美国国家公共电台 NPR--Many children are regularly exposed to gun violence. Here's how to help them heal

Many children are regularly exposed to gun violence. Here's how to help them heal

Transcript¹

On a spring day, a group of elementary students and their chaperones walk along a sidewalk in the Lyell-Otis neighborhood of Rochester, N.Y. A few blocks away is their destination: Cameron Community Ministries²' after-school program.

The mood is cheerful – some of the kids are leaping or skipping – but their path, which they routinely take, passes more than a dozen spots where murders and aggravated³ assaults have happened in the last decade.

There's the block west of here where a 17-year-old boy was shot and killed, allegedly by a classmate, back in March. He's one of at least six minors⁴ who have been killed by gunfire since January, according to Rochester Police.

The students cross Otis Street where, six years ago, a father was shot and killed one morning as children were arriving at the school across the street. According to a report by a local paper that day, a neighbor saw dozens of children run "screaming at the top of their lungs" into the building.

Kaila Toppin remembers it – her sister was there.

"The school went into lockdown because [a student's] father got shot."

Toppin, 19, used to be a student with the program at Cameron. Now, she's a chaperone, and Phyllipp McKnight is one of her charges. He's been exposed to neighborhood violence, and he's only in second grade.

"If you don't know the violence, I'm teaching you right now," he says. "And when you become 6 years old, like me, I don't want this dark future that happened to me."

Many children like Phyllipp, who are regularly exposed to community gun violence, can struggle with feelings of hopelessness and anxiety. They can also have difficulty regulating their emotions – all symptoms of post-traumatic stress, which can have lasting⁶ impacts into adulthood⁷.

But there's a lot communities and after-school programs can do to help.

Teaching children that life doesn't have to end in their teens

Riana Elyse Anderson, who studies child trauma⁵ and Black families at the University of Michigan's School of Public Health, says the key is to create supportive environments for children.

"The more you have supportive structures around you – like family, like peers, like adult mentors⁸ – the better chance you have of ... surviving because you're active and engaged and perhaps in spaces that may be a bit safer."

Those supportive structures also help children shed challenging psychological beliefs, like life ends in your teens or life has little value – beliefs that can be reaffirmed by fatal neighborhood shootings.

Anderson says one way to get those supportive structures in place is through after-school programs, which not only keep kids supervised and off the street, but can also help children and teens learn about their strengths, dreams and culture. Most of all, it can help them see that life is valuable.

Cameron Community Ministries' after-school program does this through mentoring⁹, field trips and team-building activities. Luis Mateo, a youth program director, says he also teaches his students leadership skills, guides them through community-oriented projects and steps in when students are going through something heavy – like after the recent mass shooting in nearby Buffalo¹⁰, or after a neighborhood incident.

"I had two kids that were just, like, stunned¹¹ because a friend of theirs was shot," Mateo recalls. "He lived but it was still traumatizing... So I talk with them, make sure they're OK while that was going on. And on that street, too, another child was shot coming off of the bus. So it's been a lot of violence, and unfortunately, they've normalized to it and it's just another day in the neighborhood for them."

Helping¹² kids cope with their harsh reality is important, but Mateo says his youth program also prioritizes giving children and teens space to be themselves, be safe and explore their interests.

"You have these after school programs that are helping young people just identify who they are, what is it that they can do," Anderson says. "When they live past 18, what is it that they want to contribute to their neighborhoods, to their families, to their culture, to themselves?"

How neighborhood violence and aggression¹³ interrupts happiness and joy

Phyllipp McKnight's mother, Lerhonda McKnight, is one of a few guardians¹⁴ at Cameron Community Ministries' summer cookout in August. She cleans up after the kids and keeps an eye out for mischief¹⁵ – like the boy shaking up a soda¹⁶ can, getting ready to spray it open.

"Hey! Don't do that. Don't do it," McKnight warns with a laugh. "Put it down, let it sit for a couple minutes. Caught ya!"

Like Kaila Toppin and Phyllipp, McKnight also grew up exposed to neighborhood violence. She says she's been through things that she doesn't want her kids to ever experience, so she stays involved, brings them to Cameron, and makes sure to show them love.

"If the kids don't get [love] at home, they're gonna go somewhere else to get it. They're going to. Whether they find it in streets, whether they find it in a drug house," McKnight says. "They're going to find it, because everybody needs it – everybody – because that's what life is about."

Across the street, a fight breaks out. There's yelling and physical threats. McKnight barely acknowledges it. Around here, but not just here, violence and aggression have become as commonplace as inclement¹⁷ weather.

Kaila Toppin says she's seen more than enough of it for a lifetime.

"It makes being happy and joyful¹⁸, like it interrupts it sometimes. Like in the back of my mind, you know?," Toppin says. "I'm out there having a good time but sometimes it just makes me think something bad could happen, because of all the bad things that happen. I don't know, it makes it different and it also makes it a cautious joy."

Toppin's vigilance is a matter of survival. It's what drives her to protect younger kids, so that they'll have a chance to experience life after childhood.

