One guiding text has been Resmaa Menakem’s My Grandmother’s Hands, which invites readers to take a voyage through the historical perpetuation of racialized trauma, diving into the history of white body supremacy and its impact. Menakem evokes his readers to acknowledge, understand and heal from the somatic effects of this racialized trauma. He recognizes the role of these somatic responses in one's ability to protect themselves from historical and ongoing harm and suggests that this kind of perpetual harm and the associated somatic impact require a different type of healing than may be traditionally applied in mental health work. The reading explores the somatic responses racialized trauma can have on both the “black-body”, “white-body” and also presents an array of healing practices. The book provides a balance of both theory and practice, asking the reader to slow down, reflect, and engage in specific healing practices at the end of each chapter.

Menakem realizes racialized trauma stems from white supremacy that is deeply embedded in American society. More importantly, Menakem teaches readers trauma is simply an irrational reaction that can be passed intergenerationally and subsequently causes a fight, flee or freeze response that can show up in (and often hinder) everyday interactions. In understanding the somatic effects of racialized trauma Menakem teaches readers how to navigate white supremacy to reach healing while acknowledging healing practices are often painful and challenging.

Sometimes people are accustomed to overriding their feelings and pain to get by day to day, until something/someone challenges them to think differently and seek change. It is only by doing the healing work that we can learn to relate and move differently together in the world.  I would recommend My Grandmother’s Hands to anyone who is looking to heal from what can appear to be a somatic-conditioned lifestyle. My experience with this book’s practices brought serenity and a new level of understanding to responses of intergenerational trauma. 

​As many of our schools and students have returned to in-person learning, I urge us to resist returning to the status quo. The past year of immense loss and global grief has given us space for deep healing, connections, and engaging in generative practices of self-care. 

While our bodies will remember the habits and memories of the physical life that existed before the pandemic, we can utilize alternative practices to slow down and deepen our somatic awareness. Centering and grounding practices like meditation, centering, yoga, stretching, deep breathing, quiet reflection, physical exercise, and rest are more important than they’ve ever been. As we move towards a world with more justice, liberation, joy, and freedom, our bodies – and the connection between our body and mind – are essential. 

I’ve compiled a list of community organizations, activists, and practitioners who are connecting practices of liberation to our bodies. Integrating these somatic and embodiment practices into our everyday allows us the opportunity to act more consistently in alignment with our values even when we are under pressure. Take a moment to explore the offerings below and see if you can create a new normal with your body. Make your practice your own. Do not rely on punishment if you miss a centering activity or are unable to easily incorporate this into your life. Small moments of rest and reflection whether that be when your day begins, before you step in a classroom, a post workday ritual, or 60 seconds of mindfulness on your break time can be the political or self-care practice we need to continue to engage in this work with dignity, care, and compassion as our full selves.

Media:
The Nap Ministry on Instagram
Generative Somatics on Instagram
Self-Care Is For Everyone online store
Prentis Hemphill LinkTree

• Podcast: Finding Our Way
• Video Practices: Street Somatics & Centering Practice

Adrienne Maree Brown LinkTree

• Podcast: Centering at the End of the World Practice

​Literature:
Resmaa Menakem LinkTree

• Book: My Grandmother’s Hands

Community Day School (CDS), an alternative program in Oakland Unified School District is the proud home of the Wolverines and is dedicated to using a therapeutic and restorative justice-centered approach to give students a second opportunity to succeed in school. The campus empowers middle and high school students to build upon their strengths by supporting them academically, socially, and emotionally, through individual and small instruction, counseling, and career exploration.

As our students face a broad array of challenges in life, we work to help them understand how change is inevitable and how resiliency is a must. Regardless of the change being negative or positive, the Unconditional Education motto is vibrant at Community Day School. District and Seneca staff are working together to re-open campus and provide students with academic/technical support, meals, and a reliable space for them to find success. OUSD has provided each classroom with two air purifiers and personal protective equipment, and requires all members to complete a daily healthy screening before entering the learning hub. Here are just a few images of how our gorgeous campus is gradually transitioning back after a year of disarray.  

​“We all wear different hats here, formal and informal. Can you talk about the hats you wear in your community and what they mean to you?” This was a question my housemate asked someone applying to live in our cooperatively run house during their informal interview. It is a question I’ve been subliminally thinking about at work all year. 

