Group Counseling in Schools Using the Lens of Power, Privilege, and Intersectionality

• In Event: Catalysts for Change: School Counselors Tackle Inequitable Educational Opportunity, Racial Injustice, and COVID-19

Abstract

Objectives or purposes
Given the context of schools today in multiple pandemics, school counselors are poised to center healing engagement, antiracist education, and social emotional learning through group counseling (Ieva et al., 2021), as a delivery modality for creating systemic change. The purpose of this study was originally intended as a 13-year follow up study (Steen et al., 2007) on the current landscape of small group counseling delivered by school counselors in schools. As the research team collaborated on details in the middle of the pandemic amidst the illumination of racial injustice, the shift focused on the lens of power, privilege, and intersectionality. Specifically, the research team sought to explore the extent to which school counselors were trained in, and use the lens of power, privilege, and intersectionality within the screening, planning, implementation, and evaluation of small group counseling.
Theoretical framework
We come to this study through the intersection of Critical Race Theory (CRT; Bell, 1995) and Ecological Systems Theory (EST; Bronfenbrenner, 1979; 2001; 2005; Bronfenbrenner & Evans, 2000). Critical Race Theory (CRT) forms an interpretive framework developed by legal scholars of color to address issues of social justice and racial oppression in society (Crenshaw, Gotanda, Peller, & Thomas, 1995; Delgado, 1995, Hannon et al, 2019; Nadrich, 2018). EST provides a framework to inform how systems work in tandem to support or hinder individuals and communities. EST further provides a lens to understand how human development is influenced at diverse environmental and interconnected systemic levels (microsystem, mesosystem, exosystem, macrosystem, and chronosystem) throughout the lifespan (Brofenbrenner, 2005).
This IRB approved quantitative research study employs a survey methodology (Gall et al., 2007). The survey instrument was adapted demographically from Sam Steen, Shari Bauman, and Julie Smith’s original study (2007) The research team than shifted in research question and created the items in relation to the current focus in planning, implementing, and evaluation. Next, the survey was sent to expert reviewers to review for content review. There are a total of 110 items (20 demographic questions and 90 additional survey questions). Using convenience sampling The survey was sent to a national sample of school counselors. Based on power analysis, 250 participants are sufficient. Data analysis will include descriptive statistics and results from MANOVAs.
Results
As data collection is still in process, preliminary results indicate that while school counselors were trained in small group counseling, they did not receive training in facilitating group from the lens of power, privilege, and intersectionality and therefore do not implement from the same lens. Recommendations for counselor educators are included.
Scholarly Significance
The significance of this self-study lies in the results that both give the landscape of group counseling facilitated by school counselors in schools and the lens in which they were trained and implement. The results inform recommendations and future directions for counselor education and supervision, as well as potentially impact school policy for implementation. The study also leaves us with a further question, is group counseling, and specifically facilitated by school counselors, perpetuating conditioning, or providing critical skills for dismantling oppression in schools?

Authors

• Kara Ieva, Rowan University

• Sam Steen, George Mason University

• Jordon Beasley, Augusta University