A Mental Health Moment
By Bernadette Joy Graham, MA, LPCC, Licensed Clinical Mental Health Therapist
The Truth Contributor
“Have you lost your mind?” “I done lost my mind.” I believe we can all agree we have made these statements before or heard others say them. I can remember so clearly in my undergraduate school days at University of Maryland at College Park sitting in a classroom of 500 students in Psychology 101 taught by a very well-known professor in the world of Psychology, Dr. Charles Gelso. One day 1 asked the question “is there a difference between our brain and our mind and, if so, what is the difference?” Deep question. One not often discussed but one that very much needs to be understood.
Understanding how they differ—and how they work together—can help reduce stigma around mental health, improve how we care for our loved ones, and empower us to make more informed choices about healing and wellness.
What is the brain? The brain is a physical organ made of cells—neurons, glial cells, blood
vessels—housed in the skull. It is measurable and observable with medical tools like MRI and
EEG. The brain is responsible for bodily functions (heartbeat, breathing), sensory processing
(sight, sound, touch), movement, memory formation and the biochemical systems that influence
mood and stress (neurotransmitters like serotonin, dopamine and norepinephrine.) (Kandel, Schwartz, & amp; Jessell, 2013).
What is the mind? The mind refers to our subjective experiences: thoughts, feelings, memories,
imagination, beliefs and consciousness. The mind is how we interpret and make meaning of our
experiences and the world—our values, identity and the narrative we tell ourselves. The mind is
not a single physical thing you can hold; rather, it describes emergent experiences that arise from
brain activity and from our relationships, culture and environment (Sperry, 1984; Northoff, 2016).
So how do they relate? The brain is the hardware; the mind is the software and user experience. Brain activity
enables mental experiences, but those experiences are shaped by context—culture, family, trauma, spirituality and social systems. Changes in the brain can alter mental states (e.g., injury, illness, medication); likewise,
changes in the mind (therapy, learning, social support) can change the brain’s structure and functioning (neuroplasticity) (Kandel, 2001; Doidge, 2007). Neither is “more real.” The brain’s biology matters for diagnosis and treatment; the mind’s meanings, stories and social realities matter for healing and resilience.
Why this matters for the Black community?
Stigma and mistrust: Historical and ongoing racism in medicine has made many Black
individuals wary of psychiatric labels and biological explanations alone. Framing mental
health as involving both brain and mind helps validate biological treatment when needed
while honoring cultural, spiritual and community-based healing practices.
Trauma and resilience: Experiences of racism, poverty and community violence change
stress systems in the brain, but they also shape identity and coping strategies. Healing
must address both—biological symptoms and the psychosocial context that created them
(Williams & Mohammed, 2013).
In terms of treatment choices: Some people benefit from medication that targets brain chemistry;
others benefit most from talk therapies that change thought patterns and behavior; often,
integrated approaches (therapy + medication + community support) are best (National
Institute of Mental Health, 2020).
Some examples include depression & trauma: A person may have biochemical changes (lowered activity in certain brain regions) and negative beliefs about self (mind). Effective care can include antidepressants to help brain chemistry and therapy interventions to change thought patterns and social supports to address isolation (Kessler et al., 2003). Another example is trauma which can sensitize brain stress systems, causing hypervigilance. Trauma-focused therapy helps process memories and change how the mind understands the trauma while the brain gradually regains regulation (van der Kolk, 2014).
All human beings regardless of race, color, culture or gender have both a brain and a mind. Black mental health needs to be addressed differently due to historical, cultural, generational and overall lived experiences. A culturally grounded approach will produce better outcomes in mental health treatment such as spiritual and religious community collaboration with medical providers. Validating lived experiences and recognizing how racism and economic stress are real contributors to distress and not “just” an individual problem. Being offered choices by explaining the roles of both therapy and medication inviting questions with shared decision-making that will increase trust and adherence.
Take a mental health moment for not only yourself but for our black community, honoring cultural strengths while using evidence-based care studied and researched by Black mental health professionals and others who realized cultural differences are key in reducing stigma and improving mental health care outcomes.
