Confronting power, privilege and oppression in trauma-informed school-based work: Framing the ALIVE model within critical race theory

Abstract

To best support public school students in an urban setting experiencing racism and oppression, creative arts therapists must critically examine how they enact culturally responsive practices. This article explores how the ALIVE program, a traumainformed, school-based intervention, embodies the major tenets of critical race theory (CRT). An analysis suggests that, while ALIVE succeeds in centring student narratives and projects, the program could benefit from more consistent messaging and action in confronting oppressive systems. Moreover, increased training in anti-bias work for all staff members is needed. Implications for clinical services are discussed.