首页 > 最新文献

Journal for Specialists in Group Work最新文献

英文 中文
Considerations for Facilitating Refugee Acculturation through Groups 通过群体促进难民文化适应的考虑
IF 0.8 Q3 Psychology Pub Date : 2020-08-12 DOI: 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.
全球共有7080万被迫流离失所者,其中包括4130万国内流离失所者、2590万难民和350万寻求庇护者。难民有巨大的心理健康需求,在获得适当的心理保健方面面临多重障碍。文化适应过程会使心理健康症状复杂化和恶化。在本文中,作者讨论了相关的文化因素,并提出了可能的群体干预措施,以解决难民群体的文化适应问题。
{"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}
引用次数: 4
Promoting Positive Attitudes toward Refugees: A Prejudice-Reduction, Classroom-Based Group Intervention for Preadolescents in Greece 促进对难民的积极态度:减少偏见,以课堂为基础的团体干预在希腊前青少年
IF 0.8 Q3 Psychology Pub Date : 2020-08-05 DOI: 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.
本研究考察了一种新颖的6期偏见减少组对希腊前青少年的有效性。样本由106名10-12岁的小学生组成,分为干预组(n = 55)和对照组(n = 51)。结果表明,与对照组相比,干预组的参与者对难民表现出更积极的态度,他们的一般同理心能力也有所提高。此外,干预组参与者表现出更多的宽容和更少的仇外心理。本文讨论了设计和实施以课堂为基础的、针对高年级儿童的减少偏见项目的实际意义。
{"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}
引用次数: 1
Concluding Reflections and Engaged Group Work Practice with African American Children and Adolescents 非裔美国儿童和青少年的结论性反思和参与式小组工作实践
IF 0.8 Q3 Psychology Pub Date : 2020-07-02 DOI: 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...
在为非裔美国儿童和青少年群体咨询特刊第三部分撰写最后一篇社论期间,我们实际上正处于两大流行病的中间。第一次……
{"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}
引用次数: 2
“Black Boys: Invisible to Visible”: A Psychoeducational Group Fostering Self-Efficacy, Empowerment, and Sense of Belonging for African American Boys “黑人男孩:从隐形到可见”:一个培养非裔美国男孩自我效能感、赋权和归属感的心理教育小组
IF 0.8 Q3 Psychology Pub Date : 2020-07-02 DOI: 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}
引用次数: 1
Future 4 Teens: A Community-Based Therapeutic Model for African American Youth 未来的青少年:以社区为基础的非裔美国青年治疗模式
IF 0.8 Q3 Psychology Pub Date : 2020-07-02 DOI: 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.
为满足非裔美国青年的需求而精心设计的基于文化的治疗服务仍然很少。作者通过详细介绍未来4青少年(F4T),一种针对12 - 21岁非裔美国青年的综合社区治疗和教育服务模式,解决了学术和临床实践领域的这一差距。基于前F4T参与者的访谈数据(n = 8;(年龄= 21.62岁),作者还强调了干预措施的显著组成部分,这些干预措施有助于提高其有效性,并对非裔美国青年的社会心理功能和学术参与产生后续影响。
{"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}
引用次数: 0
College and Career Readiness Groups for Gifted Black Students with Disabilities 为有天赋的残疾黑人学生提供大学和职业准备小组
IF 0.8 Q3 Psychology Pub Date : 2020-07-02 DOI: 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.
目前关于天才黑人残疾学生的文献越来越多,但关于这些学生的具体大学和职业准备需求仍然有限。这篇文章讨论了这些学生独特的学术和社会情感需求,因为它们与职业发展有关。基于学生的学业和社会需求,作者提供了一个团体咨询干预,专业学校辅导员可以使用它来促进积极的身份发展,同时让黑人和有天赋的残疾学生参加大学和职业准备活动。
{"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}
引用次数: 4
Photovoice as an Innovative Approach to Group Work with Black Youth in School Settings Photovoice作为一种创新的方法,在学校背景下与黑人青年进行小组工作
IF 0.8 Q3 Psychology Pub Date : 2020-07-02 DOI: 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.
摘要:本文提出将“光声”作为一种创新的方法,在学校环境中与黑人(K-12)青少年进行小组合作。更具体地说,这篇文章关注的是学校辅导员如何使用照片语音作为一种工具来解决黑人学生在校内外经历的与种族有关的斗争(例如,种族偏见和歧视)。Photovoice授权学生拍摄照片,捕捉学校内外共同关心的问题,并将其用作关键对话和集体行动计划的基础。概述了该方法的主要特征和阶段。讨论了对实践和未来研究的启示。
{"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}
引用次数: 4
Using the Post-Traumatic Growth Model to Explore Trauma Narratives in Group Work with African Refugee Youth 利用创伤后成长模型探讨非洲难民青年群体工作中的创伤叙事
IF 0.8 Q3 Psychology Pub Date : 2020-07-02 DOI: 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.
