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The Mental Health Stigma Written By: Aylin Bissonett Publishing Date: August 6, 2023 While we are fortunate enough to live in an era where mental illnesses can be openly discussed, shared and even treated more than in previous generations, in the melting pot that is the United States, there are many cultures that consider mental illnesses a trait shared by the “weak” among them rather than as a genuine medical condition. Growing up in a Latinx household provided challenges with my mental health. My mental state was often oppressed by the beliefs professed by most of my family. My family claimed that only crazy people go to therapy, that if I am anxious I should be praying more, and that I have no reason to be upset because I had a roof over my head and food on my plate. This was a difficult situation to navigate for me personally, but one day I discovered that this growing up experience is one shared by many cultures, often by first or second generation Americans. Due to the stigma against mental health, people who belong to Latinx and Hispanic cultures sometimes are less likely to ask for help - and sometimes refuse to receive any kind of treatment, even if it is available for them. According to Mental Health America, around 10 million Hispanic or Latinx people are reported to suffer from a mental illness - and that is just one culture from among the many who experience this kind of stigma. Furthermore, men from these cultures are often the ones who are the most vulnerable from this mindset because of the ideas of toxic masculinity, which promotes the cultural idea that men are supposed to be strong, and therefore cannot suffer from mental illness because that is a weakness, and admitting to needing help in treating their mental health is an even bigger admission of weakness. The effects of these stigmas is demonstrated in the higher abuse rates of alcohol in which Hispanic men “ who choose to drink are more likely to consume higher volumes of alcohol than non-Hispanic Whites” (“Hispanic Subgroups Differ in Rates of Substance Use Treatment Need and Receipt”). Hispanic men will choose substance abuse and alcoholism over admitting to needing help and seeking help out. While the stigma against mental health makes it challenging for many to seek out mental help, even when that issue can be overcome, finding and building rapport with a mental healthcare provider is another challenge. Latinx and others who suffer from the same cultural boundaries are unable to access healthcare when they do seek it. As someone who was in the mental health field, I also know that the percentages of those who work in the field of therapy who also belong to the same minority group, are difficult to find. There is also the enormous challenge of language barriers to overcome, which also decrease the chances for minorities to find, receive, and regularly access quality help. It is a struggle enough to experience the stigma from your loved ones and overcome it to begin looking for help, the process of actually finding someone who can help you is a tremendous undertaking on its own. While the population of the United States is made up of 16% Latinx, a mere 5% of therapists fall under that ethnicity, which makes it difficult for Latinx individuals to find therapists who share their cultural backgrounds and languages - a struggle that is not unique to just the Latinx population. The stigma against mental health within these cultures should be discussed because it informs and shapes deep issues within society. This taboo topic causes individuals to not only oppress their emotions, but turn to substance abuse, in addition to stigmatizing and ostracizing people who do seek out and are able to acquire mental healthcare. We have to not only discuss these issues openly, but change the way our cultures view mental illnesses. It starts at home, with our friends, and through informing ourselves and others on the deeply rooted issues within our cultures. Everyone who is in need of help should be able to receive it. Sources https://www.mhanational.org/issues/latinxhispanic-communities-and-mental-health Previous Next

Teen Mental Health Awareness Day - Using Technology to Make Therapy More Accessible Written By: Kenzie Shelstad Publishing Date: March 26, 2022 The pandemic has altered society in various ways over the past two years. Technology allowed society to go remote during the pandemic, for work, school, and even therapy. Now, there are dozens of websites that promote remote therapy, whether it’s face-to-face over Zoom, or through an instant messaging app. Through various studies, remote therapy seems to be as beneficial to patients as in person therapy. The flexibility of remote therapy allows many people access to therapy and the ability to improve their overall mental health. For teenagers, remote therapy improves their accessibility immensely. Teenagers can fit therapy into their busy schedules, and no longer need someone to take them to therapy appointments. Rather, they can join straight from their home. Additionally, the various instant messaging apps for therapy give teenagers the ability to access a licensed therapist even when they’re too busy, or not comfortable enough, to go to therapy. Another barrier for teenagers is money. Often, teenagers cannot afford therapy on their own, or sometimes even with parental assistance. In these circumstances, the affordability of remote therapy offers teenagers the chance to understand their mental health without the burden of a high price tag. Remote therapy also improves the likelihood of teenagers reaching out to arrange a therapy appointment if they’re nervous or embarrassed. Many therapists allow their patients to use a “nickname” when signing up for an appointment, and the remote aspect of therapy erases the possibility of running into someone they know in the waiting room. Remote therapy also increases the chances that a teenager with anxiety, especially social anxiety, will reach out for an appointment. However, remote therapy does have its drawbacks. Many therapists find it difficult to truly connect with patients through remote therapy, especially when using instant messaging. It also increases the risk of danger with their patients, as it’s more difficult to determine if the patient is a risk to themselves or others through instant messaging. Remote therapy also impairs the therapist's ability to read the patient's body language. Important cues that may have aided in diagnosing a patient could be cut by the camera, or nonexistent if using instant messaging. Another problem with remote therapy is safety; therapists don’t always know the location of their patients. While many therapists start off their sessions with a location check, the patient doesn’t have to prove their location. However, with the increased accessibility that remote therapy brings, offering these services even after the pandemic ends will improve the amount of people that seek mental health help, especially for those who have barriers, such as location and cost. For teenagers specifically, remote therapy and instant messaging may prove to reach more people than in person therapy could have. Sources Novotney, Amy. “A Growing Wage of Online Therapy”, APA. 2017 February. Accessed 2022 February. https://www.apa.org/monitor/2017/02/online-therapy Previous Next

An Interview with USYF founder Melissa Ballard and Rachel Sanchez from My Friend's Place < Back An Interview with USYF founder Melissa Ballard and Rachel Sanchez from My Friend's Place Publishing Date: November 19, 2021 Interviewee Name: Rachel Sanchez (Volunteer and Community Engagement Manager at My Friend’s Place) Interviewer Name: Melissa Ballard (Founder of United States Youth Forum) Transcription By: Kelly Ferguson (Editorial Assistant at United States Youth Forum) Date of Interview: November 4, 2021 List of Acronyms: MB = Melissa Ballard, RS = Rachel Sanchez [Intro] MB: Rachel Sanchez is the Volunteer and Community Engagement Manager at My Friend’s Place, a youth shelter serving young people who are experiencing homelessness in the Los Angeles area. Today we will hear more about the mission of My Friend’s Place, the work that they do, how to change your mindset when it comes to perceptions of youth homelessness, and how we can assist My Friend’s Place in meeting their mission. MB: Rachel, thank you so much for joining me today for an interview about My Friend's Place, the work My Friend's Place does, and the work you do as well. I think it would be good to start with a more general question - could you walk us through your service model, what is the mission behind My Friend's Place? RS: Yeah, thank you so much for having me. I really appreciate it. The mission of My Friend's Place is to assist and inspire homeless youth to build self-sufficient lives. That's literally our mission statement. And yes, I think the majority of staff has it memorized at this point, but it's core to what we do. It's not just