Programs for middle-school boys are needed because data suggests that young adolescent males have problems as they grow and develop. Few gender role interventions for boys have been evaluated or published in the professional literature. Conceptual justification for boy's programs is given using psychosocial theory, gender role transitions, multicultural aspects of masculinity, and positive/healthy masculinity. A short term, inexpensive intervention, “The Boy's Forum,” was implemented for middle-school boys who were predominately Hispanic and African American. The Boy's Forum explained the hazards of growing up male (Goldberg, 1977) but also emphasized positive masculinity through empowerment, emotional awareness, and personal problem solving. The use of media, group discussions, empowerment themes, and adult self-disclosure to promote boy's psychosocial growth are described. Evaluation of the program occurred before the program, immediately after the program and three weeks later. Results indicate that a majority of boys attending the Boy's Forum reported that the programming positively affected their thinking, feelings, and to a lesser extent their behaviors over a three-week period. Limitations of the evaluation of this program, recommendations for future research, and the need for future curricular development for boys are discussed.
The Adolescent Cultural, Racial, and Ethnic Support (ACRES) model is designed to support adolescents of color in their cultural/racial/ethnic identity development (CREID). Comprised of six developmentally tailored components, the ACRES model is grounded in and delivered through a feminist approach to foster supportive school environments and collaborative partnerships. We present interventions to prepare adolescents in navigating racial and sociopolitical climates and offer suggestions for further research and expansion of the model.
Urban school counselors face unique challenges, and traditional approaches have proven inadequate. Grounded in existential theory and Super's Career theory, the School Counseling for College and Career Readiness Using Existential Theory (S3CRET) model fosters identity development and existentialist understanding within postsecondary decision-making. Implications and suggestions for implementation are discussed.
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