scholarly journals A Sense of Mattering: A Group Intervention for African American Boys

2018 ◽  
Vol 22 (1) ◽  
pp. 2156759X1986733 ◽  
Author(s):  
Eva M. Gibson ◽  
Mariama Cook Sandifer ◽  
Winifred Bedford
Keyword(s):  
African American ◽  
School Counselors ◽  
Group Intervention ◽  
Culturally Responsive ◽  
School Counselor ◽  
Outcome Data ◽  
African American Boys ◽  
Social Emotional ◽  
Emotional Skills ◽  
Cultural Considerations

African American boys have been disproportionately represented in school discipline data. School counselors are encouraged to integrate cultural considerations while developing interventions for African American boys. A middle school counselor (the first author) utilized discipline data to create a culturally responsive group intervention designed to affect behavior and develop social/emotional skills. Through the analysis of perception and outcome data, findings indicated improvement in behavior and social/emotional skills among participants. We discuss implications for school counselors, school counselor education programs, and school districts.

Capitalizing on Cultural Assets: Community Cultural Wealth and Immigrant-Origin Students

2020 ◽  
Vol 24 (1) ◽  
pp. 2156759X2097365
Author(s):  
Lucy L. Purgason ◽  
Robyn Honer ◽  
Ian Gaul
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Culturally Responsive ◽  
The United States ◽  
Community Cultural Wealth ◽  
Emotional Needs ◽  
Social Emotional ◽  
Future Directions ◽  
Cultural Wealth ◽  
College And Career

Nearly one of four students enrolled in public school in the United States is of immigrant origin. School counselors are poised to support immigrant-origin students with academic, college and career, and social/emotional needs. This article introduces how community cultural wealth (CCW), a social capital concept focusing on the strengths of immigrant-origin students, brings a culturally responsive lens to multitiered system of supports interventions identified in the school counseling literature. We present case studies highlighting the implementation of CCW and discuss implications and future directions for school counseling practice.

WOKE

2021 ◽  
pp. 19-40
Author(s):  
Mariama Cook Sandifer ◽  
Eva M. Gibson ◽  
Sarah N. Brant-Rajahn
Keyword(s):  
African American ◽  
Critical Race Theory ◽  
School Counselors ◽  
African American Students ◽  
Culturally Responsive ◽  
Underrepresented Students ◽  
Social Justice Advocacy ◽  
American Students ◽  
Current Impact ◽  
Contemporary Context

Social justice advocacy is a term commonly utilized to describe action steps initiated to remove obstacles to success for underrepresented students. This chapter challenges school counselors and educators to adopt a “Woke” perspective (which integrates action and awareness) on behalf of African American students. Furthermore, these professionals should be equipped with culturally responsive tools to support African American students and engage in systemic advocacy on their behalf. Drawing from Critical Race Theory, this chapter will examine the historical and contemporary context of discriminatory practices, as well as the current impact on African American students. This chapter will also address specific strategies to inform professional practice and advocacy work, as well as implications for training programs.

Girls’ Relational Aggression: A Small Group Intervention

2019 ◽  
Vol 23 (1) ◽  
pp. 2156759X2090209
Author(s):  
Jordon J. Beasley
Keyword(s):  
Small Group ◽  
School Counseling ◽  
School Counselors ◽  
Relational Aggression ◽  
Group Intervention ◽  
Counseling Services ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Effective School ◽  
Elementary School Counseling

An elementary school counseling department used data-informed practices in an effort to provide more effective school counseling services. This article provides a summary and evaluation of a girls’ relational aggression small group in an elementary setting. Results indicated that integrating friendship, conflict resolution, and self-affirmation into small group counseling affected behavior and social/emotional development. The school counselors were able to address preexisting relational aggression. This article offers implications for school counselors.

Promoting Cultural Responsiveness and Closing the Achievement Gap with Standards Blending

2009 ◽  
Vol 12 (6) ◽  
pp. 2156759X0901200
Author(s):  
Rita Schellenberg ◽  
Timothy Grothaus
Keyword(s):  
African American ◽  
Achievement Gap ◽  
School Counseling ◽  
African American Males ◽  
Group Intervention ◽  
Culturally Responsive ◽  
Self Esteem ◽  
Cultural Responsiveness ◽  
Closing The Achievement Gap ◽  
Content Areas

In this article, standards blending–-the integration of core academic and school counseling standards–-is demonstrated as a culturally responsive strategy to assist in closing the achievement gap for a group of third-grade African American males. The small-group intervention described resulted in knowledge gains in both the school counseling and academic curriculum content areas. All participants also reported experiencing increased self-esteem.

Addressing the Sociocultural Determinants of African American Students’ Academic Achievement: The Four Themes of the American School Counselor Association’s National Model and the Role of School Counselors

2016 ◽  
Vol 54 (8) ◽  
pp. 1149-1175 ◽  
Author(s):  
Jonathan P. Rust
Keyword(s):  
Academic Achievement ◽  
African American ◽  
School Counselors ◽  
African American Students ◽  
School Counselor ◽  
Sociocultural Factors ◽  
Systematic Change ◽  
American School ◽  
American Students ◽  
National Model

Social justice, ensuring that all students receive access to equitable educational resources and opportunities to succeed academically, is a guiding principle for school counselors. With this ideal in mind, specific sociocultural factors that affect the academic achievement of African American students in urban school settings are considered. Subsequently, the four themes of the American School Counselor Association’s National Model—leadership, advocacy, collaboration, and systematic change—are used to provide school counselors in urban schools with guidelines to address the academic achievement of African American students related to these sociocultural factors.

