Pub Date : 2020-08-12DOI: 10.1080/01933922.2020.1800879
Shadin Atiyeh, Devika Dibya Choudhuri, Tahani Dari
ABSTRACT Globally, there are 70.8 million forcibly displaced people made up of 41.3 million internally displaced, 25.9 million refugees, and 3.5 million asylum seekers. Refugees have significant mental health needs and face multiple barriers to obtaining adequate mental health care. The acculturation process can complicate and exacerbate mental health symptoms. In this article, the authors discuss relevant cultural factors and present possible group interventions to address acculturation with refugee groups.
{"title":"Considerations for Facilitating Refugee Acculturation through Groups","authors":"Shadin Atiyeh, Devika Dibya Choudhuri, Tahani Dari","doi":"10.1080/01933922.2020.1800879","DOIUrl":"https://doi.org/10.1080/01933922.2020.1800879","url":null,"abstract":"ABSTRACT Globally, there are 70.8 million forcibly displaced people made up of 41.3 million internally displaced, 25.9 million refugees, and 3.5 million asylum seekers. Refugees have significant mental health needs and face multiple barriers to obtaining adequate mental health care. The acculturation process can complicate and exacerbate mental health symptoms. In this article, the authors discuss relevant cultural factors and present possible group interventions to address acculturation with refugee groups.","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75617721","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-05DOI: 10.1080/01933922.2020.1800878
Stephanos P. Vassilopoulos, Andreas Brouzos, Eleni Kasapoglou, Ourania Nikolopoulou
ABSTRACT The present study examined the effectiveness of a novel 6-session, prejudice-reduction group for Greek preadolescents. The sample consisted of 106 elementary school students aged 10–12 years, allocated to the intervention (n = 55) or control group (n = 51). Results indicated that, compared to the control group, participants in the intervention group showed more positive attitudes toward refugees as well as an increase in their general capacity for empathy. In addition, intervention group participants showed more tolerance and less xenophobia. Practical implications for the design and implementation of classroom-based, prejudice-reduction programs for older children are discussed.
{"title":"Promoting Positive Attitudes toward Refugees: A Prejudice-Reduction, Classroom-Based Group Intervention for Preadolescents in Greece","authors":"Stephanos P. Vassilopoulos, Andreas Brouzos, Eleni Kasapoglou, Ourania Nikolopoulou","doi":"10.1080/01933922.2020.1800878","DOIUrl":"https://doi.org/10.1080/01933922.2020.1800878","url":null,"abstract":"ABSTRACT The present study examined the effectiveness of a novel 6-session, prejudice-reduction group for Greek preadolescents. The sample consisted of 106 elementary school students aged 10–12 years, allocated to the intervention (n = 55) or control group (n = 51). Results indicated that, compared to the control group, participants in the intervention group showed more positive attitudes toward refugees as well as an increase in their general capacity for empathy. In addition, intervention group participants showed more tolerance and less xenophobia. Practical implications for the design and implementation of classroom-based, prejudice-reduction programs for older children are discussed.","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88193978","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-02DOI: 10.1080/01933922.2020.1794429
S. Steen, Erik M. Hines
During the writing of this final editorial for Part III of the Special Issue on Group Counseling for African American Children and Adolescents, we are literally in the midst of two pandemics. First...
{"title":"Concluding Reflections and Engaged Group Work Practice with African American Children and Adolescents","authors":"S. Steen, Erik M. Hines","doi":"10.1080/01933922.2020.1794429","DOIUrl":"https://doi.org/10.1080/01933922.2020.1794429","url":null,"abstract":"During the writing of this final editorial for Part III of the Special Issue on Group Counseling for African American Children and Adolescents, we are literally in the midst of two pandemics. First...","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79938668","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-02DOI: 10.1080/01933922.2020.1797444
Clewiston D. Challenger, Kevin Duquette, Domonique Pascascio
ABSTRACT Far too often African American boys are negatively portrayed in the media and are labeled as at-risk and violent. These labels impact perceptions within public schools. They also decrease self-efficacy, lower academic motivation, and lessen attachment to the school and community. We conceptualized a psychoeducational group for African American adolescent boys, Black Boys: Invisible to Visible (BBI2V), aimed at improving these areas. BBI2V presents a group counseling curriculum focused on three themes: making positive choices, speaking one's truth, and developing personal worth. A case illustration is provided to examine how a student may benefit from the BBI2V experience. Implications for practitioners are provided.
