 2020), while psychologists highlighted the ways in which direct and vicarious exposure to racial violence and discrimination may compromise mental health and contribute to racial trauma. Although Pew Research Center surveys in June 2020 showed increased recognition of racism as a problem and increased public support for the Black Lives Matter movement, support for these issues has since returned to pre-June levels among White people (Pew Research Center, 2020). However, the trial for - the White, former police officer charged with third-degree and second-degree manslaughter for the – is scheduled to start March 8, 2021. With Chauvin’s trial certain to garner wide- spread media coverage and protests, it is likely that we will see another uptick in conversations and concerns regarding racial inequities. While conversation and action towards dismantling racism are always welcomed and needed, we must stop the practice of only recognizing a problem when it is in our face, sprawled across social media feeds, news segments, and websites. These reactive practices do little to dismantle oppressive systems, especially when they are followed by complacency that often settles in as news headlines transition to the next “hot topic” and our positions of power and privilege allow us to go on with our lives, as if the racist systems and practices we vehemently opposed just a week earlier have suddenly been abolished. So, before our accounts, , USA Today, and every other newspaper outlet bombard us with headlines, reminding us of why protests swept our country last summer, let us be intentional with reflecting on: (1) larger systems of oppression and racism that this trial represents and the ways in which we have been complicit (or active contributors) to their perpetuation, and (2) the effect that this trial may have on our Black colleagues, students, clients, and friends. We offer the following recommendations for health providers, educators, parents, and social media users.

Recommendations for clinicians and other health providers

Clinicians and other healthcare providers have a unique opportunity to help heal the legacy of silence surrounding racial trauma by intentionally addressing racism in the therapeutic context. We urge clinicians and other health care providers to engage in the following prior to the upcoming trial:

(1) Equip yourself with knowledge on how highly publicized racism-related events can negatively impact the mental health of Black clients. For example, with increased media coverage of the trial, Black clients may be re-exposed to recurring videos of George Floyd being murdered - vicarious experiences of racial trauma that can increase symptoms associated with PTSD (e.g., anxiety, anger, concentration difficulties) (Bor et al., 2018; Turner & Richardson, 2016; Tynes et al., 2019). Ongoing uncertainty about whether justice will be served from this trial may also contribute to stress and anxiety that can affect daily functioning. It is important to be aware that in trials of police violence against Black individuals, a dehumanizing strategy that perpetrators commonly use in court is to focus on specific past behaviors of the person killed (e.g., history of substance use) as an attempt to “justify” the murder of Black individuals by police (Dukes & Gaither, 2017; Smiley & Fakunle, 2016). Indeed, we have learned that the defense attorney for Derek Chauvin has filed several motions proposing various protocols during the trial, including blocking prosecutors and their witnesses from calling George Floyd a "victim," allowing testimony about his opiate use, and compelling prosecutors to share witnesses' criminal histories. These practices perpetuate harmful stereotypes of Black individuals, and clients’ exposure to these dehumanizing narratives can trigger feelings of anger, grief, and hopelessness. Gaining knowledge about the upcoming trial and reflecting on its potential impact on your clients will help to reduce risk that you unintentionally minimize or delegitimize their experiences. (2) Proactively engage in broaching conversations with your clients regarding the upcoming trial. To address the potential impact of high-profile incidents of racism on your clients, actively engage in broaching (i.e., introducing topics related to race and culture into the therapeutic process; Day‐Vines et al., 2007). Broaching invites clients to share their experiences with racism-related events, which is necessary to assess the impact of these events on client functioning, validate client experiences, and provide support and intervention (Day‐Vines et al., 2007). Broaching in therapy is linked to a wide range of positive outcomes, including increasing client satisfaction and sense of feeling understood, deepening client engagement and disclosure in sessions, and increasing clients’ willingness to return for follow-up sessions (Burkard et al., 2006; Cardemil & Battle, 2003; Jones et al., 2019; Sue & Sundberg, 1996). There are many ways to broach (Day‐Vines et al., 2007, 2020). For example, clinicians could ask how, if at all, the trial is affecting the client’s mental health (e.g., “There’s been a lot of media attention regarding the trial for the former police officer who killed George Floyd. I’m not sure if you’ve been following the trial, but I wanted to see how you’ve been feeling about this?”). When engaging in broaching, it is critical that therapists draw from a perspective of cultural humility by using open-ended questions to express curiosity and interest about the client’s experience without making assumptions about how the client may feel or assuming which solutions that are best for them (Jones & Branco, 2020). It is important that clinicians initiate the broaching, because the inherent power dynamic in therapeutic relationships can decrease clients’ willingness to bring up these events, even when they significantly impact the client. (3) Validate clients’ emotional reactions to these events and acknowledge the larger context of racism. It is normal to experience strong emotions in response to racism- related events, including anger, grief, anxiety, powerlessness, and depression. Provide a safe space for clients to process these emotions and use a nonjudgmental stance to empathically validate feelings that arise. Communicate that it is normal to experience changes in mood, concentration, activity, and productivity as part of the psychological toll of these events; anger and grief are important and healthy emotional responses to racial trauma and injustice. When validating clients’ emotional reactions, it is important to acknowledge the broader social context of racism in the U.S. and the legacy of silence that has cumulatively contributed to chronic feelings of stress and trauma associated with racism-related stressors (Carter, 2007; Pieterse, 2018). (4) Support positive coping and preventative self-care behaviors. Explore strategies that your client has used to cope with racism-related events (e.g., seeking social support, limiting social media exposure, engaging in activism, drawing from faith-based healing) and the extent to which these strategies have been effective. For clients experiencing significant difficulties managing their emotional reactions to the trial, there are several interventions that directly address experiences related to racism (Comas- Díaz, 2016; Malott & Schaefle, 2015), including the Racial Trauma Toolkit (Jernigan et al., 2015) and emerging interventions and adaptations of EBTs for Black children/adolescents experiencing racial trauma (Anderson et al., 2019; Metzger et al., 2021). (5) Support values-driven and strengths-based behaviors. Values-driven behaviors that increase a sense of empowerment, self-efficacy, and mastery can help combat feelings of powerlessness and enhance resilience and resistance to racism-related stress. In line with a cultural humility framework, use a client-centered approach to collaboratively identify the most fitting behaviors for each client based on their unique values and interests. Some clients may find healing and empowerment from engaging in community action (e.g., joining local anti-racism initiatives) and finding ways to educate others about racism (Jones et al., 2020; Pieterse, 2018). Support your clients’ self-discovery of and engagement in these behaviors.

