A Phenomenological Study of Black Female Secondary School Counselors and Their Experiences With Self-Care

Abstract

This phenomenological study aimed to explore the self-care practices of Black female secondary school counselors serving in public school districts in central Indiana. Eight participants were recruited through purposive sampling and participated in semistructured interviews. Findings indicate that participants engage in various self-care practices but experience challenges in their school counseling roles that serve as barriers to self-care. Themes that emerged include (a) the struggle to engage in self-care, (b) school counselor role as a reminder for self-care, (c) Black identity related to personal boundaries, and (d) institutional barriers to self-care. The discussion highlights the importance of self-care for Black female secondary school counselors and the challenges they face. We explore implications for Black female school counselors, school counselors overall, school administrators, and school counselor training programs. Finally, we suggest future research in the self-care practices of Black female school counselors in different contexts.