Recreating Community among Gifted African American Students through Group Counseling

Autor/inn/en	Bonner, Layla; Hicks, Janet; Pennie, Gerald
Titel	Recreating Community among Gifted African American Students through Group Counseling
Quelle	In: Journal for Specialists in Group Work, 44 (2019) 4, S.271-285 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0193-3922
DOI	10.1080/01933922.2019.1669752
Schlagwörter	Group Counseling; African American Students; Academically Gifted; Sense of Community; School Counselors; Family Involvement; Conflict Resolution; Psychological Patterns; Racial Identification; Academic Achievement; Resilience (Psychology); Racial Discrimination; Teacher Effectiveness; Peer Influence; White Students; Middle School Students; Early Adolescents; Psychotherapy; Student Welfare; Coping + Suchen Sie Ihr Suchwort? Gruppenberatung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; School counselor; Beratungslehrer; Pädagogischer Berater; Conflict solving; Konfliktlösung; Konfliktregelung; Schulleistung; Racial bias; Rassismus; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Psychotherapie; Studentenseelsorge; Bewältigung
Abstract	Predominantly White Educational Institutions often fail to meet the needs of gifted African American students. Racial discrimination, lack of teacher cultural competence, and deficit ideologies create barriers impacting student academic success, emotional well-being, and sense of belonging. School counselors are in optimal positions to assist African American youth using targeted cultural strategies. This article offers a background on the issues many gifted African American children face and details a group approach utilizing solution focused brief therapy, family involvement, conflict resolution, and anger management, in an attempt to influence positive racial identity, resilience, and student achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01