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Book part
Publication date: 8 June 2020

Nicholas Banks

Research suggests that African-Caribbeans are less likely than their white British counterparts to ask for mental health support (Cooper et al., 2013). This is despite research…

Abstract

Research suggests that African-Caribbeans are less likely than their white British counterparts to ask for mental health support (Cooper et al., 2013). This is despite research identifying that minority groups as a whole, when compared to the white majority, report higher levels of psychological distress and a marked lack of social support (Erens, Primatesta, & Prior, 2001). Those who do request support are less likely to receive antidepressants (British Fourth National Survey of Ethnic Minorities, 1994; Cooper et al., 2010) even when controlling for mental health symptom severity, with African-Caribbeans less likely to make use of medication for depression even when prescribed (Bhui, Christie, & Bhugra, 1995; Cooper et al., 2013). Studies reporting on reasons for black people being less likely to attend for mental health consultation with their GP suggest a variety of explanations why this may be, focussing both on the suspicion of what services may offer (Karlsen, Mazroo, McKenzie, Bhui, & Weich, 2005) and the concern of black clients that they may experience a racialised service with stigma (Marwaha & Livingstone, 2002). Different understandings and models of mental illness may also exist (Marwaha & Livingstone, 2002). Different perspectives and models of mental health may deter black people from making use of antidepressants even when prescribed. Despite a random control trial showing that African-Caribbean people significantly benefit from targeted therapy services (Afuwape et al., 2010), the government, despite a report by the Department of Health in 2003 admitting there was no national strategy or policy specifically targeting mental health of black people or their care and treatment has not yet built on evidence-based success. One important aspect recognised by the Department of Health (2003), was that of the need to develop a mental health workforce capable of providing efficacious mental health services to a multicultural population. Although there were good strategic objectives little appeared to exist in how to meet this important objective, particularly in the context of research showing that such service provision could show real benefit. The Department of Health Guidelines (2003) focussed on the need to change what it termed as ‘conventional practice’, but was not specific in what this might be, or even how this could improve services to ethnic minorities. There was discussion of cultural competencies without defining what these were or referencing publications where these would be identified. There was a rather vague suggestion that recent work had begun to occur, but no indication that this had been evaluated and shown to have value (Royal College of Psychiatrists, 2001). Neither British Association for Counselling and Psychotherapy nor British Psychological Society makes mention of the need for cultural competencies in organisational service delivery to ethnic minority clients. This chapter will describe, explore and debate the need for individual and organisational cultural competencies in delivering counselling and psychotherapy services to African-Caribbean people to improve service delivery and efficacious outcomes.

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The International Handbook of Black Community Mental Health
Type: Book
ISBN: 978-1-83909-965-6

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Article
Publication date: 1 March 1992

Nicholas Banks

Outlines the organizational and personal issues that white employeecounsellors may face when counselling black employees in the workplace.Discusses training issues and explores…

Abstract

Outlines the organizational and personal issues that white employee counsellors may face when counselling black employees in the workplace. Discusses training issues and explores counsellor awareness, openness and attitudes.

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Employee Councelling Today, vol. 4 no. 3
Type: Research Article
ISSN: 0955-8217

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Book part
Publication date: 12 December 2023

Conroy Reynolds

In this chapter, the author critically examines the deeply entrenched practices and theories within counselor education, revealing their roots in historically dominant…

Abstract

In this chapter, the author critically examines the deeply entrenched practices and theories within counselor education, revealing their roots in historically dominant, Eurocentric, and often racially oppressive assumptions. This study brings to light the pervasive impact of these traditional approaches, illuminating their role in perpetuating racial oppression and disparities in mental health care. The author presents a compelling argument for adopting Critical Race Theory (CRT) as an effective pedagogical and clinical practice framework in the counseling profession, a step toward its much-needed liberation. CRT's tenets are examined as a robust alternative, promoting socially just outcomes in counseling and psychotherapy. The article highlights CRT's capacity to address the well-established relationship between racism, white supremacy, and minority mental health. It proposes a groundbreaking model for praxis, predicated on CRT, which holds potential not only to challenge and disrupt oppressive structures but also to pave the way for the liberation of both the oppressed and the oppressor. This seminal work prompts a re-envisioning of counselor education, asserting a call for a transformative shift toward a liberation-based, social justice pedagogy.

