School-Community Group Model: Collaborating for the Empowerment of Adolescent African American Male Students

Nelson, Katherine; Morris, Joseph R.; Brinson, Jesse A.; Stahl, Michelle A.

doi:10.1080/01933922.2020.1740848

Cited by 2 publications

(3 citation statements)

References 32 publications

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“…The participants repeatedly noted the need for support-type groups where they can discuss their reactions, thoughts, and feelings related to racism and what it means for them to be Black adolescent males. Nelson et al (2020) documented the successful use of school and community-based group counseling for Black adolescents and proposed interventions rooted in their racial group. Other scholars have recommended using expressive-emotional healing experiences and activities to address intense feelings and emotional frustration (Kubiliene et al, 2015).…”

Section: Discussionmentioning

confidence: 99%

Exploring Black adolescent males’ experiences with racism and internalized racial oppression.

Bailey¹,

Yeh²,

Madu³

2022

Journal of Counseling Psychology

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We explore Black male high school students’ perceptions of racial oppression, their internalization of racial oppression, and the impact of these experiences on their academic lives. Using constructivist grounded theory, 10 semi-structured interviews were conducted with Black adolescent boys. Results identified five core categories: (a) racial socialization, (b) understandings of and experiences with racism, (c) emotional and behavioral responses to racism, (d) internalization of racial oppression, and (e) school resistance and support needed. Based on these categories, we developed an ecological model of Black male students’ experiences with racism and internalized racial oppression to elucidate existing interactional dynamics within students’ ecological contexts. We discuss how schools and counselors can better support Black adolescent boys’ positive development and ability to cope with racism and internalized racial oppression.

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Section: Discussionmentioning

confidence: 99%

Exploring Black adolescent males’ experiences with racism and internalized racial oppression.

Bailey¹,

Yeh²,

Madu³

2022

Journal of Counseling Psychology

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“…Trainees acquire knowledge and skills regarding critical topics in providing competent culturally responsive services in urban school settings. School foundations (Awad, 2007), family–school–community collaborations (Moore-Thomas & Day-Vines, 2010), school-based group work (Nelson et al, 2020), and factors contributing to academic achievement of Black students (Griffin et al, 2017) are reviewed. Student mobility (Fisher et al, 2002) and racial disparities in counseling referrals (Bryan et al, 2012) and suspensions and other school exclusionary practices such as the school to prison pipeline (Okonofua & Eberhardt, 2015) are addressed.…”

Section: The University School Training Modelmentioning

confidence: 99%

“…The USTM conducts classroom-based psychoeducation prevention programming on topics such as positive coping skills, bullying, and self-esteem. A career exploration group (Perry et al, 2010) featuring Black community leaders as speakers, mentoring (Hall, 2006; Núñez et al, 2013), and college campus visit (Nelson et al, 2020; Ward, 2006) programs is collaboratively facilitated by the USTM staff, elementary school personnel, university-based Black student service and leadership organizations, and university programs to increase the matriculation and retention of BIPOC students in higher education, and local school community stakeholders. The college campus visits include programming for adult caregiver chaperones on navigating postsecondary funding options, while providing education, support, and encouragement to pursue available opportunities.…”

Section: The University School Training Modelmentioning

confidence: 99%

University school training model: Dismantling anti-Blackness and eradicating racism through ecologically grounded training and systemic school reform.

Morris¹,

Nelson²,

Stahl³

2024

Training and Education in Professional Psychology

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The purpose of this article is to describe the University School Training Model (USTM) (Morris & Colles, 2016). The USTM is an urban school-based anti-racism-focused training and intervention program developed, implemented, and maintained by counseling psychology faculty that has been operational for 19 years. The primary program interventions include individual and group counseling, psychoeducation, and consultation services with school community stakeholders. The USTM operates with the support of a university department that houses an APA-accredited doctoral program in counseling psychology, a college of education, a local urban school district, an elementary school serving predominantly Black children and families, and community stakeholders. The critical need for the project; information for initiating, implementing, and maintaining the program; and collected formative data are outlined. Finally, recommendations are provided to assist counseling psychology faculty members and supervisors in developing university and school-based partnerships to dismantle anti-Blackness and eradicate racism through clinical training and systemic school reform. Public Significance StatementThe University School Training Model (USTM) is a partnership between counseling psychology faculty and urban school leaders to provide clinical training and school-based counseling and consultation services. The USTM is dismantling anti-Blackness and eradicating racism through clinical training and school reform.

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School-Community Group Model: Collaborating for the Empowerment of Adolescent African American Male Students

Cited by 2 publications

References 32 publications

Exploring Black adolescent males’ experiences with racism and internalized racial oppression.

Exploring Black adolescent males’ experiences with racism and internalized racial oppression.

University school training model: Dismantling anti-Blackness and eradicating racism through ecologically grounded training and systemic school reform.

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