Blog post 1: A political science approach to the trauma-informed training
For the past five years, not only have I been studying political science, but I also had the occasion to work for the development of education in slums-areas in France. Hence, taking this online training, I couldn’t help linking politics and psychology as a government’s political and social choices set the framework for a child’s development. To my understanding, while a politician’s role is to deal with risk factors on a social scale, a psychologist will focus on human beings themselves.
As I have learned in the training, a child’s development is shaped by its environment: their parents, but not only. The neighborhood they live in, the school they frequent, or the community they are a part of play a big role in shaping their ability to love or express themselves. In political terms, environments shape social trajectories and are the basis of social inequalities.
Nonetheless, what struck my attention was the way those different circles (family, school, neighborhood..) interact.
- Making connections between a child’s different environments
As we have seen with Jenny’s example, a child experiences different circles, some of which can be healthy (positive factors), while others generate risk factors. In most cases, these circles are watertight: a child who doesn’t grow up in a caring family is more likely to underperform at school. For that particular reason, when working with JAAGO, I will make sure to keep in mind that family, neighborhood, and access to public services all have a direct bearing on a kid’s attitude in class (JAAGO also works against absenteeism).
Pursuing a political science degree, I will also keep in mind that, promoting quality education is not enough, as family and cultural factors prevent children from performing well. In this respect, how can we transform a vicious circle into a virtuous one? Politically, is it enough to give schools more resources? Overall, as a political science student, I’m interested in the role of the state and organizations in reducing risk factors: what can be done at the state level to reduce educational inequalities? what is the role of the state in eliminating risk factors?
In this respect, having worked in associations, I’m convinced that the actions of the politician and the psychiatrist are complementary.
2. The importance of cultural humility when working with international peers and children
The other part of the training that I found very useful is the one dealing with cultural humility by Markita Mays which defines it as an active engagement and lifelong process of self-criticism. Indeed, when working in an international setting, the probability of unintentionally offending someone is higher, that is why it is very important for the psychiatrist/consultant to do some preliminary research so as not to misunderstand a client’s culture and boundaries. That is particularly relevant as JAAGO deals with some kids whose non-European societal expectations and mindsets, specifically South Asian perspectives on religion and finances/income level, could make students not value education. This semester, this work of cultural humility will, for me, be twofold: not only facing our Bangladeshi partners but also cooperating with other American students. I am very much looking forward to learning from both of them.
Anissa SOUABER