非裔美国男孩在媒体上经常被描绘成负面形象，并被贴上危险和暴力的标签。这些标签影响了公立学校内部的认知。他们还会降低自我效能感，降低学习动机，减少对学校和社区的依恋。我们构想了一个针对非裔美国青少年男孩的心理教育小组，Black boys: Invisible to Visible (BBI2V)，旨在改善这些方面。BBI2V是一个以三个主题为中心的团体咨询课程:做出积极的选择，说出自己的真相，发展个人价值。提供了一个案例说明，以检查学生如何从BBI2V体验中受益。为从业人员提供了启示。
{"title":"“Black Boys: Invisible to Visible”: A Psychoeducational Group Fostering Self-Efficacy, Empowerment, and Sense of Belonging for African American Boys","authors":"Clewiston D. Challenger, Kevin Duquette, Domonique Pascascio","doi":"10.1080/01933922.2020.1797444","DOIUrl":"https://doi.org/10.1080/01933922.2020.1797444","url":null,"abstract":"ABSTRACT Far too often African American boys are negatively portrayed in the media and are labeled as at-risk and violent. These labels impact perceptions within public schools. They also decrease self-efficacy, lower academic motivation, and lessen attachment to the school and community. We conceptualized a psychoeducational group for African American adolescent boys, Black Boys: Invisible to Visible (BBI2V), aimed at improving these areas. BBI2V presents a group counseling curriculum focused on three themes: making positive choices, speaking one's truth, and developing personal worth. A case illustration is provided to examine how a student may benefit from the BBI2V experience. Implications for practitioners are provided.","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79586875","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-02DOI: 10.1080/01933922.2020.1789792
Brandi Pritchett-Johnson, Martinque K. Jones
ABSTRACT Culturally grounded therapeutic services orchestrated to meet the needs of African American youth remain sparse. The authors address this gap in the areas of scholarship and clinical practice by detailing Future 4 Teens (F4T), an integrated community therapy and education service model targeting African American youth ages 12– 21 years old. Based on interview data from former F4T participants (n = 8; M age = 21.62 years), the authors also highlight salient components of the interventions contributing to its effectiveness and subsequent impact on African American youth’s psychosocial functioning and academic engagement.
{"title":"Future 4 Teens: A Community-Based Therapeutic Model for African American Youth","authors":"Brandi Pritchett-Johnson, Martinque K. Jones","doi":"10.1080/01933922.2020.1789792","DOIUrl":"https://doi.org/10.1080/01933922.2020.1789792","url":null,"abstract":"ABSTRACT Culturally grounded therapeutic services orchestrated to meet the needs of African American youth remain sparse. The authors address this gap in the areas of scholarship and clinical practice by detailing Future 4 Teens (F4T), an integrated community therapy and education service model targeting African American youth ages 12– 21 years old. Based on interview data from former F4T participants (n = 8; M age = 21.62 years), the authors also highlight salient components of the interventions contributing to its effectiveness and subsequent impact on African American youth’s psychosocial functioning and academic engagement.","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90591209","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-02DOI: 10.1080/01933922.2020.1789790
Renae D. Mayes
ABSTRACT Current literature on gifted Black students with disabilities is growing but still limited in regards to specific college and career readiness needs of these students. This article discusses the unique academic and socioemotional needs as they related to career development for these students. Based on the academic and social needs of students, the author provides a group counseling intervention that professional school counselors can use to foster positive identity development while exposing students with disabilities who are also Black and gifted to college and career readiness activities.
{"title":"College and Career Readiness Groups for Gifted Black Students with Disabilities","authors":"Renae D. Mayes","doi":"10.1080/01933922.2020.1789790","DOIUrl":"https://doi.org/10.1080/01933922.2020.1789790","url":null,"abstract":"ABSTRACT Current literature on gifted Black students with disabilities is growing but still limited in regards to specific college and career readiness needs of these students. This article discusses the unique academic and socioemotional needs as they related to career development for these students. Based on the academic and social needs of students, the author provides a group counseling intervention that professional school counselors can use to foster positive identity development while exposing students with disabilities who are also Black and gifted to college and career readiness activities.","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83156367","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-02DOI: 10.1080/01933922.2020.1789794
Joseph M. Williams, J. Byrd, Chauncey D. Smith, Asabi A. Dean
ABSTRACT This article proposes photovoice as an innovative approach to group work with Black (K-12) youth in school settings. More specifically, this article focuses on how school counselors can use photovoice as a tool to address the race-related struggles (e.g., racial prejudice and discrimination) that Black students experience both inside and outside of school. Photovoice empowers students to take photos capturing issues of shared concern in and around their school and use as the basis of critical dialogue and collective action plans. The key features and stages of this approach are outlined. Implication for practice and future research are discussed.
