The intersection of hip hop and Youth Participatory Action Research (YPAR) in school counseling to create and sustain homeplace

Levy, Ian P.; Edirmanasinghe, Natalie; Ieva, Kara

doi:10.1080/00405841.2023.2287762

Cited by 2 publications

(1 citation statement)

References 27 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Students and facilitators identify the problem/ focus, research the problem by collecting data, analyze their data, develop a plan of action to alleviate the problem, share their findings with key decision makers, and evaluate the process and outcomes from their project (Cook & Krueger-Henney, 2017). Although it remains under researched in the realm of school counseling (Levy et al, 2023), YPAR has been extensively explored in the education field. Student participants have shared a higher level of desire to engage in their community (Foster-Fishman et al, 2005;Wang, 2006), a sense of agency and ability to advocate for themselves (Anyon et al, 2018;Toraif et al, 2021), and collaboration skills (Langhout et al, 2014).…”

Section: Culturally Sustaining Groups Within Tiermentioning

confidence: 99%

Is It Students or the System? Infusing a Culturally Sustaining Approach to Tier 2 Groups Within Multi-Tiered Systems of Support

Olsen,

Betters-Bubon,

Edirmanasinghe

2024

Professional School Counseling

Self Cite

View full text Add to dashboard Cite

School counselors play an instrumental role in advancing equity and access for students through tiered supports and specifically group counseling. In this article, we propose the need to move away from a deficit-based model of groups focused on student skill gaps. First, we outline a culturally sustaining group approach that focuses on students’ experiences, strengths, and assets while providing a space where students can collectively heal and learn from each other. Second, we describe a cyclical process whereby school counselors learn from students and use students’ expertise to inform and improve the school-wide systems, processes, and practices that negatively impact students and contribute to the initial need for students to participate in group interventions. Finally, because groups are increasingly implemented within Tier 2 of a multi-tiered systems of support (MTSS) framework, we outline a visual model we have developed to illustrate how culturally sustaining practices can be infused throughout the Tier 2 process.

show abstract