Under the Gun: (Re)Traumatizing the Physical, Emotional, and Spiritual Well-Being of Incarcerated Youth

• In Event: 14.025 - (Re)Claiming Bodies Marked by Institutional Oppression and Trauma: Teachers and Youth Raise Their Voices

Abstract

The political and media sensationalism of “super-predators” (Stevenson, 2014) has unnecessarily increased juvenile incarceration even though crime continues to plummet. This persistent movement to view juveniles as “menacing and dangerous” has turned the focus towards punishment rather than rehabilitation (Ginwright & Cammorata, 2002). While youth of color represent only 16% of the overall population, they make up 34% of children arrested and 38% of children adjudicated (Mendel, 2011). The purpose of this study is to describe a Youth Participatory Action Research (YPAR) project conducted by Leaders Organizing 2 Unite & Decriminalize (LOUD), which are comprised of formerly incarcerated youth. I focus on how incarcerated youth describe the trauma they experience through the Juvenile Justice System (JJS) and how it impacts them physically, emotionally and spiritually.

Theoretical framework
A chief feature of historical trauma is that it is transferred to subsequent generations via biological, psychological, environmental, and social means (Sotero, 2006). Sotero’s conceptual framework of historical trauma includes three successive phases. First, the dominant culture perpetuates mass traumas on a vulnerable population through physical and psychological violence, which then results in displacement, cultural dispossession, and economic marginalization. Second, the trauma manifests through biological, societal and psychological symptoms. Lastly, the initial responses to trauma are conveyed to subsequent generations through environmental and psychological factors, socio-political and economic systems, and racism. For system involved youth, historical trauma informs their experiences within the JJS by impacting their physical, emotional, and spiritual well-being.

Methodology
In many ways, YPAR challenges “traditional” research practices by building on the idea that youth should take part in critical inquiry and action because they are key knowledge holders who can formulate relevant questions, engage in ongoing reflection, analyze data, obtain results, and suggest solutions (Cammarota & Fine, 2008; McIntyre, 2000; Torre, 2009).

Data Collection and Analysis
For two years, I have been co-facilitating LOUD meetings once a week with 10 youth (Latino/as, black, and Native American) with Jasmine, a community organizer. Each meeting is audio recorded, transcribed and coded. In addition, I write ethnographic fieldnotes for each meeting. Furthermore, each youth participated in two semi-structured interviews. Inductive analysis and the constant comparative method is utilized to systematically code data, develop categories, and address issues of connectedness (Huberman & Miles, 1998).

Findings
LOUD has collected 119 surveys from system-involved youth and has conducted 7 focus group interviews inside the detention center. A key finding has been how the JJS negatively impacts the physical, emotional, and spiritual well being of incarcerated youth. For example, youth experienced nausea, anxiety, and depression as they entered the courthouse. For youth in the detention center, they have experienced weight loss, felt constantly under duress, and repeatedly mentioned being dehumanized. As one youth said, “Both my mom and I got depressed ever since I got put on probation.”

Scholarly Significance
When we begin to consider the physical, emotional, and spiritual well being of incarcerated youth, we can reduce recidivism and develop policies that rehabilitate and nurture our youth.

Author

• Shiv Raj Desai, University of New Mexico