assisting; it's inspiring as well. Our service model is built around trauma-informed care and our core values of providing a judgment-free, low-barrier, strength-based, harm-reduction, trust-felt, human-worth, individualized response environment. So really, it's working with these young people that, by and large, have been failed by systems and adults in their lives. We have four main programmatic areas. Our Safe Haven is kind of that entry-point that cares for the basic needs with direct services–things like food, clothing, showers, a little respect, some connection, and community. We have our Intake and Crisis Care team that helps with welcoming young folks into our space. The first time they come to us, they do an intake conversation mostly for us to learn a little about them and for them to learn about us and how we can partner together to meet their needs. The Intake and Crisis Care team also supports documentation. So, we have this super exciting field trip to the DMV to get IDs every week [Laughing] for a small group of youth. We have a standing appointment that we can help with, and also animal companion care as well. We have our Transformative Education Program, which is everything from creative arts to education and employment. So, that's providing ways for young people to explore their interests, their identities, their passions; to build, grow, and learn new skills; and to have some fun or provide some levity in what might be an otherwise pretty intense, heavy existence. So, you know, it’s providing them an opportunity just to work with some clay, paint a picture, maybe write through song lyrics, or eventually, after Covid is over, do a recording studio [ Laughing ] again. That's like one that we keep getting requests to have back, but, because of health and safety concerns, we still have to pause that until we can figure out a better way [ Laughing ] to make it work. And then our final programmatic area is our Health and Well-Being team. So, this is a team of social workers and case managers onsite that do everything from providing physical, mental, and emotional health support–you know, just being someone to talk to–to also providing that housing case management support. So, it’s helping the young people navigate the super complex housing system to obtain housing, particularly in LA. You know, that's a challenge. So really, we provide wrap-around services for each individual young person that comes to My Friend's Place. Key in some of our core values is that individualized response. So, it’s not requiring everyone to participate in everything; they don't have to go to all of the different programmatic areas. If they just want to come in, get food, and go, that’s great. If they want to come in and work in an art workshop or meet with the case manager, that’s also great. We want to work with them in the way that makes sense to them. MB: Awesome. It sounds like a really well-rounded concept with many different areas and pillars that take young people through the different places where they might be or [what] they need; and provides a sense of fun and a sense of having something in their lives. Then, you have the Crisis Center and mental well-being, and also, just the logistics of walking them through what is the next step for obtaining housing. So, it's a lot of different kinds of–I don't want to say silos…That’s probably the wrong word–areas to go through to have these individualized solutions. My Friend's Place began as a group of volunteers who were serving food from the trunks of their cars. That was the beginning journey. Now, it's this fully operational resource center. How did that transition happen? How did you go from this group of volunteers serving food out of the trunks of their cars to this operating center? And what inspired this group to initially begin doing that? RS: Yeah, that's an excellent question. So, we are almost 34 years old now. Yeah. [ Laughing ] We've been around for a while, and yes, we started off with our co-founders - they were working in Hollywood, had seen some young people experiencing homelessness, and wanted to help support them. The co-founders offered to bring them sack lunches, and, really, the need kept growing and growing. Maybe they saw a handful of youths one Friday, and then, the next Friday, there were 50 youths. And then, they just kept seeing more and more, so it became a volunteer-led, sack lunch delivery program. But, again, in conversation with the young people, they realized there was more there. Food is one thing, but providing some additional resources that would happen in a resource center–providing a place of respite or somewhere where someone could hang out for a couple of hours–is another. You know, by and large, the young people that we serve have really–I guess I’ve already mentioned this–been failed by adults and systems in their lives, so they don't really trust us. So, it’s building that trust, care, and a safe, welcoming environment. It’s providing some care and guidance from adults that are kind, friendly, and listening to them, perhaps in ways that they haven't been cared for before. So, I think at some point–I'm not exactly sure how the decision was made. [Laughing] Like, we need to become a nonprofit, an open resource center, but I imagine it's very similar to how we function today in that a need comes up. You know, many of our workshops or programs have started out of youth interest or have started out a conversation where someone said, "You know what, I'd really like to learn how to sew." And, you know what, let's start a sewing workshop! [Laughing] It’s providing that opportunity for the young people to meet their interests and their needs, and the co-founders realized there needs to be a place for the young people to go. We were pretty ragtag in the beginning. It's still somewhat small, in terms of our space. It was much smaller and didn't provide too much beyond a place to sit, to get some food, and maybe use the bathroom inside. And now, we have a little bit more space than that, although Covid has changed that a little bit and we're doing all the hard services outside under giant pop-up tents. However, we are slowly bringing things inside. MB: Yeah. The slow transition back inside. RS: Yeah. [ Laughing ] Keeping the health and safety of the young people in mind is always first and foremost for us, and because we serve a mixed-vaccinated status population, we just want to make sure that they are as healthy and safe as possible. MB: Yeah, that makes complete sense. [ Pause ] It sounds like a very organic process, actually. I wonder if it was 100 percent organic, where you had each step of the resource center being added as you saw the needs of the young people. Or, were you able to base the model of the operating center you have now on any other type of resource center you were aware of that functioned in a similar way in a different part of the country? RS: Yeah. I think we definitely learned from how other organizations and other resource centers set up. But then, we made our own [ Laughing ] way and paved the way for other youth centers now. We often serve as consultants for some resource centers, both locally and nationally. Our director of programs, Erin Casey, is often called upon to offer support. A lot of this has been worked on diligently by her and the team throughout the years, and she is often called upon to support other organizations for some insights on providing a center for youth. It's different from serving adults. I'm sure you can imagine that. There are totally different needs. Obviously, we all have the same physical and emotional needs as well, but youths are still developing. There are still different ways to engage with a young person than there are with an adult. MB: Yeah, absolutely. [ Pause ] I mean, that's the way that these programs should be–you learn these practices from one another and improve on these best practices. That goes for anything I think. RS: Yeah. You can always learn from each other, right? [ Laughing ] MB: Exactly! Yeah, Yeah. Exactly. [ Pause ] So, My Friend's Place is currently fundraising for their Safe Haven program. I was wondering if you actually have - since you are fundraising for the program right now - I was wondering if you could tell us a little more about the program. I know it's an entry point for people before they enter more intense care services, but maybe there is more that you can explain. RS: Yeah. I was actually speaking with someone about this the other day. The Safe Haven program truly touches every young person that enters through our door. So, every young person, whether they know it or not, is accessing services through the Safe Haven. It's really kind of the foundational support because, as you can imagine, it's difficult to do any future planning, any forward thinking, or anything if you're hungry or perhaps hangry. And, if you haven't had a shower in two weeks or you haven't had a fresh change of clothes, especially underwear and socks, you can