1 transcript   

n.抄本，誊本，副本，肄业证书

参考例句：

• A transcript of the tapes was presented as evidence in court.一份录音带的文字本作为证据被呈交法庭。
• They wouldn't let me have a transcript of the interview.他们拒绝给我一份采访的文字整理稿。

2 ministries   

（政府的）部( ministry的名词复数 )； 神职； 牧师职位； 神职任期

参考例句：

• Local authorities must refer everything to the central ministries. 地方管理机构应请示中央主管部门。
• The number of Ministries has been pared down by a third. 部委的数量已经减少了1/3。

3 aggravated   

使恶化( aggravate的过去式和过去分词 )； 使更严重； 激怒； 使恼火

参考例句：

• If he aggravated me any more I shall hit him. 假如他再激怒我，我就要揍他。
• Far from relieving my cough, the medicine aggravated it. 这药非但不镇咳，反而使我咳嗽得更厉害。

4 minors   

n.未成年人( minor的名词复数 )；副修科目；小公司；[逻辑学]小前提v.[主美国英语]副修，选修，兼修( minor的第三人称单数 )

参考例句：

• The law forbids shops to sell alcohol to minors. 法律禁止商店向未成年者出售含酒精的饮料。 来自《简明英汉词典》
• He had three minors this semester. 这学期他有三门副修科目。 来自《简明英汉词典》

5 trauma   

n.外伤，精神创伤

参考例句：

• Counselling is helping him work through this trauma.心理辅导正帮助他面对痛苦。
• The phobia may have its root in a childhood trauma.恐惧症可能源于童年时期的创伤。

6 lasting   

adj.永久的，永恒的；vbl.持续，维持

参考例句：

• The lasting war debased the value of the dollar.持久的战争使美元贬值。
• We hope for a lasting settlement of all these troubles.我们希望这些纠纷能获得永久的解决。

7 adulthood   

n.成年，成人期

参考例句：

• Some infantile actions survive into adulthood.某些婴儿期的行为一直保持到成年期。
• Few people nowadays are able to maintain friendships into adulthood.如今很少有人能将友谊维持到成年。

8 mentors   

n.（无经验之人的）有经验可信赖的顾问( mentor的名词复数 )v.（无经验之人的）有经验可信赖的顾问( mentor的第三人称单数 )

参考例句：

• Beacham and McNamara, my two mentors, had both warned me. 我的两位忠实朋友，比彻姆和麦克纳马拉都曾经警告过我。 来自辞典例句
• These are the kinds of contacts that could evolve into mentors. 这些人是可能会成为你导师。 来自互联网

9 mentoring   

n.mentoring是一种工作关系。mentor通常是处在比mentee更高工作职位上的有影响力的人。他/她有比‘mentee’更丰富的工作经验和知识，并用心支持mentee的职业（发展）。v.（无经验之人的）有经验可信赖的顾问( mentor的现在分词 )

参考例句：

• One of the most effective instruments for coaching and mentoring is the "role rehearsal" . 辅导和教学的最有效的手段之一是“角色排练。” 来自辞典例句
• Bell Canada called their mentoring system a buddy-buddy system. 加拿大贝尔公司称他们的训导系统是伙伴—伙伴系统。 来自互联网

10 buffalo   

n.(北美)野牛；(亚洲)水牛

参考例句：

• Asian buffalo isn't as wild as that of America's. 亚洲水牛比美洲水牛温顺些。
• The boots are made of buffalo hide. 这双靴子是由水牛皮制成的。

11 stunned   

adj. 震惊的，惊讶的 动词stun的过去式和过去分词

参考例句：

• The fall stunned me for a moment. 那一下摔得我昏迷了片刻。
• The leaders of the Kopper Company were then stunned speechless. 科伯公司的领导们当时被惊得目瞪口呆。

12 helping   

n.食物的一份&adj.帮助人的，辅助的

参考例句：

• The poor children regularly pony up for a second helping of my hamburger. 那些可怜的孩子们总是要求我把我的汉堡包再给他们一份。
• By doing this, they may at times be helping to restore competition. 这样一来, 他在某些时候,有助于竞争的加强。

13 aggression   

n.进攻，侵略，侵犯，侵害

参考例句：

• So long as we are firmly united, we need fear no aggression.只要我们紧密地团结，就不必惧怕外来侵略。
• Her view is that aggression is part of human nature.她认为攻击性是人类本性的一部份。

14 guardians   

监护人( guardian的名词复数 )； 保护者，维护者

参考例句：

• Farmers should be guardians of the countryside. 农民应是乡村的保卫者。
• The police are guardians of law and order. 警察是法律和秩序的护卫者。

15 mischief   

n.损害，伤害，危害；恶作剧，捣蛋，胡闹

参考例句：

• Nobody took notice of the mischief of the matter. 没有人注意到这件事情所带来的危害。
• He seems to intend mischief.看来他想捣蛋。

16 soda   

n.苏打水；汽水

参考例句：

• She doesn't enjoy drinking chocolate soda.她不喜欢喝巧克力汽水。
• I will freshen your drink with more soda and ice cubes.我给你的饮料重加一些苏打水和冰块。

17 inclement   

adj.严酷的，严厉的，恶劣的

参考例句：

• The inclement weather brought forth a host of diseases.恶劣的天气引起了种种疾病。
• They kept on going,even through the inclement weather.即使天气恶劣，他们还是执意要去。

18 joyful   

adj.欢乐的，令人欢欣的

参考例句：

• She was joyful of her good result of the scientific experiments.她为自己的科学实验取得好成果而高兴。
• They were singing and dancing to celebrate this joyful occasion.他们唱着、跳着庆祝这令人欢乐的时刻。