{"title":"Photovoice as an Innovative Approach to Group Work with Black Youth in School Settings","authors":"Joseph M. Williams, J. Byrd, Chauncey D. Smith, Asabi A. Dean","doi":"10.1080/01933922.2020.1789794","DOIUrl":"https://doi.org/10.1080/01933922.2020.1789794","url":null,"abstract":"ABSTRACT This article proposes photovoice as an innovative approach to group work with Black (K-12) youth in school settings. More specifically, this article focuses on how school counselors can use photovoice as a tool to address the race-related struggles (e.g., racial prejudice and discrimination) that Black students experience both inside and outside of school. Photovoice empowers students to take photos capturing issues of shared concern in and around their school and use as the basis of critical dialogue and collective action plans. The key features and stages of this approach are outlined. Implication for practice and future research are discussed.","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76152462","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-02DOI: 10.1080/01933922.2020.1789791
Hannah E. Acquaye, Carol M. John, Laurie A. Bloomquist, Nicole M. Milne
ABSTRACT African American youth and African refugee youth encounter systemic racism in similar yet different ways. Because of the inherent traumatic experiences encountered by refugee youth, the added discrimination during their acculturation processes elevates their trauma and stressor-related symptoms. This paper uses the Posttraumatic Growth Model to explore some steps in facilitating an 8-week group therapy for African refugee youth in the US school system. Culturally-sensitive recommendations are also provided.
{"title":"Using the Post-Traumatic Growth Model to Explore Trauma Narratives in Group Work with African Refugee Youth","authors":"Hannah E. Acquaye, Carol M. John, Laurie A. Bloomquist, Nicole M. Milne","doi":"10.1080/01933922.2020.1789791","DOIUrl":"https://doi.org/10.1080/01933922.2020.1789791","url":null,"abstract":"ABSTRACT African American youth and African refugee youth encounter systemic racism in similar yet different ways. Because of the inherent traumatic experiences encountered by refugee youth, the added discrimination during their acculturation processes elevates their trauma and stressor-related symptoms. This paper uses the Posttraumatic Growth Model to explore some steps in facilitating an 8-week group therapy for African refugee youth in the US school system. Culturally-sensitive recommendations are also provided.","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88807204","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-02DOI: 10.1080/01933922.2020.1789793
G. Rawls, D. Clark, S. Hall
ABSTRACT Many African Americans students face numerous challenges on today’s college campuses. As such, non-traditional therapeutic interventions and group work have emerged in counseling literature to assist these students. This case study explored the use of bibliotherapy and group counseling as an innovative therapeutic intervention. The purpose of the study was to understand how African-American college students experienced this intervention and how it promoted a transformative experience. Students reported the intervention enhanced their intrapersonal intelligence through shared learning, introspective learning, and perspective-taking in relationships. Implications for group workers and college counselors were offered. Recommendations for future research were also discussed.
{"title":"Bibliotherapy and Group Counseling with African-American College Students: A Case Study Approach","authors":"G. Rawls, D. Clark, S. Hall","doi":"10.1080/01933922.2020.1789793","DOIUrl":"https://doi.org/10.1080/01933922.2020.1789793","url":null,"abstract":"ABSTRACT Many African Americans students face numerous challenges on today’s college campuses. As such, non-traditional therapeutic interventions and group work have emerged in counseling literature to assist these students. This case study explored the use of bibliotherapy and group counseling as an innovative therapeutic intervention. The purpose of the study was to understand how African-American college students experienced this intervention and how it promoted a transformative experience. Students reported the intervention enhanced their intrapersonal intelligence through shared learning, introspective learning, and perspective-taking in relationships. Implications for group workers and college counselors were offered. Recommendations for future research were also discussed.","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76793414","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-02DOI: 10.1080/01933922.2020.1740848
Katherine L. Nelson, Joseph R. Morris, J. Brinson, Michelle A. Stahl
ABSTRACT This article presents a conceptual School-Community Group Model for working with African American adolescents. The model stems from a group conducted with urban, male, African American, adolescents co-facilitated by a White female school counselor and an African American male community leader. The article describes the theoretical underpinnings for this approach, reviews the school-community collaboration literature, and the necessity of co-facilitation relationships grounded in trust and respect. A case example outlining group structure, session interventions, and the therapeutic benefits gained through effective co-facilitation across race and gender are discussed. Model limitations are identified, followed by provided practice, training, and research implications.
{"title":"School-Community Group Model: Collaborating for the Empowerment of Adolescent African American Male Students","authors":"Katherine L. Nelson, Joseph R. Morris, J. Brinson, Michelle A. Stahl","doi":"10.1080/01933922.2020.1740848","DOIUrl":"https://doi.org/10.1080/01933922.2020.1740848","url":null,"abstract":"ABSTRACT This article presents a conceptual School-Community Group Model for working with African American adolescents. The model stems from a group conducted with urban, male, African American, adolescents co-facilitated by a White female school counselor and an African American male community leader. The article describes the theoretical underpinnings for this approach, reviews the school-community collaboration literature, and the necessity of co-facilitation relationships grounded in trust and respect. A case example outlining group structure, session interventions, and the therapeutic benefits gained through effective co-facilitation across race and gender are discussed. Model limitations are identified, followed by provided practice, training, and research implications.","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88705614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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