非裔美国青年和非洲难民青年以相似但不同的方式遭遇系统性种族主义。由于难民青年固有的创伤经历,他们在适应文化过程中受到的额外歧视加剧了他们的创伤和与压力有关的症状。本文使用创伤后成长模型来探索促进美国学校系统中非洲难民青年8周团体治疗的一些步骤。还提供了对文化敏感的建议。
{"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}
引用次数: 1
Bibliotherapy and Group Counseling with African-American College Students: A Case Study Approach 非裔美国大学生的阅读疗法和团体咨询:个案研究方法
IF 0.8 Q3 Psychology Pub Date : 2020-07-02 DOI: 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.
许多非裔美国学生在当今的大学校园里面临着许多挑战。因此,在咨询文献中出现了非传统的治疗干预和小组工作来帮助这些学生。本个案研究探讨了使用阅读疗法和团体咨询作为一种创新的治疗干预。这项研究的目的是了解非裔美国大学生是如何经历这种干预的,以及它是如何促进一种转变的体验的。学生们报告说,通过分享学习、内省学习和人际关系中的换位思考,干预提高了他们的个人智力。对团体工作者和大学辅导员的启示。讨论了今后研究的建议。
{"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}
引用次数: 3
School-Community Group Model: Collaborating for the Empowerment of Adolescent African American Male Students 学校-社区团体模式:合作为青少年非洲裔美国男学生赋权
IF 0.8 Q3 Psychology Pub Date : 2020-04-02 DOI: 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.
摘要:本文提出了一个概念性的学校-社区团体模型,用于与非裔美国青少年合作。该模型源于一个由城市男性非裔美国青少年组成的小组,由一名白人女性学校辅导员和一名非裔美国男性社区领袖共同指导。本文描述了这种方法的理论基础,回顾了学校-社区合作的文献,以及建立在信任和尊重基础上的共同促进关系的必要性。一个案例概述了小组结构,会议干预,以及通过有效的跨种族和性别的共同促进获得的治疗效益进行了讨论。确定模型的局限性,然后提供实践、培训和研究意义。
{"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}
引用次数: 0
期刊
Journal for Specialists in Group Work
全部 Acc. Chem. Res. ACS Applied Bio Materials ACS Appl. Electron. Mater. ACS Appl. Energy Mater. ACS Appl. Mater. Interfaces ACS Appl. Nano Mater. ACS Appl. Polym. Mater. ACS BIOMATER-SCI ENG ACS Catal. ACS Cent. Sci. ACS Chem. Biol. ACS Chemical Health & Safety ACS Chem. Neurosci. ACS Comb. Sci. ACS Earth Space Chem. ACS Energy Lett. ACS Infect. Dis. ACS Macro Lett. ACS Mater. Lett. ACS Med. Chem. Lett. ACS Nano ACS Omega ACS Photonics ACS Sens. ACS Sustainable Chem. Eng. ACS Synth. Biol. Anal. Chem. BIOCHEMISTRY-US Bioconjugate Chem. BIOMACROMOLECULES Chem. Res. Toxicol. Chem. Rev. Chem. Mater. CRYST GROWTH DES ENERG FUEL Environ. Sci. Technol. Environ. Sci. Technol. Lett. Eur. J. Inorg. Chem. IND ENG CHEM RES Inorg. Chem. J. Agric. Food. Chem. J. Chem. Eng. Data J. Chem. Educ. J. Chem. Inf. Model. J. Chem. Theory Comput. J. Med. Chem. J. Nat. Prod. J PROTEOME RES J. Am. Chem. Soc. LANGMUIR MACROMOLECULES Mol. Pharmaceutics Nano Lett. Org. Lett. ORG PROCESS RES DEV ORGANOMETALLICS J. Org. Chem. J. Phys. Chem. J. Phys. Chem. A J. Phys. Chem. B J. Phys. Chem. C J. Phys. Chem. Lett. Analyst Anal. Methods Biomater. Sci. Catal. Sci. Technol. Chem. Commun. Chem. Soc. Rev. CHEM EDUC RES PRACT CRYSTENGCOMM Dalton Trans. Energy Environ. Sci. ENVIRON SCI-NANO ENVIRON SCI-PROC IMP ENVIRON SCI-WAT RES Faraday Discuss. Food Funct. Green Chem. Inorg. Chem. Front. Integr. Biol. J. Anal. At. Spectrom. J. Mater. Chem. A J. Mater. Chem. B J. Mater. Chem. C Lab Chip Mater. Chem. Front. Mater. Horiz. MEDCHEMCOMM Metallomics Mol. Biosyst. Mol. Syst. Des. Eng. Nanoscale Nanoscale Horiz. Nat. Prod. Rep. New J. Chem. Org. Biomol. Chem. Org. Chem. Front. PHOTOCH PHOTOBIO SCI PCCP Polym. Chem.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1