Electronic Thesis and Dissertation Repository

Thesis Format

Monograph

Degree

Doctor of Philosophy

Program

Education

Supervisor

Specht, Jacqueline

2nd Supervisor

Lee, Gabrielle

Co-Supervisor

Abstract

This research addresses the urgent need to understand the unique challenges faced by Black Canadian youth in accessing mental health services during critical developmental transitions. These youth often struggle to recognize and express mental health concerns, leading to help-seeking behaviours primarily in crises. Systemic racism, stigma, and the scarcity of Black mental health professionals further hinder timely access to care. This study specifically examines the mental health experiences of Black adolescents during crucial transition periods at the end of elementary school (grades 7/8) and secondary school (grades 11/12), filling a significant gap in the literature. The study engaged Black Canadian youth as co-researchers by employing a community-based participatory research approach grounded in the Unified Theory of Behavior and Bronfenbrenner's Bioecological Model. The research unfolded in three interconnected phases: focus groups, workshops, and collaborative knowledge mobilization. Insights from the focus groups directly informed the content and structure of the workshops, ensuring that they were relevant and responsive to participants' lived experiences. The workshops, in turn, served as a collaborative space for co-creating knowledge mobilization tools designed to resonate with and be accessible to peers. Reflexive thematic analysis revealed systemic, cultural, and individual-level factors influencing engagement with mental health services, including media portrayal, family dynamics, internalized racism, and learned helplessness. By exploring the impact of developmental transitions on Black adolescents' mental health, this research fills a critical gap in existing literature and proposes actionable strategies to enhance the equity and inclusiveness of Canadian mental health systems.

Summary for Lay Audience

This research explores the unique challenges Black Canadian youth face when seeking mental health support. It highlights that these young people often struggle to recognize and express their mental health issues, leading them to seek help mainly during crises. Factors like systemic racism, stigma, and a shortage of Black mental health professionals can further complicate their access to timely and appropriate care.

The study used a community-based approach, involving Black youth as co-researchers who shared their insights through focus groups, workshops, and a collaborative information tool designed to share knowledge among peers.

Key findings include:

  • Emotional Suppression: Many Black youth learn to hide their feelings due to cultural expectations or family dynamics, which can make it difficult to discuss their mental health.
  • Internalized Racism: Experiencing racism and discrimination can lead Black youth to feel that their struggles are invalid or not worth discussing.
  • Learned Helplessness: Some youth feel that seeking help is futile due to persistent barriers and negative experiences with the mental health system.

These findings suggest that current mental health services often fail to meet the cultural needs of Black youth. The research underscores the importance of including these youth in conversations about mental health to enhance Canadian support systems. The ultimate goal is to develop better training for educators and mental health professionals, making care more inclusive and effective. By addressing these issues, the research aims to create a more equitable mental health system for Black Canadian youth, contributing to a more inclusive society for all.

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