Reclaiming the System: Group Counseling Landscape in Schools

Abstract

Postpandemic culture has provided educators the opportunity to rebuild and reclaim the education system from its very foundation. Pioneering researchers in school counseling have begun reexamining what antiracist school counseling programs look like and providing school counselors practical recommendations for addressing racism and dismantling racist policies and procedures in their schools. This article disseminates findings from a quantitative research study that examined how school counselors are currently utilizing the lens of power, privilege, and intersectionality in their implementation of small groups in their schools. The results indicated that about half (52%) of participants are implementing small-group counseling through this lens while the other half are not. Further results showed that, demographically, school counselors who identified as Black or African American are more likely to do this critical work. We discuss implications for practitioners as they explore their own racial identity and battle racial inequities in schools.

Strategies to Enhance Implementation Fidelity in School-Counselor-Led, Culturally Affirming Tier 2 Groups

“…The need to prioritize group interventions to meet students' needs is well documented (Hines et al, 2017;Martin, 2015). In fact, Beasley et al (2023) elevated the critical need for group counseling as a key strategy to battle inequities and establish antiracist practices in schools. Their study revealed that 52% of school counselors who implement groups do so through the lens of reclaiming their power as they address privilege and honor intersectionality through this practice.…”

Reimagining Groups: A Phenomenological Investigation of Affinity Groups in Schools

“…Therefore, school counselor voices are critical to understanding this phenomenon. The current study builds on the previous body of quantitative evidence gathered in an initial study by this research team (Beasley et al, 2023) to provide additional important implications for practice, research, and training.…”

Continual Evolution in Evidence-Based School Counseling: Proceedings From the 2022 Conference

“…4. Prioritizing antiracist efforts and perspectives to create systemic change (Beasley et al, 2023; Washington et al, 2023). 5.…”

“…Historically, many school-based interventions were intended to “treat” students who were struggling, often with a goal of helping them adjust to schooling structures and practices that might not work for them. Instead, working collaboratively with both colleagues and youth, EBSC practitioners consider the ways that school contexts impact any given situation, and then identify more effective counseling and classroom practices, educational systems, and school policies (Beasley et al, 2023; Boulden & Goodman-Scott, 2023; Bryan et al, 2023; Lemberger-Truelove et al, 2023). While youth can have learning and/or mental health challenges that are a complex interplay of biological and potentially oppressive social ecological factors (Bronfenbrenner, 1992; Johnson & Brookover, 2021), it is the schools’ mandate to create safe and effective learning environments for all students.…”

“…Conservative groups like Parents Defending Education have attacked school counselors for their work related to social-emotional learning, ELL and immigrant youth, LGBTQ+ and transgender affirming practices, and curriculum content about race and gender (Parents Defending Education, 2022). In this special issue, several authors have identified useful skills and actions that can support student well-being, even in challenging political contexts (Beasley et al, 2023; Boulden & Goodman-Scott, 2023; Bryan et al, 2023; Havlik et al, 2023; Lemberger-Truelove et al, 2023; Shi et al, 2023; Taylor et al, 2023). All these authors describe ways to integrate culturally sustaining and affirming practices into existing structures and activities, effectively supporting student well-being while taking social contexts and identities into consideration.…”