Recommendations for Universities

It is critical to recognize the impact that this trial and future trials of this nature may have on the well-being of Black students, faculty, and staff in our departments. Vicarious racism – that is, observing or learning about racism against other individuals - has been shown to have significant negative consequences for the physical and mental health of Black individuals (e.g., Martz et al., 2019; Bor et al., 2018; Mason et al, 2017). Certainly, we might expect vicarious racism stress to result from increased media coverage of the killing of George Floyd, attempts to justify the murder of a Black man by police, and uncertainty about whether justice will finally be served in the context of this trial. As such, it is important to be mindful of the emotional fatigue and exhaustion our Black colleagues and friends may be experiencing as this trial plays out (on top of the baseline exhaustion induced by systemic oppression). Broaching the topic with supervisees and colleagues is a necessary step to facilitate self-care and rest for those individuals who are disproportionately both impacted by these events and pressured to succeed in the academy (e.g., Boyd, 2020). There is variability in the extent to which faculty feel comfortable having conversations about race (for an overview of broaching styles in mentorship relationships and a self-evaluation exercise, see Carroll & Barnes, 2015). While others have written about the need for faculty development training on how to dialogue about race and racism (Acosta & Ackerman-Barger, 2017), we cannot delay these conversations as we wait for such programming to be developed and disseminated. At present, we draw from personal narrative (Dukes, 2020; Sturdy, 2020) to offer four concrete steps for broaching conversations about this trial and related topics: (1) Check in with your mentees and colleagues. Ask how they are doing with acknowledgement of the trial without making assumptions about their experiences. (2) Listen to what they have to say without interruption, judgment, or defensiveness. (3) Ask what they need and offer practical support. For example, if rest is needed, put research deadlines on hold for mentees or offer to guest lecture for a colleague’s class for a day so that they can take a break. (4) Act to provide immediate support and identify ways to make longer-term changes in your department to promote the wellness of Black faculty, students, and staff. Of course, there are individual differences in how people will experience, process, and cope with these events (Mason et al, 2017). Although there is no one-size-fits-all answer for how to best provide support, we must refrain from our default practice of “business as usual” in academia and instead be intentional in our efforts to foster the wellness and success of Black faculty, students, and staff (for additional recommendations, see Galan et al., 2021). Recommendations for teachers and parents of Black youth To support Black youth during this trial, we provide three overarching recommendations for parents and teachers and include a brief list of hands-on resources at the end to support these recommendations:

(1) Provide Black youth with the space to process their thoughts and feelings about George Floyd’s murder and police brutality. Children see and understand what is going on in the world around them and notice when the adults in their lives are in distress. Thus, open and honest conversations, with appropriate developmental modifications, are needed; conversations can be started by asking, “How are you feeling about this?” With a younger child, parents or teachers can elicit emotions in creative ways, such as having the child draw a picture or using an emotion chart. During these conversations, it is critical to validate the child’s feelings and experiences. Telling children that there is no need to be upset or providing blanket reassurance statements is not helpful, and often not true. After validating, work with the child to figure out the child’s needs. Do they have questions? Do they want space to process their thoughts and feelings? Do they need coping skills? As a parent or caregiver, it is also important to prioritize checking in with yourself and processing your own emotions (either alone or with a partner, friend, therapist, etc.). Teachers may notice changes in their Black students’ behavior around the murder trial. It is critical for teachers to be aware that stress and depression in childhood can be expressed in many different ways, including increases in irritability and 'acting out' behaviors (Stewart et al., 2012). Given that the upcoming trial may acutely heighten race-related stress experienced by Black youth, teachers (especially White teachers) should be particularly mindful of the ways in which this trial and other reminders of racial trauma may impact fluctuations in mood and behavior for Black students. This may be especially true for young children with limited cognitive and language abilities to process and express what they are feeling, and who may show more behavioral problems in response to racial trauma. It is necessary for teachers not to dismiss these children as “problematic students,” as this reinforces exclusionary disciplinary practices and perpetuates the school-to-prison pipeline (Skiba et al., 2014). (2) Actively challenge the stereotypes emerging from the trial and perpetuated by various news outlets. Black individuals, especially Black males, are often depicted as “thugs” and convicts by the media as well as frequently dehumanized or demonized when depicted as victims of violence (see Smiley & Fakunle, 2016). Media coverage of George Floyd has been no exception. Black youth may internalize the messages they are receiving (i.e., internalized racism) if they are not provided with the skills to actively challenge those stereotypes and be critical consumers of media. Teachers can play a central role in teaching media literacy during the murder trial by helping Black youth recognize biases in media reporting, as well as process what they are seeing in the media (see Proulx & Schulten, 2020). (3) Balance discussions about racism/discrimination with conversations that foster cultural pride. Being exposed to the lies and stereotypes about Black people emerging from the trial may be detrimental to Black youths’ self-esteem and well-being. We can combat these lies with messages that promote racial pride and self-worth, such as personal stories of strength and resilience or historical accomplishments of Black groups or individuals. Parents’ racial socialization practices have been linked to improved racial coping in Black youth and families (Anderson et al., 2018a, 2018b). Racial socialization includes messages that prepare youth for racial bias and offer strategies for coping; not preparing youth for bias or over-preparing youth for bias could have negative effects on youths’ self-esteem (Harris-Britt et al., 2007). Messages of cultural pride and self-worth are also important components of racial socialization that may improve self-esteem in Black youth (Okeke-Adeyanju et al., 2014). Affirmation of racial identity and reinforcing cultural pride is as important as talking with children about police brutality and racial oppression. Engaging in the former and not the latter can make children feel unprepared to cope with the murder trial, while engaging in the latter and not the former can make children feel more hopeless or depressed (Reynolds & Gonzales-Backen, 2017).

Resources for parents and teachers on how to talk with children about racial injustice and build cultural pride:  www.embracerace.org  https://nmaahc.si.edu/learn/talking-about-race  https://centerracialjustice.org/resources/resources-for-talking-about-race-racism- and-racialized-violence-with-kids/  Webinar: “Supporting Kids of Color in the Wake of Racialized Violence”: https://soundcloud.com/user-551505264/supporting-kids-of-color-in-wake-of- racialized-violence  https://www.embracerace.org/resources/managing-racial-stress-and-teaching- kids-to-do-the-same

Recommendations for White parents Unfortunately, research shows that many White parents take a colorblind approach by avoiding conversations about race with their children (Zucker & Patterson, 2018). Although this avoidance may stem from parents’ own discomfort with talking about racial issues or unfounded fears that such conversations will lead children to develop racial biases, research has found that children recognize differences in race as early as three months of age (Bar-Haim et al., 2006) and show racial hostility as early as three years old (Feagin & Van Ausdale, 2001). It is critical for White parents to recognize that children are inundated with explicit and implicit messages about what it means to be White versus Black in this society; by failing to proactively challenge these messages, White parents take the risk that their children will be passive recipients and perpetrators of racial stereotypes. In contrast, engaging White children in developmentally- appropriate discussions about race and racism can equip them with the knowledge and skills to identify and combat White supremacy and anti-Black racism. As the trial of Derek Chauvin approaches, we encourage White parents to converse with their children about the circumstances surrounding the murder of George Floyd. Parents may consider asking children about what they have seen on television and the media regarding these events to clarify what their child already knows and identify potential misconceptions that need to be corrected. During these discussions, it is important for parents to explicitly label White supremacy and anti-Black racism and to contextualize the murder of George Floyd and racist stereotypes perpetuated during the Chauvin trial within larger systems of oppression (i.e., these are not isolated incidents). Notably, educating youth about racial injustices must be complemented by efforts to cultivate empathy and compassion for those afflicted by racial violence. White parents should validate challenging emotions that may arise for children when having these discussions, while supporting them in avoiding White silence and encouraging them to channel difficult emotions into anti-racist action.