imagine it's hard to move past that state of crisis that you are living in when your physical well-being isn't being cared for. So, coming in, being welcomed as you are, being able to get some food and hygiene supplies, taking a shower, and getting some clothing really is important and kind of that foundational support. It also is where a lot of the initial rapport and trust-building starts. It’s being able to have our staff connect with young people while they're just sitting down, eating a meal, or maybe playing a game. Before Covid, it used to be pretty [Laughing] bumping in the Safe Haven, where there'd be music playing outside and people would be hanging out, and we're starting to get back to that. It's been something we've missed during Covid–that really community-driven environment, where it feels like it's their [ Pause ] home. It's their living room. It's where they're hanging out, and we're just there to help [ Laughing ] facilitate any needs that they might have. So, it's really a place where many young people can feel comfortable letting their guards down. Living on the streets, you're always having your guard up and always being watchful. You’re always making sure that you are safe, that your street family is safe, and that your friends are safe. But, in the Safe Haven, it's a safe environment. You can maybe even leave your bag on a chair for a couple minutes and not worry that it'll be gone when you return. You can charge your phone–that's super important. [ Laughing ] You can know that you have somewhere to go for a couple of hours that's not on the streets somewhere else. MB: How difficult do you find that trust-building process to be in general? RS: To be honest, it really depends on the individual. [ Laughing ] MB: Yeah. RS: There's some people who come to us, and they are an open book. They'll tell everyone everything. There's some people who may be in our care for several months before we know their real name, or their government name. We might just know them by a nickname that they provide us, or we might never know their actual name because whatever name they gave us might not be–[ Laughing ]. It really depends. There's some young people you can feel that you have a trust relationship with, but that trust relationship is also super fragile. And it could be easily broken as well. Like something that to you may seem super minor might seem super intense and major for them. So yeah, it can be really challenging, but it can also be fairly easy depending on the individual. MB: That is really interesting. I suppose it goes back to that individualized solution and that individualized path for everybody. RS: Yeah. MB: That’s particularly important. So, I also want to ask, because you know that young people from a minority group and especially from the LGBTQI+ community are at particularly high-risk of experiencing homelessness or unstable housing. Can you maybe explain why that is or some possible reasons? RS: Yeah, that’s an excellent question. So, oftentimes, young people who are part of the LGBTQ+ community are not accepted by their families or friends. I mean, it's truly unfortunate that they are not welcome where they live because of who they are. So, many of them are either [Pause] kicked out, or they leave perhaps an unsafe family or living situation because they are not accepted for who they are. [ Pause] While they might have caring, supportive families, they might not feel welcome in their communities and still chose to leave because they know that in, say, Los Angeles there are a lot of people like them, and there is a community here. But, Los Angeles is a very hard city to live in, and many of them wind up experiencing homeless because of a variety of reasons–jobs or sometimes housing is super expensive. So, whatever reasons happen for them. I definitely think a lot of that is tied back to acceptance or lack of acceptance of young people who identify differently than perhaps what is considered the norm for some families and communities. I'm hoping that's changing soon. For other kinds of minorities, we know that homelessness disproportionately impacts young people of color, particularly black individuals and people that might be latinx or hispanic. And that is due, in large part, to systemic racism and how it's really impacted communities of color and their access to opportunities and resources. It’s really just the way, historically, systems have been put in place to keep those communities oppressed. Due to that, they experience poverty and often homelessness. [ Pause ] There's so much more to unpack there. [ Laughing ] I don't want to get into that too deeply, but I'm sure you can understand that is a significant reason as to why many of the young people are experiencing homelessness. MB: I think that it is a really important topic. I mean, it's a discussion that I think goes much deeper, and there's a lot to unpack. But, it's important to note that– RS: You could probably talk for days, months, years about it. [Laughing] MB: Yeah. Exactly. [ Laughing ] I think so too. [ Pause ] The other thing I want to discuss is that on the My Friend's Place website there's a statistic that says that only 16 percent of unsheltered youth are enrolled in school, and I personally found that to be quite shocking. I wonder if you could also maybe explain in more detail some of the other long-lasting impacts that arise when young people are homeless, even if it's just for a short time. RS: Being enrolled in school is challenging for a young person experiencing homelessness. When keeping a schedule and getting to school, many times you might not have been able to sleep the whole night before because you had to stay awake because you didn't feel safe where you were. Imagine trying to get to school like that. Imagine showing up when perhaps you haven't been able to shower for a couple days, or you haven't been able to eat. So, we serve ages 12-25. I would say the majority accessing services currently are more of the transition-age years. So, the 18-25 end of the range of what we serve. We don't see too many under 16. But, when you're experiencing homelessness, your whole time schedule and time horizon changes. You're more focused on needing immediate needs, and, oftentimes, school is a lower priority. It’s not quite an immediate need for most of our young people. So, that's a reason why many of them aren't in school. For housed folks that are out of high school, continuing education for a college level, vocational skills, or something else is challenging because that requires financial commitment to attend a school. There are some young people that work diligently to be able to go into community college or GED programs, and they might have a part-time or full-time job and are still experiencing homelessness. Because in order to get housing, you have to go through a whole system to get supportive housing, and it is very complicated. Even to get a house with any assistance at all, you have to come prepared with your first months, last months, and sometimes even a security deposit. That is a significant chunk of change for someone to have with them in order to secure housing. Even for young people that are able to afford going to school or maybe still working, they still can't afford a place to live. MB: I suppose that's especially exasperated when you have generational wealth gaps [and certain–I guess that goes back to certain minority groups. The gap in generational wealth is much lower in majority-white groups.] RS: For sure. There's not that familial support that generational wealth helps support to get into your first house or your first job. Even applying for a scholarship is challenging and not knowing where and how to make that happen. There's funds out there for some folks, but how do you get it? You have to have someone who is able to help you with those resources, and many of the young people don't have that. To answer the second portion of that question, long-lasting impacts are–you touched on it a little bit with the generational wealth, right? So, not just individually, if a person is unable to graduate school or get an education, that impacts their ability to get employment or have an income to get housing. You can see it's a little bit of a domino effect, even if it is a short period of time. And also, just the [ Pause ] psychological, physiological, and physical impacts on a person for experiencing homelessness can really have a significant impact on how you move forward on the experiences that you have. Many, and I don't have stats available, young people when they experience homelessness, they experience violence. They are assaulted. There are traumas that they've experienced through their childhood as well. A connecting thread for many young people that we serve is the history of trauma, abuse, or neglect. And whether that abuse is physical, mental, or emotional, that's there too. So, there are long-lasting impacts or effects of experiencing homelessness. Even if it's a short