In Week 7 of Childhood Trauma Theory, Treatment & Recovery (CHFS‑3020) at Empire State University, students examine the impact of historical trauma and racial stress on children and families. This week’s discussion encourages reflection on how trauma is carried across generations, how microaggressions shape daily experiences, and how cultural identity influences healing. The assignment expands this learning by analyzing race‑based stressors faced by BIPOC children and teens, exploring how these experiences are perceived, and evaluating the emotional and developmental effects through a trauma‑informed lens.
In your own words, explain historical trauma. Reflect on
what it means to you.
1. How might historical trauma impact a relationship between an
elder (parent, grandparent, etc.) and a child and/or effect child-raising
practices in general?
2. Describe a racial microaggression that you have witnessed in
a social interaction, human service practice setting, or educational setting.
How did you feel about the microaggression, and how did you respond? If a child
or teen experienced microaggressions on a daily or weekly basis, what do you
think the cumulative impact might be?
3. How might you implement culturally-responsive strategies in
working with people who have experienced historical trauma? If you are unsure,
what resources (including people) could you draw upon to help you?
Black, indigenous, and people of color (BIPOC) often
experience racial stress and trauma in our current society due to
discrimination in institutions (school, work, government, etc.),
microaggressions in day-to-day life, and the legacy of racism and oppression in
American history. Children and teens are not removed from these stressors and
may also experience race-based stress.
1. Choose an issue, event, or situation that can
lead to racial stress or trauma for a child or adolescent of color. For
example, you may focus on the killing of unarmed Black people by police, family
separation, or forced deportations of immigrants or refugees as a result of U.S.
immigration policies and practices, or experiencing racial microaggressions in
schools.
2. Describe how you think these experiences could
be perceived by a child or teen. Consider both the experience of those who are
directly involved in these events/situations (i.e. a child who is in an
immigration detention center or who has been the target of racial aggression)
AND the experiences of those who have witnessed such events either in person or
through media exposure.
3. Drawing on and referring to the required
reading for module 8, Content Guides 1 and 2, and the podcast interview with
Resmaa Menakem, provide an analysis of how a child or teen could be impacted by
the events/situations you describe. How might a child perceive or understand
the situation? What might make the experience of trauma better or worse for the
child? And what stress or trauma symptoms might the child have?
4. Finally, apply what you have learned about how
parents and professionals can help children cope with trauma to this
situation. What can adults do, formally and informally, to support
children and teens who experience the kind of racial stress or trauma that you have
been discussing in your essay?
This week highlights the deep connection between cultural history, racial stress, and a child’s emotional world—and the essential role adults play in creating safety, understanding, and support. As you continue through the course, our team is here to provide clear explanations, structured academic guidance, and steady support to help you navigate complex trauma concepts with confidence.
👉 Strengthen your learning journey with expert academic assistance.
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