Athena Hall

Nova Southeastern University, USA

Abstract Title: Learning to Be Strong: Coping with Adversity and Superwoman Schema Pathways in Child Mental Health

Biography: Before joining Nova Southeastern University, Dr. Athena Hall worked in various public health roles, including positions at Health Research Services Administration (HRSA) within the HIV/AIDS Bureau, the Detroit Health Department, and Detroit Public Schools. Her current research focuses on maternal and child well-being and the integration of psychology and public health to improve community-based health outcomes

Research Interest: In many communities, persistent patterns of unequal treatment and social exclusion have been identified as significant public health concerns. Amid increasing reports of bullying, social exclusion, and stress within school environments, many children aged 5 to 12 experience severe and persistent symptoms of depression. Although Woods-Giscombé’s Superwoman Schema (SWS) is widely recognized as a coping framework used by girls and women to navigate social adversity, it has rarely been examined among pre-adolescent children. Notably, SWS-related behaviors have been linked to adverse mental health outcomes, including anxiety and suicidal thoughts and behaviors. The purpose of this qualitative narrative inquiry was to explore how Superwoman Schema–related behaviors are experienced and understood by fourth-grade girls in Detroit, Michigan. Using SWS as a guiding theoretical framework, in-depth interviews were conducted with 18 participants. Interview data were hand-coded and analyzed thematically, yielding seven themes that reflected both lived experiences of adversity and patterns of response. Most participants reported feelings of irritation, sadness, and unjust blame, with some describing experiences of bullying and social marginalization beginning in early childhood. All participants described feeling pressure to be strong, often adopting behaviors associated with SWS, such as excelling in school or sports, concealing emotions, and enduring challenges silently. At the same time, participants also demonstrated strength through actions extending beyond traditional SWS domains, including standing up to bullies, modeling behaviors observed in caregivers, and supporting peers who were harmed. These findings highlight how expectations of strength and emotional restraint are internalized during childhood and underscore the need for public health approaches that distinguish resilience from emotional suppression. These findings also emphasize the relevance of life-course public health perspectives that recognize how social environments shape children’s mental health across diverse cultural and educational contexts.