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Contextualizing Critical Race Theory on Inclusive Education From a Scholar-Practitioner Perspective
Type: Book
ISBN: 978-1-80455-530-9

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Book part
Publication date: 13 December 2023

Sam Steen and Canaan Bethea

In this chapter, we explore group counseling interventions for Black males and explain the Achieving Success Everyday (ASE) group model for racial and mathematical development. We…

Abstract

In this chapter, we explore group counseling interventions for Black males and explain the Achieving Success Everyday (ASE) group model for racial and mathematical development. We use critical race theory (CRT) as a framework to analyze school counseling (SC) and mathematics literature that focuses on Black male students to inform the reconceptualization of the ASE group model for school counselors. We examine the programs and interventions that have been published with Black male participants in school settings within the SC literature. We also examine programs and interventions that have been specially designed to improve Black males' mathematics skills. We specifically focus on gathering findings that provide successful outcomes for Black males in public schools. We examine literature that reflects the role school counselors (SCs) take when supporting Black male students' academic, social, emotional, college, and career identity development. We believe uncovering ideas to capture Black males' experiences in school settings could shed light on how to foster Black excellence. Gaining an understanding of programs and interventions for Black male students through a CRT lens could inform future research, policy, and practice in SC while combating ongoing racism that continues to persist.

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Black Males in Secondary and Postsecondary Education
Type: Book
ISBN: 978-1-80455-578-1

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Book part
Publication date: 1 December 2009

William L. Conwill

The severe underrepresentation of African American males in counseling and psychology is significant, especially in light of these fields’ mandates as health professions. In this…

Abstract

The severe underrepresentation of African American males in counseling and psychology is significant, especially in light of these fields’ mandates as health professions. In this chapter, I will use a within-race intersectionality paradigm (gender, class, skin color) to inform my analysis of factors that affect the presence of African Americans males on counseling and psychology faculties. I will briefly elucidate factors that, early on, effectively “weed out” African American males from the pool of aspirants for higher education, and thence, from counseling and psychology programs and faculties. I will apply cooperative inquiry – a radical peer-to-peer research method regarded as a well-developed action research approach – to explore Black males’ experience along a range of narratives.

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Black American Males in Higher Education: Research, Programs and Academe
Type: Book
ISBN: 978-1-84950-643-4

Book part
Publication date: 13 December 2023

Guy J. Beauduy, Ryan Wright, David Julius Ford, Clifford H. Mack and Marcus Folkes

Many psychological, cultural, and social barriers exist that impact Black male participation in the workforce. In this chapter, authors discuss the impact that mentorship, racism…

Abstract

Many psychological, cultural, and social barriers exist that impact Black male participation in the workforce. In this chapter, authors discuss the impact that mentorship, racism, society, culture, economics, and other pertinent factors have on the career development of Black men. This chapter examines programs and strategies that effectively address the career development needs of Black men. A review of counseling interventions and their applicability to career counseling with Black men are presented. Emerging trends in career development for Black men are also discussed. In addition, provided in this chapter are personal narratives given by the authors who contextualize their career development experiences through culturally-specific career development theoretical frameworks. Lastly, implications for research, counseling, counselor education, and policy, as well as recommendations for professional development are offered.

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Black Males in Secondary and Postsecondary Education
Type: Book
ISBN: 978-1-80455-578-1

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Book part
Publication date: 9 November 2020

Adrienne N. Erby and Dominique S. Hammonds

In 2017, racial minorities made up 18.6% of the population in Appalachia compared to 39.3% of the United States population. Of this 18.6%, Black/African Americans represent the…

Abstract

In 2017, racial minorities made up 18.6% of the population in Appalachia compared to 39.3% of the United States population. Of this 18.6%, Black/African Americans represent the largest minority group, at 9.7% (Pollard & Jacobs, 2019). This chapter focuses on the positionality and experiences of Black women educators teaching critical perspectives at the intersection of race, gender, and class in rural Appalachia. Using Black feminist thought (Collins, 1986, 2000), a coautoethnography is used to highlight the authors' teaching experiences as Black women educators from non-Appalachian areas. Themes and recommendations identified across the authors' experiences are presented.