period of time, it definitely sticks with you and impacts how you're able to exist and lead a self-sufficient life. MB: Yeah. I wonder if you have any advice for a better way to approach discussions around youth homelessness. Maybe more appropriate language to use when discussing the issue? My theory would be that to approach the issue of youth homeless requires a different discussion than around adult homelessness. RS: I think for many folks [ Pause] it's a slight change in perceptions. It's a slight change in language as well. So, when viewing people experiencing homelessness, it is something temporary. It's not who they are. They're not a homeless person. They are a person who is experiencing homelessness. So, you feel like that's a perception change. It can be helpful when talking about homelessness. Recognizing that, yes, for young people and for adults experiencing homelessness, it's often that they have been failed by the systems and by others, and they are not prepared with resources and skill sets to be self-sufficient adults. So, I think recognizing that and having–I know you mentioned that your community is full of empathetic people, but it’s even continuing to have that empathy and understanding. I saw a news story recently talking about how people are very empathetic to the, quote-unquote, "homeless problem," until it enters their world–like, until there's someone in their neighborhood. I definitely see that happen all the time [ Laughing ] that people are like, "You're doing really great work, but there is this person who sleeps down the street from me. And I just don't feel safe with them there." [ Pause ] Instead of thinking of them as, "Ugh, this person over there," it's thinking of them as, "Oh, they are this person." They are still a person. I think oftentimes there's the mindset, particularly in America, of that “pull yourself up by your bootstraps” mentality. Or, "This is something you've done wrong.” [ Laughing ] "That's the reason why you're in this spot." That's just not true. So, I think that in conversations, it’s instead coming from a place of like, "These are people." [ Pause ] They are people! [ Laughing ] Approaching it with kindness and care–that's really the base way. We once had one of our former social workers, when I first started at My Friend's Place, say, "It doesn't take much to be kind." That was her word of advice. And I was like, "Oh, well, I can do that!" It's just keeping that in mind. Well, you might not be able to always help the individual down the street from your house, but what can you do to help make some bigger changes? And that's working with organizations that are doing the boots-on-the-ground work in whatever capacity that you're able. If you can make a financial contribution, that’s super great! If you can volunteer, that’s also super great! If it's that you are trying to do advocacy work with state, local, or national officials, that’s amazing–please, yes! It’s whatever level you are able, even if it's just smiling at a person experiencing homelessness and recognizing that they exist. I know that people get frustrated when you're asked for change or food. And you don't have it to give, so you just ignore it when that request comes. Think about how that would feel if you're just constantly ignored and what kind of impact that would have on your psyche as like, "I'm not a person. Do I exist?" It's being able to say, "No, I'm really sorry. I don't, but I hope you have a great day," or something like that. MB: Yeah, that's important to remember–that kindness is a choice. It's not a behavioral trait. It is something you can choose to do and be. Like you said, every time you are ignoring these people, that's just one more confirmation. You know, negative thoughts might be running through their head. So, you can choose to be kind. I like that. RS: Even just a smile! Self-worth is really important, and if people make you feel like you're not worthy, that human worth–that's one of our core values. If people make you feel like you're not worthy, then you'll start to think that you're not worthy. MB: Yeah, and it's really important that people have dignity. [ Pause ] Like you said, we at USYF, the United States Youth Forum, are a youth-led organization. We want to be empathetic. Like we said, we want to be engaged, and we want to have our worldview opened to what's occurring with this issue, with youth homelessness, and how we can better be engaged with the topic. I want to also ask what we can do specifically to support My Friend's Place and the work that you are doing. RS: Yeah. Specifically us, low-hanging fruits are just any kind of contribution. If someone is local to Los Angeles or wants to ship stuff to us, we always need masculine clothing. [ Laughing ] Always. We always need masculine clothing. As I mentioned, our young people want to look cute and stylish like everybody else. They want new clothing. If you see some of our young people that we serve experiencing homelessness walking down the street, you might not actually recognize them as someone who is experiencing homelessness. That's super intentional, right? They want to blend in. They want to look just like everybody else. Just because they are experiencing homelessness, doesn't mean that they don't want a new pair of shoes, or a gently-used pair of shoes, and new clothing. That's one way that is super easy to support My Friend's Place or also organizations like us. See what their needs are. For us, clothing, hygiene supplies, and snacks are always great. Obviously, any nonprofit is going to intensely appreciate financial contributions because that's how we exist. We are primarily privately funded. My Friend's Place receives most of our funding from foundations, individuals, corporations, and grants so we are able to provide services that make sense for the young people we serve. We have some public funding and are exploring more public funding opportunities to be able to continue to provide more services and more robust services for the youth. But, we are very careful and structured in how we approach public funding. We want to be able to serve young people in the way that makes sense for them, and we are not trying to fit some sort of government-mandated program in order to get funding. Not that there isn't space for that, but for us, as an organization, we want to make sure we're structuring ourselves a little bit differently. So, I think that those are two great ways. But also, just start conversations with your own community, friends, family, and coworkers. If you hear someone talking disparagingly about someone experiencing homeless, try and use that as a window of opportunity to talk about why someone could be experiencing homelessness. Oftentimes, misperceptions and misconceptions of young people experiencing homelessness are that they're runaway drug addicts. Right? [ Pause ] MB: Oh, wow. RS: That's oftentimes what people think. Yeah, they might be runaways, but what are they running from? Yes, they might use substances, whether that's drugs or alcohol, but what is the reason for that coping mechanism? What is the underlying issue for that addiction? Is it an addiction or is it just something that numbs the pain and the feelings that they have when someone experiences trauma, homelessness, and is in a high state of crisis all the time? There's a bit more behind those things to think about. [ Pause ] Good ways to support us are helping us to continue to fulfill the mission statement of assisting them and inspiring homeless youth to build self-sufficient lives. [ Laughing ] MB: Maybe, by the end, I'll also have it memorized as well! [ Laughing ] RS: Yeah! [ Laughing ] MB: Well, thank you so much, Rachel, for joining me today and talking about My Friend's Place and the work you do about youth homelessness in general. I really appreciate it, and I personally really appreciate the work My Friend's Place does. I appreciated the opportunity to learn more about what you're doing and the issue in general. RS: Thank you so much! I really appreciate your efforts in educating younger people on this issue. Really, I am hopeful and excited by the leaders that are up-and-coming now. I feel like change is coming, and I am excited for it. Not that I'm old, [ Laughing ] but I'm older than you and perhaps the people you'll be working with as well. But, I'm super appreciative and inspired by your commitment. So, thank you. MB. Thank you so much. Previous Next