At the end of the semester of Psychology 101, which covered many topics such as the mind and brain, I was highly disappointed that although cultural difference was “touched” upon yet why no Black firsts or early Psychologists or Psychiatrists were mentioned or referenced in their work and research? They did exist as early as the 1920’s. So mental health diagnoses, interventions, treatment and assessments and psychological tests were based on the work of white men. That was a personal Black mental health moment for me as a student. A question I found far more important to have answered and understood than what was presented on day one.
For our Black men and women early Psychologists and Psychiatrist in mental health I highly honor them and thank them for their efforts, unnoticed for many decades.
First Black Americans in Psychology
Francis Cecil Sumner
- Degree: Ph.D. in Psychology (1920)
- Institution: Clark University
- Known as the “Father of Black Psychology”
- Trained and mentored future Black psychologists at Howard University
Significance:
Sumner broke racial barriers in academia and created one of the first pipelines for Black psychologists.
Inez Beverly Prosser
- Degree: Ph.D. in Educational Psychology (1933)
- Institution: University of Cincinnati
Significance:
- First Black woman to earn a doctorate in psychology
Her work focused on the psychological effects of segregated education on Black children
Charles Henry Thompson
- Degree: Ph.D. in Educational Psychology (1925)
- Institution: University of Chicago
Significance:
- Early contributor to research on education and curriculum in Black communities
Black Contributions to Early Mental Health Systems & DSM Foundations
The Diagnostic and Statistical Manual of Mental Disorders (DSM-I, 1952) emerged from earlier psychiatric practices—and Black clinicians were already contributing to those frameworks.
Key Contributors:
Vernon Sparks
- Education: M.Ed. in Psychology, New York University
- Role: Chief psychologist at Crownsville State Hospital
David L. Terrell
- Education: Tennessee State University
Contributions:
- Provided early clinical diagnoses and treatment models
- Used diagnostic language (e.g., “schizophrenic reaction,” “adjustment disorders”) that later influenced DSM-I terminology
- Expanded access to psychological testing and therapy for Black patients
- Created training pipelines for Black clinicians
These pioneers did more than earn degrees—they:
- Redefined mental health through a cultural lens
- Created access where none existed
- Challenged racism within psychology and psychiatry
- Laid the groundwork for modern culturally competent therapy
Their work directly influences:
- Today’s Black therapists
- Trauma-informed care in Black communities
- Ongoing efforts to decolonize mental health practices
References
Doidge, N. (2007). The Brain That Changes Itself: Stories of Personal Triumph from the
Frontiers of Brain Science. Viking.
Kandel, E. R. (2001). The molecular biology of memory storage: a dialog between genes
and synapses. Bioscience Reports, 21(5), 565–611.
Kandel, E. R., Schwartz, J. H., & Jessell, T. M. (2013). Principles of Neural Science (5th
ed.). McGraw-Hill.
Kessler, R. C., Berglund, P., Demler, O., Jin, R., Koretz, D., Merikangas, K. R., … &
Wang, P. S. (2003). The epidemiology of major depressive disorder. JAMA, 289(23),
3095–3105.
National Institute of Mental Health. (2020). Mental health information. https://www.nimh.nih.gov
Northoff, G. (2016). The Spontaneous Brain: From Mind-Body Problem to the neuroscience of Consciousness.
MIT Press.
Sperry, R. W. (1984). Consciousness, personal identity, and the divided brain. In The
Nature of Mind (pp. 49–68). Cambridge University Press.
van der Kolk, B. (2014). The Body Keeps the Score: Brain, Mind, and Body in the
Healing of Trauma. Viking.
Williams, D. R., & Mohammed, S. A. (2013). Racism and health I: pathways and
scientific evidence. American Behavioral Scientist, 57(8), 1152–1173.
Bernadette Joy Graham is a Licensed Clinical Mental Health Therapist, Email: graham.bernadette@gmail.com. For appointments: Maumee location – 419-866-8232 – Toledo location – 419-578-2525. If you feel you may be in a mental health crisis, please call 988 or go to the nearest emergency room