In distance learning, however, many SSAs are trying on the ‘teacher’ hat in new ways. One SSA said that last year she felt like a lot of her job was, “...a lot of crisis response and general in-the-moment behavioral redirections, incentive plans, tracking, and stuff like that,” whereas since distance learning, her work has shifted to encompass more of an academic support role focused on supplemental teaching. Some SSAs are also running reading intervention groups, or in my case, a community meeting every day for a group of sixth graders. School staff are spread thin, and as SSAs, we often flex and bend to fill in the gaps. With shortened class periods and long independent work blocks, there are a lot of academic gaps to fill. 

Providing emotional support also looks different outside the often hectic school setting, with both potential for disengagement and intimacy. One SSA said she finds herself, “often feeling like a therapist” during her one-on-one Zoom check-ins with kids, with “a lot more kind of ‘talk therapy’ that comes up.” In the words of another SSA, “...we spend the most time with students, so we often have to switch out of different hats because we have to meet the different needs of the students throughout the day.” The need for emotional support has always been there, but the opportunities and needs for one-on-one check-ins with students have grown during this year of isolation.
 
One SSA described our role as always wearing the hats of teacher, therapist, case manager, and behavioral coach rolled into one, and for her that hasn’t changed during distance learning. The main difference for her is that she is now finally accessing training on supporting students’ needs outside the behavioral realm: “For example, I had to dispense a lot of academic content without any training on how to teach math, ELA, etc. to students [last year].” This year, however, she had the opportunity to receive some training around supporting students with academic needs. 

​Sometimes I feel spread too thin as an SSA. Other times, I feel grateful that I get to be so many different versions of myself in one day. To a group of 12 sixth graders, I’m their community meeting teacher. To other kids, I’m the person who helps them with their schoolwork and organization skills. Then there is my 3rd grader who asked, “Wait, are you my therapist?” And I get to take the things I’ve learned in each of these roles and apply them to whatever situation I find myself in. It’s a balancing act that can be draining, and is not for everyone, but I find that grounding in the relationships I am building—despite whatever hat I’m wearing—keeps me from slipping.

One year ago, schools shut down and shifted to the virtual setting. A year of Zoom calls, video meetings, phone chats, text messages, and emails. A year of challenges for our students, families, and us as educators. These challenges extended past our virtual schools to the real world. Through it all, I have seen the unbreakable human spirit. Love, compassion, hope, courage, respect, and curiosity. These Seneca core values appear innate to educators, and to me. They seem resilient to the adversity we face. They are truly unconditional. Our other core value, joy, seems to come and go. One moment it feels within my grasp, and the next, slipping through my fingers.

​As the days have turned to weeks, the weeks turned to months, and the months into a year, I seek out this joy. The teachers I work with seek it too, but it can be hard to find amid a sea of black screens. Administrators and service providers want to find it as well, but it can be daunting in the digital divide. We aim to solve a myriad of new problems in school structures and the student experience. Our school looks for opportunities to dismantle white supremacy in the education system, and I grapple with how to be an ally. It’s my belief that to move forward in these pursuits, joy is essential.

Seeking joy in times like this can be difficult. I admit in my work with students I’m quick to dive
right into an algebraic equation or to discuss providing evidence for a topic sentence. An area of growth for me is connecting with students virtually. I miss greeting students in the morning, eating with them at lunch, and playing basketball with them in the afternoon. This is also true for my connections with coworkers. Instead of chatting over copies and coffee in the morning, or debriefing at the end of a class, we are face to face in an online meeting with little time to spare. When our school delved into the hard conversations of anti-racism, we could not come together in the following days and lift each other up. I am nostalgic for those organic moments of togetherness within a school day, when joy was not hard to find and I didn’t have to search hard for it.

Without those natural humanizing moments, I’ve attempted to be more intentional about joy. When I check in with students, we discuss what we’re enjoying in and out of school. In my meetings with teachers, we talk about lessons, activities, and how to improve outcomes for students. I then take time to ask teachers “What would make a lesson fun for you?” We tinker and collaborate on how to bring joy to the classroom for them, and for the students. In my digital interactions, I strive to carve out a few minutes of lightness and laughter. 

​As I sit reflecting upon this past year, a different perspective emerges. These fleeting joys I seek are the simple byproduct of in person human interaction, which I miss dearly. Having those moments can re-energize us as educators and motivate students to keep going. There is a tremendous amount of value in keeping our spirits high. It is important, but there’s also a deeper happiness to be found which can’t be sought after or created so easily. The true joys of Unconditional Education come from within the work itself.
 