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African American Rural Education
Type: Book
ISBN: 978-1-83909-870-3

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Book part
Publication date: 13 December 2023

Renae D. Mayes, E. Mackenzie (Ken) Shell and Stephanie Smith-Durkin

While the literature on twice exceptionality is growing, it often focuses on twice exceptionality generally, overlooking within group differences that may create unique…

Abstract

While the literature on twice exceptionality is growing, it often focuses on twice exceptionality generally, overlooking within group differences that may create unique experiences for students. As such, there is a need to explicitly detail these differences to push the knowledge base forward. This chapter focuses on the unique needs and experiences of twice exceptional (2E) Black boys as they navigate K-12 schools. Further, this chapter details the ways in which school counselors may respond to their needs through comprehensive, antiracist school counseling practices. Finally, implications for policy and research are discussed.

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Black Males in Secondary and Postsecondary Education
Type: Book
ISBN: 978-1-80455-578-1

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Book part
Publication date: 8 June 2020

Karen Carberry and Belinda Brooks-Gordon

Border crossing between systemic and racial identity theories can contribute to systemic research on Black therapists work with White families.Questionnaires were used to gather…

Abstract

Border crossing between systemic and racial identity theories can contribute to systemic research on Black therapists work with White families.

Questionnaires were used to gather data from 29 Black, Asian and Mixed Heritage therapists in order to test the significance of variables associated with transgenerational advice, socialisation experience, professional training and therapists’ perception of successful outcomes (n=29). The study concluded that White clients were associated with the contact and disintegration statuses at the beginning of therapy, and that Black therapists were associated with being at least two racial identity statuses in advance of their White clients. In addition, results showed that there was a significant association with eye contact and White clients across all racial identity statuses in therapy, and that the therapist’s age was significantly associated with therapeutic experiences, length of therapeutic practice and the belief in working with unintentional racism in therapy. The outcome of this study will have policy implications in terms of clinical practice and supervision.

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The International Handbook of Black Community Mental Health
Type: Book
ISBN: 978-1-83909-965-6

Book part
Publication date: 12 September 2017

Kish Cumi, Ahmad Washington and Arash Daneshzadeh

The proliferation of zero-tolerance behavioral policies and the presence of school resource officers (SROs) are receiving justifiable scrutiny for the deleterious effects they…

Abstract

The proliferation of zero-tolerance behavioral policies and the presence of school resource officers (SROs) are receiving justifiable scrutiny for the deleterious effects they have on students’ functioning. While many have argued the convergence of these policies thwart the development of Black and Latino boys, critiques examining the experiences of Black girls are scant. Disaggregated disciplinary data from across the country reveal “… black girls are suspended at higher rates (12%) than girls of any other race or ethnicity and most boys …” (U.S. Department of Education Office for Civil Rights, 2014, p. 1) suggesting that when it comes to schooling, Black girls are, indeed, “pushed out, overpoliced and underprotected” (Crenshaw, Ocen, & Nanda, 2015, p. 1). The authors of this chapter argue that youth advocates can use hip-hop culture, a tradition rich with resistant prose, to develop critical consciousness and engage Black girls in discussion about socially contrived binaries that reinforce the STPP. The authors demonstrate how the anti-oppressive lyrics of women emcees (e.g., Rapsody, Sa-Roc) can foster therapeutic alliances and dialogues with young Black girls, and how these lyrics might serve to inspire Black girls in composing their own counterhegemonic autobiographical narratives to resist the school-to-prison pipeline.

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The Power of Resistance
Type: Book
ISBN: 978-1-78350-462-6

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