Black individuals are at high risk for intimate partner violence (IPV) but are less likely to utilize existing IPV services and supports. In an effort toward developing more culturally responsive IPV solutions for the Black community, researchers set out to understand how residents of high-risk IPV communities explained the high rates of IPV in their community, and what they thought possible solutions would entail. A purposive sample of 22 Black nursing students (20 female, 2 male) from a high-IPV risk predominately Black community in Western New York who were students enrolled in a Licensed Practitioner Nursing (LPN) program attended four focus groups that utilized a semi-structured interview format. Their verbatim responses were analyzed using qualitative inductive thematic analysis. Participants identified five major causes of IPV in Black communities: (a) weakened family structure, (b) IPV is normalized (c) community lacks IPV knowledge, (d) mistrust of formal resources, and (e) mental health. They also identified 10 solutions to IPV in Black communities: (a) counseling, (b) peer support groups, (c) use of technology, (d) resources to create self-sufficiency, (e) education, (f) culturally specific resources, (g) reduce stigma, (h) public service announcements, (i) substance abuse treatment, and (j) IPV screenings. Research and clinical implications of the research are discussed, including how these might inform the creation of culturally responsive interventions.

Restorative practices (RPs) are promising nonpunitive approaches to discipline in schools, yet researchers often overlook students’ perspectives. The current study used a mixed-methods approach to explore RP Circle experiences of urban, low-income, and predominantly Black middle school students with attention to the diversity of their experiences by grade level, race, and gender. Quantitative results indicated that younger students reported learning about their behavior by participating in RP Circles. In general, boys felt that Circles supported their nonviolent problem-solving skills more than girls did. Black girls were significantly less likely to endorse the effectiveness of RP Circles to help them solve problems without violence and help them learn about their behavior in comparison with girls of other racial or ethnic backgrounds. Qualitative findings highlighted the benefits of RP Circles in promoting communication, expressing thoughts and feelings, pers pective taking, and opportunity for learning. The study highlights the importance of approaching RP from an intersectional lens and integrating youths’ perspectives into programming.

Purpose: A trauma-informed educational support group pilot addressed traumatic stress, substance use disorders (SUDs), and child-rearing for clients who were pregnant and/or parenting young children. Methods: Seeking Safety was adapted with parenting content and delivered at two intensive residential rehabilitation facilities. An explanatory sequential mixed methods approach was used to evaluate the pilot. Forty-eight participants completed starting assessments (intention-to-treat) and 31 graduates completed postgroup surveys (per protocol). Focus group sessions were completed with 19 graduates. Results: Paired samples t tests of intention-to-treat data showed a statistically significant decrease in self-reported symptoms of stress and substance cravings and increases in positive behaviors and parenting self-efficacy. There were no statistically significant differences on lifestyle behaviors, parenting skill, and parenting confidence. Most participants found the intervention acceptable and felt supported to improve their parenting. Discussion: Trauma-informed parenting education support in inpatient rehabilitation settings may offer an important complement to existing SUD and parenting programming.

Although anyone can become a victim, commercial exploitation and human trafficking disproportionately affect women, girls, and communities of color within the United States. Despite its prevalence, misinformation and a widespread lack of understanding on this issue create barriers to identifying and supporting trafficking victims. School staff are critically positioned to both identify and support the needs of trafficked youth. This article offers a fact-based case example of human trafficking in a small town in New York State, including one principal’s challenges and opportunities in addressing human trafficking in her school. Programming and practice frameworks that utilize trauma-informed care, cultural and linguistic responsiveness, and human rights approaches are offered as strategies for engagement with this topic.

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