A Creative Strengths-Based Group Counseling Intervention for African American Boys

ABSTRACT

The primary purpose of this article is to provide an overview of a strengths-based group counseling intervention based on the Achieving Success Everyday Group Model which was implemented with African American third-grade boys who needed to attend summer school in order to transition successfully to fourth grade. The intervention resulted from the partnership between a counselor education faculty member and a small charter school’s school-counseling supervisor in the northeast U.S. The group leaders’ and participants’ reported experiences indicating reinforced basic reading and writing skills among students. Finally, based on the feedback implications for training, practice, and research are provided.

KEYWORDS:

• African American males
• school group counseling
• social justice
• strengths-based
• creativity in school settings
• creativity in counseling

Disclosure statement

No potential conflict of interest was reported by the authors.

Supplementary material

Supplemental data for this article can be accessed online at https://doi.org/10.1080/15401383.2023.2166184