Changing the narrative on African American boys: A systemic approach to school success

2020 ◽  
pp. 136548022096286
Author(s):  
JaDora Sailes Moore ◽  
Chavez Phelps
Keyword(s):  
African American ◽  
Culturally Responsive ◽  
School Success ◽  
Reading Proficiency ◽  
Culturally Competent ◽  
African American Boys ◽  
Policy Practice ◽  
The Past ◽  
Reading And Math ◽  
Proficiency Scores

Despite progress over the past decade in math and reading, proficiency scores of African American boys continue to trail behind those of White, Latino, and Asian male counterparts. African American boys’ reading and math disparities have been attributed to the negative portrayal and the pervasive deficit-oriented discourse about these young men. Using salient characteristics of organizational culture as a framework, this paper offers strategies for creating a culturally responsive environment that supports and promotes high academic performance among African American boys. Attention is given to policy, practice, personnel, programs, and process in schools and their role in culturally competent approaches for improving schools and individual academic achievement.

Using Universal Screening for Early Identification of Students at Risk: A Case Example from the Field

2015 ◽  
Vol 19 (1) ◽  
pp. 1096-2409-19.1. ◽  
Author(s):  
Donohue Peg ◽  
Emily Goodman-Scott ◽  
Betters-Bubon Jennifer
Keyword(s):  
School Counselors ◽  
Mental Health Professionals ◽  
Emotional Support ◽  
Health Professionals ◽  
Universal Screening ◽  
School Counselor ◽  
Social Emotional ◽  
Students At Risk ◽  
School Based

This study describes the benefits of systematic universal screening (US) for school counselors engaged in the creation of effective, multi-tiered systems of support that address academic, social, emotional, and behavioral student concerns. The authors used an action research framework to present a case example of one school district's pilot of US and the role of the school counselor in the identification of students in need of social-emotional support. This article discusses implications for school counselor collaboration with other school-based mental health professionals.

School Counselors' Role in Working With Students Living With Chronic Illness

2021 ◽  
pp. 377-388
Author(s):  
Carol Seehusen
Keyword(s):  
United States ◽  
Chronic Illness ◽  
School Counselors ◽  
School System ◽  
School Counselor ◽  
The United States ◽  
Chronic Illnesses ◽  
Social Emotional ◽  
And Training

Approximately 10-20 million children within the United States lives with a chronic illness. School counselors, by nature of their education and training, are in a prime position to work with and advocate for this population. Students with chronic illnesses struggle with reentry into the school system, as well as a myriad of obstacles related to social, emotional, academic, environmental, or familial factors. School counselors may use their positions within the school system to proactively ensure positive and proactive reentry for students with a chronic illness. The purpose of this chapter is to examine the academic obstacles of children living with a chronic illness. The examination includes discussion of the role of the school counselor to help navigate these obstacles. Finally, the end of the chapter briefly discusses possible areas of growth in knowledge regarding school counselors working with students with chronic illnesses.

The Boston Connects Program: Promoting Learning and Healthy Development

2008 ◽  
Vol 12 (2) ◽  
pp. 2156759X0801200
Author(s):  
Mary E. Walsh ◽  
Maureen E. Kenny ◽  
Kristin M. Wieneke ◽  
Kara R. Harrington
Keyword(s):  
School Counselors ◽  
School Environment ◽  
School Counselor ◽  
Academic Learning ◽  
Social Emotional ◽  
Healthy Development ◽  
Urban Elementary School ◽  
Student Supports ◽  
Health Promoting ◽  
National Model

The Boston Connects Program is a school-community-university partnership in which school counselors play a pivotal role in coordinating a comprehensive system of preventive services and student supports. The program is designed to promote healthy academic, social-emotional, and physical development for all children; reduce barriers to academic learning; and enhance the health-promoting and growth-fostering characteristics of the urban elementary school environment (Walsh, Barrett, & DePaul, 2007). Consistent with the ASCA National Model® (American School Counselor Association, 2005), the Boston Connects approach is programmatic, collaborative, preventive, and data-driven, and it supports the development of all children. This article describes the role of the school counselor in coordinating a comprehensive array of strengths-based supportive and developmental interventions and provides evidence to support the benefits of this approach.

Culturally Competent Collaboration: School Counselor Collaboration with African American Families and Communities

2010 ◽  
Vol 14 (1) ◽  
pp. 2156759X1001400
Author(s):  
Cheryl Moore-Thomas ◽  
Norma L. Day-Vines
Keyword(s):  
African American ◽  
School Counselors ◽  
African American Students ◽  
School Counselor ◽  
Community Partnerships ◽  
African American Families ◽  
The Political ◽  
Culturally Competent ◽  
Effective Work ◽  
American Students

Emerging literature on school-family-community partnerships suggests positive educational and social outcomes for students (Koonce & Harper, 2005; Mitchell & Bryan, 2007). This article discusses the historical and contemporary factors and barriers that affect African American students and their families as they partner with schools and communities. The article explores cultural competence as it relates to effective collaboration and interactions as well as an understanding of the political structures and sociocultural realities of African American students, families, and their communities. Specific models, strategies, and recommendations for school counselors’ and counselor educators’ effective work with African American students and families within school-family-community collaborations are discussed.

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