| Title: |
See the Girl: Girls' Perceptions of Listening and Helpfulness in a Relational-Cultural Theory Grounded School-Based Counseling Program |
| Language: |
English |
| Authors: |
Ne’Shaun J. Borden; Natalie A. Indelicato; Jamie F. Root; Lanni Brown |
| Source: |
Professional Counselor. 2025 15(4):296-311. |
| Availability: |
National Board for Certified Counselors, Inc. and Affiliates. 3 Terrace Way, Greensboro, NC 27403. Tel: 336-547-0607; Fax: 336-547-0017; e-mail: TCPjournal@nbcc.org; Web site: http://tpcjournal.nbcc.org |
| Peer Reviewed: |
Y |
| Page Count: |
16 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Elementary Education |
| Descriptors: |
Females; Student Attitudes; Listening; School Counseling; Counseling Effectiveness; Elementary School Students; African American Students; School Counselors; Program Effectiveness; Coping; Interpersonal Relationship; Educational Environment; Cultural Relevance; Minority Groups |
| Geographic Terms: |
Florida |
| ISSN: |
2164-3989 |
| Abstract: |
In this secondary qualitative data analysis, we examined data collected between 2018 and 2023 from See the Girl: In Elementary (formerly Girls Matter: It's Elementary), a program model grounded in Relational-Cultural Theory that intervenes early in elementary school to improve school success and relational connection, decrease suspension and expulsion, and mitigate system involvement. African American girls ages 8 to 9 comprise 79% of the participants in this study. A reflexive thematic analysis focused on two open-ended questions from a larger program assessment tool: how the girls knew that their counselor listened and how the program was helpful to them. The analysis yielded three major themes for each research question. Girls knew counselors were listening to them through active listening, therapeutic support, and authenticity. Girls stated that the program helped them develop coping and relationship-building skills and provided them with a supportive environment. Given these findings, mental health professionals and supervisors are encouraged to prioritize culturally responsive models. |
| Abstractor: |
As Provided |
| Entry Date: |
2026 |
| Accession Number: |
EJ1495247 |
| Database: |
ERIC |