I recently had an IEP meeting with a freshman student. This student graduated 8th grade and started high school virtually, during a pandemic. I cannot imagine living through a pivotal time in such circumstances. The start of this school year was difficult for them, but this recent meeting felt more like a celebration. The student and their clinician were happy to report progress on a journey which enabled the student to recognize their thoughts and feelings, and to give them words. The team, the student, and their mother were thrilled to discuss the positive improvement in the student’s behavior. Their math teacher was ecstatic to discuss the student’s newfound confidence in solving problems step by step. The student and I made plans to tackle a new goal in self-advocacy, an area of challenge, but one that we are embracing in partnership.

​This cheerful meeting was no happy accident. It took daily effort from the student, their mother, their teachers, support staff, and a team of service providers. Small moments of joy did sustain all of us in this work, but they can be conditional. They depend on the environment, the activity, and how we as people are connected to each other, which are all challenges in a pandemic. Rather, it is the loving, compassionate, hopeful, courageous, respectful, and curious moments we pour into education everyday which leads to meaningful joy. It is this joy that empowers a young person on their journey. It fills the heart of their family. It is why we persist as educators. A sustainable joy, unconditional.

Seneca has always prided itself on providing Unconditional Care to children and families to assist them with various challenges and provide resources to thrive in daily living. However, let's be honest, this pandemic has made our usual roles even MORE challenging than before. 

With the Unconditional Care model in mind, our team at Prescott Elementary and Seneca Oakland Alameda Public Schools (SOAPS) have actively brainstormed creative ways to engage families to ensure they receive adequate forms of support and resources no matter the circumstances. We’ve provided portable desks, academic supplies and posters to families to assist them in creating a designated space, within the home, where the student can access their education. To promote engagement, we’ve incorporated an incentive wheel in which students are surprised with incentives, at random times during instruction, when they display positive engagement. Some of the incentives include a 10-minute game break, homework pass, and extra picks at the student store or “grab bag”.   We aim to provide a fun and structured environment for the students, while also holding them accountable with their expectations.  ​

​Bet you thought positive reinforcement just worked on students? Nope, it works with parents/caregivers as well. As a result, we’ve included families into student contracts and incentives so parents/caregivers can be included in the process. In addition, we’ve worked to communicate student improvements and successes, instead of challenges majority of the time, and to acknowledge family members for providing support because they deserve recognition as well.  

​I hope I’ve been able to normalize the challenges we’ve all been facing and to provide ideas you may not have used yet or just inspire you to keep trying! We are all doing our best during this unprecedented time, so while we are providing love and compassion to our clients, don’t forget to love yourself as well. #SelfCare  

​The past 12 months have been rough for most people. While certainly not inherently worse, there have been unique challenges for those of us working as therapists. We have weathered the global COVID-19 pandemic and its associated personal, social, and political impacts right alongside the young people we work with and their families.

We have been isolated and overwhelmed, faced unthinkable loss both in our families and in our communities, as well as on a global scale, and we have been subjected to one political firestorm after another. On top of that we had to learn zoom. Many of us have risen with hope as part of the movement for Black lives -- and have also found ourselves heartbroken and exhausted as structural and interpersonal race-based violence continues to proliferate. Some of us did all of this with our children attending online school right beside us, never getting a break from being on duty or, conversely, in total isolation, without having the experience of in-person connection that usually fills us up and keeps us going. 
​
Our beautiful, flawed, resilient, and precarious human-ness has been on full display, and given the limitations of the COVID lifestyle, there’s not a lot we can do about that. It has affected each of us differently given our own identities, family structures, geographical and social locations. One thing is for certain: our common humanity is more pronounced than ever in our work.

​As therapists in training, we are taught about boundaries, professionalism, and keeping our selfhood out of the therapeutic relationship. Do not talk about yourself. You are a blank slate. Do not burden the client with your issues. Keep your messy humanity out of the work. Of course, this has value in terms of cultivating a space where the client can be the focus of the attention and receive necessary support, rather than be in a position of feeling beholden to the needs of the therapist. That being said, the antiquated notion of the therapist sitting in silence -- quietly diagnosing, holding knowledge and power, showing no vulnerabilities -- is deeply rooted in the othering that is inherent to the western and white supremist ideologies that the field of psychotherapy was built on. Going back to the illustration for a moment, it is important to note that both the therapist and client are white men.

