Final Presentation

Audio Transcript Auto-generated

• 00:02 - 00:05

  Hello, My name is Deon Chez Vincent.

• 00:05 - 00:09

  I'm a second degree psychology student and the mother

• 00:09 - 00:11

  of a five year old boy. My son there,

• 00:12 - 00:16

  I'll be taking you through some different themes or our textbooks,

• 00:16 - 00:19

  ah and introducing a program that I believe

• 00:19 - 00:22

  would assist them better aid our black youth

• 00:22 - 00:25

  development and lives as a whole.

• 00:26 - 00:28

  Oh, really?

• 00:29 - 00:36

  So our focus topics will be identity development and change strengths,

• 00:36 - 00:38

  coping and parenting patterns,

• 00:39 - 00:40

  cognitive styles

• 00:41 - 00:44

  and research on the role of culture,

• 00:44 - 00:47

  identity and discrimination in well being.

• 00:50 - 00:54

  So identity would develop and change essentially scales had been

• 00:54 - 00:58

  giving had been given to adolescents and things like that.

• 00:58 - 01:02

  But french Siegman Allen and Abir were,

• 01:02 - 01:05

  they were more interested in how identity develop

• 01:06 - 01:09

  more so so they conducted a longitudinal study

• 01:09 - 01:13

  uh and determined that while group self esteem increased

• 01:14 - 01:16

  for early and middle adolescents,

• 01:16 - 01:19

  the exploration of their ethnicity only increased

• 01:19 - 01:23

  in middle adolescents. So they they noted that

• 01:23 - 01:28

  one cause for this change could be moving from

• 01:28 - 01:33

  a homogeneous school to a more diverse school.

• 01:33 - 01:35

  So they have that exposure

• 01:36 - 01:42

  next here for strength, hoping and parenting patterns.

• 01:42 - 01:47

  Ah Hills listed five different strengths of american african

• 01:47 - 01:52

  american families and those were strong achievement orientation,

• 01:52 - 01:54

  strong work orientation,

• 01:54 - 01:59

  flexible family roles, strong kinship bonds and strong religious

• 01:59 - 02:00

  orientation.

• 02:01 - 02:06

  African american parental practices tied back to slavery

• 02:06 - 02:10

  uh in the sense that Children weren't really allowed

• 02:10 - 02:15

  to cry or show any weaknesses because back in

• 02:15 - 02:19

  slavery had they done that they would get punished

• 02:19 - 02:25

  by the slaveholders, which would be a lot more harsh. So that was

• 02:26 - 02:29

  essentially the parents way of preparing them for that.

• 02:29 - 02:32

  Um and as it went on throughout

• 02:33 - 02:36

  up until like present day,

• 02:36 - 02:39

  it they're saying that it connects in the way that

• 02:39 - 02:44

  it prepares for uh the harsh world as far as

• 02:44 - 02:48

  racism and discrimination and things like that that we

• 02:48 - 02:51

  have to face during this day and age.

• 02:52 - 02:56

  Um Next we have cognitive styles.

• 02:56 - 03:02

  Uh so african american Children learn differently than

• 03:02 - 03:06

  other ethnicities is more so 10 aesthetics.

• 03:06 - 03:12

  So they're more so focused on the physical aspect then uh

• 03:13 - 03:20

  facial expressions, things like that more so than just writing or

• 03:21 - 03:24

  just visual aids. They usually need a little more than that.

• 03:25 - 03:30

  And also the way that information is organized in their brain is different

• 03:31 - 03:34

  and how they connect things to each other

• 03:35 - 03:41

  Next here and this is the last of all

• 03:42 - 03:48

  ah research on the role of culture, identity and discrimination in well being.

• 03:49 - 03:50

  Um

• 03:51 - 03:52

  so as far as

• 03:53 - 03:56

  this one is more so saying that

• 03:57 - 04:02

  being pro black being exposed to your

• 04:03 - 04:07

  culture, being submerged in your ethnicity,

• 04:07 - 04:12

  having that certain identity of achievement and confidence in

• 04:13 - 04:15

  who you are kind of buffers

• 04:16 - 04:20

  uh it kind of buffers the racism and discrimination

• 04:21 - 04:25

  that adolescents have to unfortunately go through

• 04:26 - 04:27

  at some point in their life.

• 04:29 - 04:32

  Um so these are the reference

• 04:35 - 04:37

  and I'm just going there,

• 04:37 - 04:38

  there we go.

