Using the ACA Advocacy Competencies as a Guide to Group Work for Supporting the Career Development of School-Aged African American Males

Cheatham, Carla B.; Mason, Erin

doi:10.1080/01933922.2020.1856253

Cited by 7 publications

(3 citation statements)

References 31 publications

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“…Engage in implementing or teaching culturally responsive and antiracist school counseling approaches (Ladson-Billings, 2021). Approaches that center the narratives of BIPOC children and celebrate their cultural differences include but are not limited to: infusing an intersectional understanding of students (Mayes et al, 2021, 2022), postmodern career development approaches (Storlie et al, 2019), creative counseling approaches that center student voices (Byrd et al, 2021; Washington et al, 2021; Williams et al, 2019), and opportunities to dismantle racist policies (Cheatham & Mason, 2021). It is important that these approaches occur across school counseling training programs and at the practitioner level.3.…”

Section: Introductionmentioning

confidence: 99%

An Antiracist Framework for Evidence-Informed School Counseling Practice

Mayes

Byrd

2022

Professional School Counseling

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School counselors are charged with creating comprehensive school counseling programs that recognize and affirm the wholeness and humanness of students, families, and their communities (Holcomb-McCoy, C., Mayes, R. D., Cheatham, C., Sharp, S., and Savitz-Romer, M. (2020). Antiracist school counseling: A call to action [webinar]. Center for Postsecondary Readiness and Success, American University. https://www.youtube.com/watch?v=JEjNaB2L3Vc ). However, despite our best efforts, many school environments operate in ways that harm BIPOC students (Love, B. L. (2019). We want to do more than survive: Abolitionist teaching and the pursuit of educational freedom. Beacon Press). School counselors are uniquely positioned to be leaders in antiracist efforts and can influence a shift in school culture by using evidence-based practices across academic, career, and social/emotional domains. This conceptual article has four primary goals: (a) provide a working definition of antiracist school counseling; (b) outline key components of developing a critical consciousness as a foundation to antiracist school counseling practice; (c) describe a framework for engaging in evidence-informed, antiracist practice as a part of MTSS to support strategies that interrupt and dismantle harmful school policies/practices across all domains of service; and (d) provide recommendations for school counselors and school counselor educators who are committing to antiracist practice.

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Section: Introductionmentioning

confidence: 99%

An Antiracist Framework for Evidence-Informed School Counseling Practice

Mayes

Byrd

2022

Professional School Counseling

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“…Third, when managing and delivering services, school counselors should use culturally responsive, postmodern career development approaches or instruments, like MCS, that allow Black youth to explore their career options (Albritton et al, 2020; ASCA, 2019; Busacca & Rehfuss, 2016; Day-Vines & Day-Hairston, 2005), infuse the advocacy competencies in career development-related group work (Cheatham & Mason, 2021), and consider Cheatham’s (1990) Heuristic Model of African American Students’ Career Development as a guide to infuse cultural values and an antiracist lens. As illustrated in this study, Black youth learn that the world of work will look different for them via social messages (i.e., family, media, and observing adults).…”

Section: Discussionmentioning

confidence: 99%

“Where I Can Be Myself”: Black Youth Narratives of Their Future Careers

Byrd

Storlie

Albritton

et al. 2022

Professional School Counseling

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This qualitative study centers on the career narratives of seven Black youth enrolled at an urban public school in the Midwest. We used critical race theory to analyze participants’ responses to a narrative career counseling intervention, My Career Story (Savickas & Hartung, 2012). The four interconnected themes found were (a) persistence against all odds, (b) unconditional acceptance and connections, (c) self-advocacy, and (d) tranquility. We discuss direct implications for school/career counselors and school counselor educators.

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“…Further, while boys represent 54% of preschool enrollment and 79% of suspensions, a disproportionate number are Black and Latinx (Stegelin et al, 2020). Thus, it is not surprising that racial microaggressions perpetuate stereotypes of Black male students (Cheatham & Mason, 2021).…”

Section: Impact Of 2020 On P‐12 Learning and Wellnessmentioning

confidence: 99%

Investigating a deep breathing intervention to promote mental health in P‐12 schools

Robertson

Mason

Placeres

et al. 2023

Psychology in the Schools

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Mental health factors can impact student academic performance and success. Student mental health concerns such as depression and anxiety and are a growing concern within P-12 school systems. The dual pandemics of COVID-19 and racial injustice have increased concerns about student mental health and exacerbated existing traumas particularly for students from marginalized populations. Trauma-informed interventions that promote mental health in schools may be useful. Researchers utilized Consensual Qualitative Research to identify student mental health needs and outcomes for the implementation a deep breathing intervention in several schools in a large metropolitan city. The reasons for implementation, anticipated outcomes, reactions to intervention, perception of impact, and related personal experiences, as well as implications for practice and research, are all discussed.

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Using the ACA Advocacy Competencies as a Guide to Group Work for Supporting the Career Development of School-Aged African American Males

Cited by 7 publications

References 31 publications

An Antiracist Framework for Evidence-Informed School Counseling Practice

An Antiracist Framework for Evidence-Informed School Counseling Practice

“Where I Can Be Myself”: Black Youth Narratives of Their Future Careers

Investigating a deep breathing intervention to promote mental health in P‐12 schools

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