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West Ashley Library
9 a.m. - 7 p.m.
Phone: (843) 766-6635
Folly Beach Library
9 a.m. - 5:30 p.m.
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Edgar Allan Poe/Sullivan's Island Library
Closed for renovations
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Wando Mount Pleasant Library
9 a.m. - 8 p.m.
Phone: (843) 805-6888
Village Library
9 a.m. - 6 p.m.
Phone: (843) 884-9741
St. Paul's/Hollywood Library
9 a.m. - 8 p.m.
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Otranto Road Library
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McClellanville Library
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Keith Summey North Charleston Library
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Hurd/St. Andrews Library
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Phone: (843) 805-6930
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Guidance on Conversations About Race and Racism in Pediatric Clinical Settings.
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- Author(s): Clark, Shawnese; Cohen, Alyssa; Welch, Sarah B.; Bate, Aleha; Anderson, Ashaunta T.; Chomilo, Nathan; Dougé, Jacqueline; Durkee, Myles; Iruka, Iheoma U.; Jindal, Monique; Jones, Shawn C. T.; Li, Angie; Arshad, Aisha; Heard-Garris, Nia
- Source:
Pediatrics. Jul2024, Vol. 154 Issue 1, p1-12. 15p. - Source:
- Additional Information
- Subject Terms: PATIENTS' families; CONSENSUS (Social sciences); MEDICAL personnel; CONVERSATION; QUALITATIVE research; RESEARCH funding; DESCRIPTIVE statistics; CHILDREN'S hospitals; RACISM; PEDIATRICS; THEMATIC analysis; PHYSICIAN-patient relations; COMMUNICATION; ATTITUDES of medical personnel; DELPHI method; COUNSELING; EXPERTISE
- Abstract: OBJECTIVE: To develop guidance for pediatric clinicians on how to discuss race and racism in pediatric clinical settings. METHODS: We conducted a modified Delphi study from 2021 to 2022 with a panel of pediatric clinicians, psychologists, parents, and adolescents with expertise in racism and child health through scholarship or lived experience. Panelists responded to an initial survey with openended questions about how to talk to youth about race and racism. We coded the responses using qualitative methods and presented them back to the panelists. In iterative surveys, panelists reached a consensus on which themes were most important for the conversation. RESULTS: A total of 29 of 33 panelists completed the surveys and a consensus was reached about the concepts pediatric clinicians should consider before, during, and after conversations about race and racism and impediments clinicians may face while having these discussions. Panelists agreed that it was within the pediatric clinician's role to have these conversations. An overarching theme was the importance of having background knowledge about the systemic nature of racism. Panelists agreed that being active listeners, learning from patients, and addressing intersectionality were important for pediatric clinicians during conversations. Panelists also agreed that shortand long-term benefits may result from these conversations; however, harm could be done if pediatric clinicians do not have adequate training to conduct the conversations. CONCLUSIONS: These principles can help guide conversations about race and racism in the pediatric clinical setting, equipping clinicians with tools to offer care that acknowledges and addresses the racism many of their patients face. [ABSTRACT FROM AUTHOR]
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