Student Loan Forgiveness and Tuition-Free Colleges Written By: Maddox Larson Publishing Date: September 8, 2022 According to the National Student Clearinghouse Research Center , the 2022 Spring semester saw a 4.1% decline in enrollment from the previous year. This number when viewed in isolation appears rather innocuous; however, when considering the four years prior, we recognize a total decline of 11.1%. So, what might account for this decline in undergraduate student enrollment? With 55% of students struggling to find the financial resources to pay for their studies and 51% of college dropouts leaving college because of lack of money , it becomes apparent that financing one’s college expenses may help account for this decline. The answer to the question of how to reduce the decline of student enrollment lies within analysis of the financial burden that is placed on today’s college students. Today’s College Costs U.S. News reported that tuition for the 2021-2022 academic school year at a private college average $43,775, $28,238 for out-of-state students at public colleges, and $11,631 for in-state students at public colleges. This averages to $27,881.33 per U.S. student! Though this number is extremely high, it does not include additional costs that college students will incur during their studies, such as textbooks, supplies, transportation and groceries. This causes approximately 4 out of 10 high school students to rate cost as the most important factor when selecting colleges. This leads to the seemingly obvious question: how are today’s students paying almost $30,000 for their post-secondary education? Student Loans According to a report produced by SLM Corporation , on average student borrowing covered 11% of college costs while parent borrowing covered around 9% (per the 2020-21 academic school year, this is seen in the image below). While these loans are often an important and necessary financial resource, after graduation, they put recent college graduates in the extremely difficult position of having to repay thousands (sometime hundreds of thousands of dollars). Recent research shows that while these loans may vary based off interest rates and the starting loan amount, many of them can take as many twenty years to be paid off . Student Loan Forgiveness Seeing how the average college student of today will owe around $30,000 after graduation, many people have begun to push for the federal government to forgive loans that were authorized by the federal government in accordance with the U.S. Departments of Treasury and Education. In fact, making recent news are U.S. President Biden’s efforts to forgive up to $10,000 worth of loans for individuals who make less $125,000 annually. Some advocates for student loan forgiveness state that they find the expectations unrealistic, and that the financial stress placed on the borrower to be a barrier to success in life. Meanwhile others make the argument that borrowers should be expected to repay their loans since a college education is not essential to success. Tuition-Free Colleges There has, however, become more traction in recent years for the government to provide the funds for Americans to go to college without having to pay. Organizations like the Campaign for Free College Tuition (CFCT) and Rise are some of the strongest supporters of this fight, with strong efforts for legislative action to bring tuition-free colleges to fruition. Some argue that making colleges tuition-free may reduce the quality of a post-secondary education or even trivialize it, organizations like Rise and say that it matters more to make education more accessible for those who are low-income and racial/ethnic minorities and may encounter systemic barriers. While the federal government seems to show no interest in making this idea reality, some states (such as New Mexico, New York, and others) have taken the burden upon themselves to begin passing legislation that increases the accessibility of associate and bachelor’s degrees, as well as technical certificates. Conclusion Post-secondary education is important to many people in modern-day America, and yet it remains out of reach for so many. Some people choose to approach this problem with the solution of student loan debt forgiveness, while others argue that loan forgiveness happens too late in the cycle and that tuition-free colleges are a better solution. Opposingly, there is an equal number of citizens who think that the economic consequences of student loan forgiveness or free post-secondary education are too severe and that staying on the current course is better, despite how this may impact the quality of life of many students. No matter the variance of opinions on the topic, the commonly accepted principle is that the current educational model that is in place in the U.S. is unstable, unsustainable, and exclusionary. The determining power then lands in the hands of all citizens with voting capacity. Sources Binkley, C., Min Kim, S., & Megerian, C. (2022, August 24). Student loan forgiveness could help more than 40 million. Retrieved from Associated Press News: https://apnews.com/article/student-loan-forgiveness-biden-plan-d9c8e18774a744187c9af634bf4eb728 Bureau of the Census. (1952). Current Population Reports. Washington, D.C.: U.S. Department of Commerce. Cass, O. (2022, August 24). Biden's Student Loan Forgiveness is Wrong. Here's How to Handle College Debt Instead. Retrieved from Politico Magazine: Opinion: https://www.politico.com/news/magazine/2022/08/24/biden-student-loan-forgiveness-00053608 Dickler, J. (2021, October 22). Debt cancellation and free tuition proposals target student loan crisis in first big push to expand college access since World War II. Retrieved from CNBC: https://www.cnbc.com/2021/10/22/debt-cancellation-and-free-college-aim-to-fix-student-loan-crisis.html Fidelity Investments. (2021). College Savings & Student Debt. Retrieved from 2021 Fidelity Investments survey: https://www.fidelity.com/bin-public/060_www_fidelity_com/documents/about-fidelity/fidelity-college-savings-student-debt-study-fact-sheet.pdf Mattingly, P., Lobosco, K., & Vazquez, M. (2022, August 24). Biden announces student loan relief for borrowers making less than $125,000. Retrieved from CNN: https://www.cnn.com/2022/08/24/politics/student-loans-joe-biden-white-house/index.html National Student Clearinghouse Research Center. (2022, May 26). Current Term Enrollment Estimates. Retrieved from National Student Clearinghouse Research Center: https://nscresearchcenter.org/current-term-enrollment-estimates/?hilite=undergraduate+enrollment Powell, F., Kerr, E., & Wood, S. (2021, September 17). What You Need to Know About College Tuition Costs. Retrieved from U.S. News - Education: https://www.usnews.com/education/best-colleges/paying-for-college/articles/what-you-need-to-know-about-college-tuition-costs Rothman, L. (2016, August 31). Putting the Rising Cost of College in Perspective. Retrieved from Time Magazine: https://time.com/4472261/college-cost-history/ SLM Corporation. (2021). How America Pays for College. Newark, DE. Think Impact. (2022). College Dropout Rates. Retrieved from ThinkImpact: https://www.thinkimpact.com/college-dropout-rates/ Waldman, P. (2022, August 24). Biden's new student loan forgiveness plan is a good start. Retrieved from The Washington Post: Opinion: https://www.washingtonpost.com/opinions/2022/08/24/biden-student-loan-forgiveness-good-start/ Previous Next

The Supply Chain Crisis Written By: Cameron Thomson Publishing Date: April 29, 2022 How did we get here and what does our future look like? Beginning in early 2021 and continuing to date (2022), shortages, extended lead times, and ships stuck in various harbors around the globe remain a serious problem . On the surface, it seems that this fracture in a once-stable industry was a result of covid infections and sick workers, but there seem to be other issues causing a, seemingly, never-ending supply chain crisis. Starting in the early throes of the pandemic, a reduction in workforces—in transportation, manufacturing, agriculture, and mining—was the initial catalyst to the supply chain crisis. Covid-19 infections caused many production and logistical industries to slow—or in some cases come to a screeching halt—leading eventually to increased scarcity in goods and materials. This scarcity only compounded the growing issue. Despite many of the manufacturing hubs around the world being hit the hardest by the pandemic and shipping companies reducing schedules (anticipating a drop in demand), demands for goods and materials only increased. As Americans emerged from quarantining, the money that they saved while sheltering in place was then spent, surging the demand for goods and services. Lumber, home appliances, gym equipment, microchips, and small electronics were in high demand, all while manufacturers and shipping companies operated on reduced staff. Despite some factories meeting the demands—and some producing more than average (which is common and done often around the holidays)—goods and products still could not get to where they needed to go. Shipping containers were in short supply, and the destination (start and finish) for shipping barges were getting stuck in places they weren’t normally. Early on in the pandemic, many of these barges were sent to regions such as South Asia and West Africa, carrying large amounts of PPE and medical equipment. When European and American demand skyrocketed, shipping containers rushed back to China, jamming their ports and shipyards, waiting to be filled, though