• 04:39 - 04:42

  Alrighty, these are my references

• 04:43 - 04:43

  and

• 04:44 - 04:44

  here

• 04:45 - 04:48

  now moving into my program

• 04:49 - 04:52

  when creating this program that I call village.

• 04:53 - 04:57

  The thing that I noticed was the two sayings that

• 04:58 - 05:02

  I essentially live by, which is it takes a village to raise a child

• 05:03 - 05:06

  and be the person you needed when you were younger.

• 05:07 - 05:10

  Uh so that inspired the name as well as the

• 05:10 - 05:15

  different aspects of the program along with the textbook readings.

• 05:15 - 05:22

  So those aspects are spread throughout four channels, which I categorized as self

• 05:23 - 05:25

  parenting

• 05:25 - 05:27

  shaping

• 05:27 - 05:28

  and communion,

• 05:29 - 05:31

  um, brady.

• 05:33 - 05:37

  So as far as self this channel is focused on

• 05:38 - 05:41

  guiding black adolescents toward

• 05:41 - 05:44

  the identity achievement, which means they've

• 05:44 - 05:49

  fully explored and committed it to their identity.

• 05:49 - 05:54

  They know who they are, they know what their ethnicity is, they're proud of that.

• 05:54 - 05:58

  So the features of this, of this

• 05:58 - 05:59

  channel

• 05:59 - 06:04

  that guides them towards that is by introducing,

• 06:04 - 06:06

  introducing them to diverse sets of

• 06:06 - 06:09

  people with different backgrounds and experiences

• 06:09 - 06:11

  to expand their knowledge of ethnicity.

• 06:11 - 06:16

  So as I stated before, I, one factor that kind of help

• 06:17 - 06:24

  uh is when they moved from homogeneous schools to a more diverse groups of people.

• 06:24 - 06:27

  They kind of get that exposure to different things,

• 06:27 - 06:32

  also providing them with a big brother or Big Sister to have their back

• 06:32 - 06:37

  and just give them guidance as they go along into that exploring and discovering

• 06:38 - 06:40

  um and also to provide resources,

• 06:40 - 06:44

  judges transportation to events and places that will

• 06:44 - 06:48

  provide them more necessary information about their culture

• 06:48 - 06:55

  and who they are as a person ah and what it means to be their ethnicity.

• 06:58 - 06:59

  All right.

• 07:01 - 07:05

  So as far as family ties and parenting.

• 07:05 - 07:10

  Uh this channel focuses on the strength of

• 07:10 - 07:13

  african american families that we talked about before.

• 07:13 - 07:18

  So the strong achievement orientation, the strong work orientation,

• 07:18 - 07:20

  flexible family roles,

• 07:20 - 07:22

  strong kinship bonds

• 07:22 - 07:26

  and strong religious orientation.

• 07:27 - 07:31

  It also focuses on the parenting techniques

• 07:31 - 07:34

  and supporting caregivers and parents

• 07:34 - 07:38

  by incorporating these strategies essentially.

• 07:38 - 07:43

  So educating black youth as well as their families on the strength of

• 07:43 - 07:47

  african american families as well as the value and importance of those bonds

• 07:48 - 07:50

  because as I stated before, it takes a village.

• 07:50 - 07:56

  Um also hosting seminars where certain scenarios are acted out

• 07:56 - 08:00

  along with a healthy solution as far as parenting,

• 08:00 - 08:03

  all of the creation of a close knit parenting

• 08:03 - 08:05

  group that leans on each other for support.

• 08:05 - 08:06

  So

• 08:07 - 08:11

  for a lot of african american parents, they only

• 08:11 - 08:17

  know what they were raised up with. Uh so just seeing

• 08:17 - 08:20

  how that parenting

• 08:20 - 08:23

  looks and some healthier

• 08:24 - 08:26

  techniques for

• 08:26 - 08:29

  problem solving and things like that

• 08:29 - 08:33

  would go a long way as far as the bond

• 08:33 - 08:34

  between that parent

• 08:35 - 08:38

  and child, which brings us back

• 08:38 - 08:46

  to the importance of the bonds within a family and also

• 08:46 - 08:50

  supporting the caregivers and parents by having resources available to them,

• 08:50 - 08:54

  whether it's just someone to talk to or connecting

• 08:54 - 08:57

  them with certain resources that they may need,

• 08:57 - 09:03

  such as daycare, uh counseling, especially ah

• 09:04 - 09:07

  at all times of the day.