Recommendations for Social Media Use

We first present recommendations for Black people on social media, followed by recommendations for White and non-Black POC accomplices: (1) Recommendations for Black individuals. With the upcoming trial of Derek Chauvin, social media and news outlets will again focus on the brutal murder of yet another Black person. Although anti-Black violence unfortunately is not new, the rise of social media has meant that graphic depictions of these violent acts are just a click away. Black men, women, and children are inundated with a constant stream of graphic videos and images of Black people being murdered by police officers. Exposure to these incidents can be emotionally, mentally, and physically exhausting for Black individuals and contribute to symptoms resembling post-traumatic stress disorder (PTSD). Thus, it is important to be mindful of your social media consumption and its effect on your mental health, especially after highly publicized acts of racial violence and related trials. For some, this may mean staying away from certain forms of social media or limiting the amount of time spent on these platforms. Others may decide that abstaining entirely from social media and the news is best for your mental health right now. Some of you may find it helpful to immerse yourselves in uplifting social media content, television shows, or music that celebrate the accomplishments of Black people and remind you of the beauty and joy being Black. However you choose to navigate these challenging times, remember that the ultimate act of resistance is self-care. Although colleagues and friends may reach out to see how you are doing, remind yourself that you’re not obligated to thank them, explain how you’re feeling, or respond in any other capacity. Dealing with racism, trauma, and the violence of being policed means that there is no need for you to police yourself. You’re allowed to take as much time and space as you need to prioritize your well-being. (2) Recommendations for White people and non-Black accomplices. a. It is critical for all non-Black individuals to reflect on their identity and positionality prior to engaging in social media conversations concerning the Chauvin trial, George Floyd’s murder, or other forms of interpersonal and structural racism. Before posting on social media, consider what you have been doing to combat anti-Black racism. If you can’t identify specific ways in which you have been actively challenging racist practices and policies and interrupting White supremacy, then you probably shouldn’t be posting on social media about these issues. Posting on social media in the absence of other anti-racism efforts is often just a performative gesture. b. If you choose to participate in social media discussions regarding the trial, be mindful and intentional with the language that you use; the framing of your comments can be accurate and systems-oriented or may inadvertently reinforce oppressive narratives (O’Reilly, 2020). For example, saying that George Floyd was murdered is accurate and highlights an act of racial violence, whereas saying that he died is imprecise and serves racist narratives. Further, the trial should be referred to as the Derek Chauvin Trial, rather than “George Floyd Trial.” George Floyd is not on trial. c. Consider the potential biases of your sources when consuming news about the trial or other events related to racial violence. It was recently learned that the city of Minneapolis planned to pay social media influencers to post messages related to the trial of Derek Chauvin that were generated and approved by the city (Hamilton, 2021). Using influencers could have prevented consumers from realizing the messages were originating from the city and serving the interests of city officials (e.g., preventing future racial justice uprisings). Although this plan was canceled after public backlash, it highlights the need for all individuals to be cautious of bias on social media. The Media Bias Chart is a helpful resource for understanding biases of news organizations (ad fontes media, 2021). d. Before reaching out to a Black friend or colleague to express your support, it is important to first consider: (1) Is it appropriate for me to reach out to this person considering the nature of our relationship?; (2) Who is this for – me or them? Do I genuinely want to support this person or am I just trying to make myself feel better or less guilty?; (3) What is the best way for me to reach out? – e.g., Should I call them? Text? Email them? Send them a direct message on social media?; (4) What should I convey in my message?; (5) Am I prepared to respond non-defensively if the other person responds to my expression of support with frustration, anger, or silence? Remember that responding defensively or demanding the person reply to your message or phone call centers the conversation and the other person’s lived experience around you.

Conclusion While the increase in support of the Black Lives Matter movement following the killing of George Floyd was a welcome and important shift among public opinion, the lack of sustainment in these attitudinal shifts shows that our work is far from over. Opportunist support that fades is not what we need in order to abolish systems of White supremacy and anti-Black racism. In order to avoid a similar effect from occurring during the upcoming trial against former police officer Derek Chauvin, we urge you to engage openly, honestly, and consistently in conversations about race and in action against all forms of racism (e.g., Gover, Harper, & Langton, 2020). It is critical as educators, clinical professionals, and parents, that we are aware of the wide range of racial stressors that impact our students, patients, and children on a daily basis and that we intervene early and often with conversations that acknowledge race and racism directly. 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