not fast enough. Once products were loaded and sent to sea, a surprising number of containers fell into the ocean. Even after all of this, once arriving at the destination, this surge of ships overwhelmed dock availability. Los Angeles and Oakland made headlines, with ominous photos of massive freighters looming on the horizon. There was also the shutdown of the Suez Canal, where a container ship was stuck for 6 days, causing a backlog in some of the most pirated waters in the world, the Gulf of Aden. With all of this being said, and most of these events taking place in 2021, what happens next, and what does this say about the global supply chain? Under normal circumstances—if a global pandemic can ever be viewed as normal—public and private companies can respond to short-term risk, and the supply chain can adjust for a time. However, the Covid-19 pandemic has not been a short-term event (Covid-19 having its first outbreak in December of 2019), nor has the circumstances been anything near normal. There is a lot to be examined from this chain reaction of events. What might be the most concerning is the exposure of how a system, as large as the global supply chain, can collapse under the perfect storm of conditions. It’s speculated that the supply chain crisis could last into 2023 now , due to the power shortages in China and labor shortages amongst US shipyards and trucking/transportation industries. As new challenges arise, the squeeze on the global supply chain will only be exacerbated, meaning, no—this crisis is far from over. The only thing that can be guaranteed is that to find a solution and avoid future crises, experts will be required to reexamine the supply chain and consider how to fix the machine, rather than replace a few faulty parts. Sources Goodman, P. S. (2021, October 31). Supply Chain Shortages: Your Questions Answered. The New York Times. Retrieved January 13, 2022, from https://www.nytimes.com/2021/10/22/business/shortages-supply-chain.html Rodrigues, C. (2022, 1 12). What The Global Supply Chain Crisis Needs Is Mobility With A Brain. Forbes. https://www.forbes.com/sites/forbestechcouncil/2022/01/12/what-the-global-supply-chain-crisis-needs-is-mobility-with-a-brain/?sh=4e65c9cd2748 Smith, E. (2021, November 10). Big business bosses are warning that supply chain issues and inflation are here to stay. CNBC. Retrieved January 13, 2022, from https://www.cnbc.com/2021/11/10/big-business-bosses-are-warning-that-supply-chain-issues-and-inflation-are-here-to-stay.html Previous Next

< Back Florida's Don't Say Gay Bill Written By: Kenzie Shelstad Publishing Date: March 26, 2022 February 2022, Florida Republican governor, Ron DeSantis, approved a bill that endangers the LGBTQ+ community. This bill, labeled the “Don’t Say Gay” bill, prohibits the education of sexuality and gender identities in kindergarten through third grade, and any grade where the topic is labeled “inappropriate” for that age group in schools. Formally, the bill is titled “Parental Rights in Education''. This restriction severely limits inclusion for LGBTQ+ students, especially ones that may be uncertain about where they fit on the spectrum. This bill prevents diversity in classrooms, explicitly prohibiting books, or word problems, that involve LGBTQ+ language. Not educating students will not change who they are, but it will rip away a safe environment for them to learn, and feel comfortable, about their identity. The bill also allows schools, and particularly, teachers, to be sued by parents for educating their children about the LGBTQ+ community, inciting fear. The argument that advocates of this bill put forward is that they believe it is the parents’ right to educate their kids on these subjects. However, this bill will not only prohibit teachers from teaching about the LGBTQ+ community–even if a majority of parents support doing so – but it will also discriminate against students within the community. The White House has denounced the “Don’t Say Gay” bill, rallying behind the LGBTQ+ community and threatening to suspend federal funding of Florida public schools due to violation of the Title IX through discrimination. The LGBTQ+ community is additionally receiving support from across the country as thousands of students and adults alike protest the discriminatory bill. Sources Carlisle, Madeleine. “Florida Passed the ‘Don’t Say Gay’ Bill. Here’s What it Means for Kids”, the Time. 7 March 2022. Accessed 17 March 2022. https://time.com/6155905/florida- dont-say-gay-passed/ “‘Don’t Say Gay’ Bill: Florida senate passes law marginalizing LGBTQ+ people”, The Guardian. 8 March 2022. Accessed 17 March 2022. https://www.theguardian.com/world/2022/mar/08/dont-say-gay-bill-florida-senate-lgbtq Woodward, Alex. “What is Florida’s ‘Don’t Say Gay’ Bill?”, The Independent. 17 March 2022. Accessed 17 March 2022. https://www.independent.co.uk/news/world/americas/us- politics/dont-say-gay-bill-florida-b2038214.html Previous Next

The Reason Behind Teacher Shortages Written By: Joseph Sweeney Publishing Date: August 6, 2023 The United States is currently undergoing a shortage and under-staffing of teachers across its various school districts. Unattended problems with the way teachers are treated and expected to carry out their duties above and beyond their job descriptions have compounded and motivated several of them to quit their teaching careers and seek new professions. The same pressures leading to this mass quitting also discourage younger people and upcoming graduates from pursuing education as a career, preventing schools from being able to replace their lost staff. There are three main motivating factors behind the teacher shortage. The first is pay. Teachers, despite their crucial role in society, are often paid lower salaries than other professions. However, this also puts teachers in awkward position, as it is well-known and generally accepted by school budgets that teachers will use their own money in order to buy additional supplies for their students like pencils and notebooks. With the ever-increasing cost of goods from inflation and economic uncertainty, this practice of asking teachers to use their own money for supplies has grown less and less tenable, as well as being a source of additional mental stress. Lisa Morrison, a Maui-based teacher, had this to say when interviewed by Pratiksha Ghildial for the BBC: "People have relied for years on the fact that teachers have a love for teaching and for being with kids in order to make up for poor salary and hard working conditions. Now many of them are feeling that's not enough of a reason to stay." (Ghildial, "How Covid deepened America's teacher shortages") Second is the mental strain of teaching while the world is still struggling with the Covid-19 pandemic. Attempting to combat and reduce the spread of Covid-19 in a classroom environment is a challenge by itself, but some districts and counties make it worse by actively passing anti-mask mandates in order to encourage schools and businesses to adhere to their usual routines and schedules, without making allowances for those who might be concerned by the disease to recuse themselves from normal operations. Teachers also often teach multiple different classes in the same homeroom, with classes back to back, increasing the chance for exposure while providing little chance to disinfect between class periods. Another motivating factor is the continuing occurrence of school shootings. It is disconcertingly regular that a school shooting will occur where both students and teachers are gunned down by a lone individual, causing death and grief to parents and the families of the teachers. These events have become routine in the United States and calls for increased gun control are met with strong resistance by both lawmakers and advocates for the Second Amendment of the United States Constitution. The teacher shortage is especially concerning for minority students, who can struggle in their school environments and benefit tremendously from getting an education from teachers who share a cultural and economic background with them. Without support from teachers who are like them, writes Monia Sager for upi.com , the performance of these students can suffer, resulting in lower grades and reduced future opportunities. With all these elements combined together, it is no surprise that several teachers have begun to feel that teaching is no longer worth it as a profession. They are all but required to use their own money to buy supplies for students, and with the twin dangers of Covid-19 and school shootings, teachers are effectively working hazard jobs but without hazard pay. However, the teacher shortage does not affect all districts equally. Alia Wong, writing for usatoday, writes "Some districts do not have any challenges keeping their schools staffed and matching their students with enough teachers. Others are suffering from serious shortages and resulting to temp workers and substitutes in order to keep their schools running." What can be done about this? While both gun control and Covid masks are ongoing struggle between their supporters and their detractors and will remain matters of debate and controversy, one could still advocate for the increase of pay for teachers by attending city council and school board meetings. Teaching in the United States, is, unfortunately, a job with many challenges that are not immediately obvious, and as a result, a job that is not adequately compensated for all the duties teachers are asked to perform or burdens they are expected to bear. Raising teacher's wages could help mitigate the factors that are currently leading teachers to quit and students to not pursue education as a career. Sources Ghildial, Pratiksha. "How Covid deepened America's teacher shortages" bbc.com . Dec. 21. 2022. https://www.bbc.com/news/world-us-canada-59687947 Sager, Monica. upi.com . Jan. 12. 2023. "More than half nation's school districts face teacher shortages, data show". https://www.upi.com/Top_News/US/2023/01/12/teacher-shortages-United-States/7741673556593/ Wong, Alia. "Overworked, underpaid? The toll of burnout is contributing to teacher shortages nationwide." usatoday.com . Dec. 21. 2022. https://www.usatoday.com/story/news/education/2022/12/21/why-there-teacher-shortage-schools-struggled-nationwide-2022/10882103002/ Previous Next