​In the drawing, to be even more specific, the therapist is wearing what appear to be Sigmund Freud’s signature glasses. I imagine this was an artistic choice made by the illustrator to indicate simply and clearly the who’s who of the scene, and it is effective. However, when taking into consideration the role that medical and scientific racism has played in the creation of therapy as we know it over the past 100 years or so, this is an opportunity to reflect on and shift out of the unspoken understanding that therapy is by and for white people. As a white therapist myself, looking at this from a decolonial or liberatory lens gives us a chance to consider the alternatives. By releasing ourselves as service providers from the western and white supremist ideologies of individualism, objectification, and hierarchical relationships (which Freud exemplified) we have an opportunity to participate in healing internally and in our therapeutic relationships.

Dr. Eduardo Duran spoke on “Decolonizing Therapy and Healing the Soul Wound,” recently at the Compassion in Therapy Summit where he shared, “in a practice of therapy or a community intervention, if we bring in only a western approach, we are acting as colonizers, and basically imposing more trauma on the community,” causing more harm even as we operate with positive intentions toward healing.

So how do we make this shift as individual humans who want to heal ourselves and be better therapists at the same time?

​One avenue for this will come from Seneca’s All-In Program’s upcoming 3 month long clinical training series with Dr. Jennifer Mullan, who is most widely known for her revolutionary Instagram account, @decolonizingtherapy. Through this medium as well as her role as a psychologist, consultant, trainer, and activist, her work has significantly contributed to the ongoing conversation around the importance of, as our training series is called, “Politicizing Your Practice.”

By directly acknowledging our own intersecting identities in the therapeutic relationship, actively taking an anti-racist stance and striving to dismantle white supremacy in all its forms, accepting our areas of growth, releasing perfection as an ideal, and embracing the cultural and contextual knowing of the individuals and communities we work with, we can begin the work of deconstructing the inherently oppressive elements society of as they show up in therapy, social work, and even the role of the non-profit agency itself. There is no one single way to approach this as it’s not a linear progression that starts in one place and follows a straight line to another. For each person, this journey will be different. Speaking for white therapists like myself, often the work starts with learning about how we are benefiting from and upholding white supremacy in our daily lives. Everyone has their own path, but nobody is alone on this journey.
​
In doing this work, as we ‘sit on the couch’ with our clients, perhaps we can cultivate our humanity together. By starting with acknowledging our own humanity and honoring that of the people we work with. This is more than being kind or cracking a few jokes during a session to build rapport. It’s a deep and meaningful exploration of ourselves and each other, our histories shared and distinct, and a readiness to face the complexities of truly showing up as human in our relationships.

As we enter a new year, we enter another month of a global crisis and continued white supremacist violence. While holding the gratitude and reflections of entering a new year, I am also holding the collective grief of this time in our lives. For some, returning from this winter break might have highlighted the ways that working while caring for ourselves and our loved ones during a global pandemic can just be too much. What does it look like to truly care for ourselves and our communities during this time? 

In adrienne maree brown’s book, Emergent Strategy, she asks, “Do you already know that your existence--who and how you are--is in and of itself a contribution to the people and place around you? Not after or because you do some particular thing, but simply the miracle of your life. And that the people around you, and the place(s), have contributions as well? Do you understand that your quality of life and your survival are tied to how authentic and generous the connections are between you and the people and place you live with and in?” By asking this, she highlights the ways that our wellness depends on our interdependence. How are we leveraging our relationships, communities, and connections, to make change and care for ourselves through love and empathy during such challenging times?
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Through COVID-19, the importance of this community care, interdependence, and relationships, has been highlighted in some ways. This is seen in all the local community-led mutual aid efforts, community coalitions, Black-led grassroots organizing, and general access to wellness support from organizations that are pushing out information and mental health resources.

In this age of social media, zoom, and webinars, we have access to so much information. Talks and webinars from thinkers, activists, and academics that used to cost money to attend, are now being recorded and circulated for widescale access. Much of this information includes community wellness resources available on various platforms such as Instagram, TikTok, Zoom, and Clubhouse. Here are a few to note that center collective care, community, and healing:

• BEAM “is a national training, movement building and grant making organization dedicated to the healing, wellness and liberation of Black and marginalized communities.” Check their website and Instagram for resources, and their graphic below for some journal prompts!​ ​

Got other great community care and wellness resources? Add them in a comment below! In times of such overwhelm, stress, and open wounds, let us take care of ourselves and each other.