By Danielle M. Olson, Tyler Musgrave, Divya Gumudavelly, Chardee Galan, Sarita Schoenebeck, D. Fox Harrell, and Riana E. Anderson

Police brutality—including the incidents that mobilized collective outrage and action across the world during the summer of 2020—has negatively impacted the psychological health of Black youth for generations. Police harassment is a persistent form of racial discrimination that Black youth frequently navigate (Brunson, 2007), and particularly as a consequence of vicarious trauma via social media, it has been associated with depressive and anxious sequelae (e.g., Tynes et al., 2019). While Black youth are faced with policing experiences in vivo and in vitro, many studies of the psychological impact of policing are contained within traditional retrospective surveys, which limits our understanding of youth’s in-the-moment perceptions and desired concurrent actions. To expand the efforts to assess and redress youth’s experiences with police encounters, this manuscript details the development of an afterschool program that supports adolescents in the creation of a series of video game and virtual reality (VR) narratives. A participatory design method was utilized to co-create the perception of policing experiences with Detroit high school students enrolled in a computer science course, allowing them to actualize their experiences “on screen” and work towards redressing these experiences through co-construction and virtual activism.

United States, Journal of Youth Development Vol 18 Issue 3. 2023, 18pg