Making Politics a Career Path < Back Community Resources: Politics & You Written By: Kaitlin Nguyen Publishing Date: September 27, 2021 If you are on a quest for political change, choosing to make politics a career for yourself is one of the best ways to have a more direct say on what policies are made and how they will be enforced. Politicians and public servants come from a wide range of backgrounds, but having at least a bachelor’s degree is expected. While you aren’t required to have a college degree, an overwhelming majority (about 95%) of Congress has at least a college education, and so do 100% of Senators. 68% of House members and 77% of Senators have degrees beyond a bachelor’s. The most popular professions are in public service/politics, business, and law (Congressional Research Service, 2020). If you’re interested in a political career, consider obtaining a degree in political science, public administration, legal studies, business, economics, history, or in other related fields (10 Top Degrees for a Career in Politics, 2021). Each degree teaches different skills useful to various sides of politics and each comes with different perks and likely job prospects. Research the fields and jobs most suited to your interests before deciding on a degree. Political science is the most recommended major for starting a career in politics, as political science skills transfer easily to positions such as data analysts, economists, lawyers, lobbyists, social media strategists, political scientists, pollsters, staff assistants, campaign organizers, and other professions (TBS Staff, 2021). A degree isn’t just a necessary qualification of course—a college education is helpful for learning the skills and acquiring the knowledge needed to influence public opinions and policies. Devoting yourself to politics will require the dedication to learn about political structures, the policymaking process, international affairs, government theory and practices, etc., in order to best serve the public interest (Missigman, 2020). Colleges and universities, in addition to being degree-granting institutions, are also opportunities to join various political, non-profit, and advocacy organizations that can help you build the necessary skills, experiences, and relationships for your political pursuits (Indeed, n.d.). Networking is important for job-seekers, and college is the prime time to start building those connections with student organizations, internships, associations, professors, grassroots campaigns, etc. Beyond a educational degree, volunteering is a great way to accumulate political experience and learn firsthand the ins and outs of the political landscape and its activities. There are many volunteer opportunities available, whether for political campaigns, internships, or non-profit organizations, if you reach out. For starters, you can check out Volunteering for Political Campaigns [LINK] and Getting Involved in Local Nonprofits [LINK]. If you’re interested in gaining experience through political internships or entry-level jobs, remember to check their requirements. Once you’ve gotten the education, skills, and experience necessary, you can search for government positions or start your own campaign for political office. For the aspiring activist pursuing politics as a career, work can be found in lobbying organizations, government offices, political action committees (PACs), non-governmental organizations, thinktanks, and/or political campaigns (upper-level government positions are usually located in Washington, D.C) (TBS Staff, 2021). Know the requirements of the positions you are applying for or the offices you’re running for, such as any age, education, skills, or citizenship requirements. It’s best to start local when you first begin—look for entry-level jobs in your local/state offices or committees. Starting local will help you establish yourself as a political player, and will undoubtedly be useful experience before starting your own campaign or moving upwards to higher government positions (Indeed, n.d.). In pursuing a political career, you’ll inevitably encounter the quirks of the U.S. political party system. Politics in the U.S. is structured by its political parties, each with their own political platforms and leaders. The major parties in the U.S. are the Democratic Party and the Republican Party, the former more liberal and the latter more conservative. It is recommended that you join a political party, as they open up a wide political network that’ll help you be discovered by other political actors and will open up resources that’ll help you pursue your political career goals. Determine your political affiliation and do some research to see which party most appeals to you. For example, find out whether you’re more liberal or conservative with this Political Typology Quiz by Pew Research Center and check out AASCU’s U.S. Political Parties and Organizations list to see what best aligns with your ideologies. If you’re eager to tackle a large time and money sink, running for an elected office is a great way to serve the public interest and advance your political career. There are many offices ranging from local to presidential. Be sure to check the requirements for your desired position of office. Connections are vital for running for office. Successful campaigns can’t rely on passions alone—they also need hefty amounts of money and people, as well as a winning personality and appealing issue stances on your part (Missigman, 2020). NCIL has a list of resources that can help you obtain support and learn the necessary skills to prepare you for the campaign process. Their list of organizations, training programs, and books can be found here . Sources 10 Top Degrees for a Career in Politics: Programs for Getting into Government. (2021, February 4). Public Service Degrees. https://www.publicservicedegrees.org/resources/degrees-for-a-career-in-politics/ . Congressional Research Service. (2020, December 17). Membership of the 116th Congress: A Profile. https://fas.org/sgp/crs/misc/R45583.pdf Indeed Editorial Team. (n.d.). How to Pursue a Career in Politics. Indeed Career Guide. https://www.indeed.com/career-advice/finding-a-job/how-to-get-into-politics . Missigman, S. (2020, June 25). The 4 Crucial Steps to Becoming a Politician. The Borgen Project. https://borgenproject.org/how-to-become-a-politician/ . Pew Research Center. (2020, August 27). Political Typology Quiz. Pew Research Center - U.S. Politics & Policy. https://www.pewresearch.org/politics/quiz/political-typology/ . Resources on Running for Office. (2019, July 30). National Council on Independent Living. https://ncil.org/run-for-office/ . TBS Staff. (2021, June 15). How To Launch a Career in Politics. The Best Schools. https://thebestschools.org/careers/career-guide/politics/ . U.S. Political Parties & Organizations. American Association of State Colleges and Universities. https://www.aascu.org/programs/adp/votingresources/politicalparties.pdf Previous Next

