A Phenomenological Study of Black Female Secondary School Counselors and Their Experiences With Self-Care

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iPresentation URL: https://aera24-aera.ipostersessions.com/Default.aspx?s=06-CB-78-D4-1B-B9-31-C1-28-34-71-13-55-BD-0D-9E

Abstract

This study aimed to explore the self-care practices of Black female secondary school counselors serving in public school districts in Indiana. Eight participants were recruited through purposive sampling and participated in semistructured interviews. Findings indicate participants engage in self-care practices but experience challenges in their counseling roles that serve as barriers. Themes include (a) the struggle to engage in self-care, (b) school counselor role as a reminder for self-care, (c) Black identity related to personal boundaries, and (d) institutional barriers to self-care. We explore implications for Black female school counselors, school counselors overall, school administrators, and school counselor training programs. Finally, we suggest future research in the self-care practices of Black female school counselors in different contexts.

Authors

• Tommy Wells, Bellarmine University

• James G. Archibald, Bellarmine University