• 09:07 - 09:11

  I know for some people, once you,

• 09:11 - 09:17

  once it gets to the end of the day and you have all those thoughts racing.

• 09:17 - 09:20

  It'll just feel nice to have someone there to

• 09:20 - 09:24

  just listen or give advice or anything like that.

• 09:24 - 09:28

  So that's where that support comes in.

• 09:29 - 09:31

  I'll see here.

• 09:34 - 09:34

  Okay,

• 09:34 - 09:43

  so as far as shaping this goes back to the way that african american adolescents

• 09:43 - 09:44

  learn.

• 09:45 - 09:50

  So with this channel, it focuses on the ways that the material that they,

• 09:51 - 09:56

  the adolescents was given in a standardized form can be reshaped into

• 09:56 - 10:01

  a form that's not only more digestible but fun as well.

• 10:01 - 10:05

  Uh, this would be done through these practices,

• 10:05 - 10:09

  which is assistance with homework that can also be offered from the

• 10:09 - 10:14

  Big Brother or the Big Sister that I spoke on previously.

• 10:14 - 10:21

  Uh, or or connections can be made with tutors that are a little more skilled uh,

• 10:21 - 10:24

  and that are willing to go outside the box

• 10:24 - 10:27

  and go the extra mile to ensure that the adolescent

• 10:28 - 10:31

  is understanding the material

• 10:31 - 10:32

  even if

• 10:33 - 10:34

  they have to, you know,

• 10:35 - 10:36

  Make

• 10:36 - 10:37

  certain activities

• 10:37 - 10:42

  3D or make them come to life just so it's more

• 10:42 - 10:45

  digestible for that adolescent.

• 10:46 - 10:46

  Ah,

• 10:46 - 10:49

  and to also provide a safe calm place for the

• 10:49 - 10:54

  adolescent to study and guidance upon the development uh,

• 10:54 - 10:57

  of us on a steady plan for them.

• 11:00 - 11:02

  Alrighty

• 11:04 - 11:06

  and lastly Communion.

• 11:07 - 11:11

  The last channel of my program is Communion And this channel

• 11:11 - 11:16

  is to help make african american youth more resilient to the racism and

• 11:16 - 11:19

  discrimination that they're unfortunately likely to encounter

• 11:19 - 11:21

  at some point in their life.

• 11:21 - 11:25

  So the research I've mentioned before suggests that

• 11:25 - 11:27

  a positive outlook of themselves,

• 11:27 - 11:30

  their and their ethnicity can really buffer

• 11:30 - 11:33

  the effects of that racism and discrimination.

• 11:33 - 11:37

  So the features of this channel would be maybe hosting

• 11:37 - 11:43

  a community event each month to kind of bring the community closer up with morale,

• 11:43 - 11:48

  ignite that sense of support and also ensure that each

• 11:48 - 11:54

  adolescent views themselves and their ethnicity in a positive light,

• 11:54 - 11:55

  knowing that

• 11:55 - 11:58

  they're beautiful the way they are, uh,

• 11:58 - 12:02

  they are made just how they're supposed to be.

• 12:02 - 12:04

  So this can even include

• 12:05 - 12:08

  like creating a community app kind of bringing

• 12:08 - 12:11

  their world and what they're used to into it

• 12:11 - 12:15

  that just end that app would send out like positive

• 12:16 - 12:21

  affirmations each day. Um, and let's

• 12:21 - 12:22

  see here,

• 12:22 - 12:24

  Okay, last week

• 12:24 - 12:25

  ah

• 12:25 - 12:26

  are just

• 12:27 - 12:28

  questions.

• 12:28 - 12:30

  So

• 12:30 - 12:35

  the questions are who or what determines whether someone is

• 12:35 - 12:37

  black or rather

• 12:37 - 12:43

  who determines or defines what it means to be a particular ethnicity,

• 12:43 - 12:48

  what other things can be used to buffer the effects of racism and discrimination?

• 12:48 - 12:53

  What causes a whole ethnicity to learn a completely different

• 12:53 - 12:55

  way than another.

• 12:55 - 12:56

  And lastly,

• 12:56 - 13:01

  what are some healthy coping mechanisms for young african american

• 13:01 - 13:05

  kids as they overcome different hurdles in their lives.

• 13:05 - 13:07

  Um, so

• 13:08 - 13:10

  essentially that is everything.

• 13:10 - 13:13

  This is an overview and thank you so much for your time