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Micah Benjamin < Back What is Diversity, Equity, and Inclusion? Written By: Micah Benjamin Publishing Date: October 13, 2023 Today's world is seeing the need to understand diverse perspectives from underrepresented individuals in their present community, environm ent, and so forth. Diversity can be viewed from many different perspectives; Mckinsey & Company addressed the description through gender, age, ethnicity, physical ability, and neurodiversity. It is essential to understand the wide range of defined aspects of diversity. Equity is the equitable treatment for all individuals through knowledge that the norms present are neither identified nor predict the individual's success. McKinsey and Company address the difference between equality and equity. "Equality is giving everyone the same pair of shoes. Equity is giving everyone a pair of shoes that fits. (Rise, n.d.)". Inclusion is embracing oneself in the current environment, community, workplace, etc. Inclusion aims to comfort all individuals and ensure all voices are heard. All three are values that are closely linked in order to incorporate a space for all progressively. Origin of Diversity, Equity, and Inclusion: Past and Present Diversity, equity, and inclusion (DEI) is not a recent movement; it has been defined in the United States since the start of the 1960s civil rights movement. Prepared by Margo Edmunds, Ph.D., and Dorcas Lind, MPH, provided a glossary to help cultivate knowledge regarding social justice, diversity, equity, and inclusion through the support of the DEI Advisory Group. The movement has grown to include gender, sexual orientation, religion, country of origin, and other identities, concluding a sense of intersectionality. We have seen movements such as #MeToo , #BlackLivesMatter , and #StopAAPIHate , which has sparked the need for representation and compelled Americans to reflect on the social inequalities in our nation (Dong, 2021). In addition, the growing DEI understanding shows a growing market for professional leadership roles. Spark of a New Profession Due to the rise in the need for representation in all areas, DEI programs have given rise to significant investment to improve overall performance and retention. According to Indeed data, the demand for diversity, inclusion, and belonging (DI&B) roles has increased significantly over the past year (Murray, n.d.). Through the decline of the U.S. economy in the Spring of 2020, the DI&B market has recovered significantly, with a job rise of an astounding 123% between May and September. In addition, due to the events of a nationwide protest, industries have expressed support for the Black Lives Matter Movement, enforcing equality in and outside the workplace (Murray, n.d). With the drive for incentives and programming to increase and cultivate DEI, we must understand that there is no shortcut to establishing the change needed in one's workplace and, most importantly, in society. As a result, we must continue to advocate to make the environment more diverse, equitable, and inclusive. Sources What is diversity, equity, and inclusion? (2022, July 15). McKinsey & Company; McKinsey & Company. https://www.mckinsey.com/featured-insights/mckinsey-explainers/what-is-diversity-equity-and-inclusion Edmunds, M., & Lind, D. (2021). Glossary of Definitions and Core Concepts for Diversity, Equity, and Inclusion (DEI) Prepared by. In Academyhealthorg . https://academyhealth.org/sites/default/files/publication/%5Bfield_date%3Acustom%3AY%5D-%5Bfield_date%3Acustom%3Am%5D/deiglossary_nov_2021_1.pdf Dong, S. (2021, June 2). The History and Growth of the Diversity, Equity, and Inclusion Profession . Global Research and Consulting Group Insights; Global Research and Consulting Group Insights. https://insights.grcglobalgroup.com/the-history-and-growth-of-the-diversity-equity-and-inclusion-profession/ Murray, J. (n.d.). Jobs in Diversity, Inclusion and Belonging Have Risen 123% Since May—Here’s How To Get One . Indeed Career Guide. https://www.indeed.com/career-advice/finding-a-job/diversity-inclusion-and-belonging-jobs-rise Previous Next

< Back COVID 19: Impact on Medical Education Written By: Lauren Winkleblack Publishing Date: December 1, 2021 With COVID-19 disrupting the health and medical world as we know it, how are the newcomers to the industry dealing with the effects? Medical education programs, along with many other health-related arrangements, have been forced to adapt their instructional methods due to the COVID-19 pandemic. Nursing and medical students were subject to new policies designed to accommodate student and professor quarantines, were dealt with restrictions and need for clinical experience, and were under mandates limiting the number of students permitted in a given classroom. One of the most pertinent issues plaguing medical and nursing students throughout COVID-19 has been financial inequity and lack of access to proper educational materials. Many student computers lack sufficient access to full course materials because of lack of hard drive space (Agu et al., 2021). A number of students who reside in remote areas struggle to have reliable Internet, which means that they have to rely on on-campus libraries and expensive textbooks to supplement assigned course materials (Agu et al., 2021). A medical education is already a stressful and expensive undertaking, and COVID-19 only added additional barriers to students seeking to enroll in a medical or nursing school program. Even if reliably online, feeling a sense of community and connection to peers in medical and nursing school is critical to ensuring the emotional well-being of students. But COVID-19 limited the ways in which students can socialize and collaborate with peers and colleagues (Agu et al., 2021). Students have been limited to online learning and collaborative platforms such as Zoom and Google Meets and during the pandemic, were unable to safely meet to study and learn with others, perpetuating feelings of isolation (Agu et al., 2021). The mental health and wellbeing of medical and nursing students have been overlooked throughout COVID-19 because students are not yet considered to be healthcare professionals. They have been excluded from initiatives designed to improve the mental health of healthcare workers and often lack access to support services typically provided through universities, due to online classes. Medical and nursing students are at an increased risk of psychological disorders such as depression and suicidal ideation, and educational disruptions due to COVID-19 only exacerbated existing mental health issues (Sharma and Bhaksar, 2020). Medical and nursing students cite concerns regarding inadequate preparation and skill level to enter the workforce due to a lack of access to clinical experience. Such anxieties lead to students exhibiting poor health behaviors such as not eating or sleeping properly (Sharma and Bhaksar, 2020). In assessing the impact of COVID-19 on the educational programs themselves, its impact on clinical rotations is a significant part. Clinical rotations are a vital part of the medical and nursing curriculum as they equip students with experience in providing direct patient care. One study examined medical students’ perceptions of clinical experiences during the peak of the COVID-19 pandemic. Researchers found that 74.4% of medical students believed that COVID-19 has drastically impacted their experience with clinical rotations, and that they should have continued normally throughout the pandemic (Harries et al., 2021). Despite being highly concerned about contracting COVID-19, 83.4% of medical students surveyed stated they felt an obligation to patients to continue participating (Harries et al., 2021). Their desire to continue clinical rotations, coupled with their perceived responsibility to care for patients, indicates the emotional burden students were forced to take on during the pandemic. Healthcare professionals have been essential to take over the treatment of those infected with COVID-19, and have made immeasurable sacrifices in order to care for others. But future generations of doctors and nurses are affected by educational challenges that inhibit them from feeling that they can adequately care for patients after graduation. Financial barriers posed to medical and nursing students throughout the pandemic have restricted access to valuable services and resources. Furthermore, the social isolation that accompanied their medical education has had a negative affect on students’ mental wellbeing. It is critical that medical and nursing students are supported by their administrators and clinical sites to ensure they feel prepared to enter the healthcare field, in addition to being safe from the pandemic. Sources Agu, C. F., Stewart, J., McFarlane‐Stewart, N., & Rae, T. (2021). Covid‐19 pandemic effects on nursing education: Looking through the lens of a developing country. International Nursing Review, 68(2), 153–158. https://doi.org/10.1111/inr.12663 Harries, A. J., Lee, C., Jones, L., Rodriguez, R. M., Davis, J. A., Boysen-Osborn, M., Kashima, K. J., Krane, N. K., Rae, G., Kman, N., Langsfeld, J. M., & Juarez, M. (2021). Effects of the COVID-19 pandemic on medical students: A multicenter quantitative study. BMC Medical Education, 21(1). https://doi.org/10.1186/s12909-020-02462-1 Sharma, D., & Bhaskar, S. (2020). Addressing the COVID-19 burden on medical education and training: The role of telemedicine and tele-education during and beyond the pandemic. Frontiers in Public Health, 8. https://doi.org/10.3389/fpubh.2020.589669 Previous Next

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