School Mental Health Trainees’ Perceptions of a Virtual Community-Based Partnership to Support Black Youth

Abstract

This phenomenological study used individual interviews with ten graduate students in school counseling and school psychology to understand their experiences in a University-Church service-learning partnership to support PreK–12th grade youth in response to COVID-19. Most graduate participants identified as White/Non-Hispanic, and all youth served identified as Black. Hence, the study’s purpose was to examine participants’ (a) general perceptions of the program and (b) perceptions of how the program contributed to their multicultural competence and social justice-orientation. Findings reflect two broad themes for research aim one: (a) adaptive and holistic direct intervention skill development and (b) presence and connection with marginalized youth. Four broad themes emerged relative to research aim two: (a) multicultural attitudes and beliefs development, (b) multicultural knowledge development, (c) multicultural skill development, and (d) advocacy and allyship relative to social justice practice. Recommendations for school mental health training programs are offered.

Impact Statement

School psychology training programs have historically utilized community-based service-learning opportunities to cultivate graduate students’ multicultural competence and social justice-orientation. However, few studies have examined outcomes associated with service-learning training initiatives using online didactic training, telesupervision, and experiential learning through telehealth service delivery. Because COVID-19 has resulted in graduate programs exploring remote methods of training mental health trainees, key findings illustrate the benefits of virtual service-learning opportunities for facilitating school mental health trainees’ (including school psychology graduate students) capacity to provide accessible (i.e., telehealth), culture-centered academic, social–emotional, and behavioral support for minoritized families.

Keywords:

• service learning
• school mental health
• graduate training
• Black students
• telehealth

ASSOCIATE EDITOR:

• Prerna Arora

DISCLOSURE

The authors have no conflicts of interest to report.

Additional information

Notes on contributors

Janise S. Parker

Janise S. Parker, PhD, LP, LSP, NCSP, is an assistant professor in the School Psychology program in the School of Education at William & Mary. Her research focuses on culturally responsive practices in school psychology, sociocultural factors and positive Black youth development, and implications for supporting spiritually/religiously diverse youth in public school settings.

Natoya Haskins

Natoya Haskins, PhD, LPC, NCC, is an associate professor in the Counselor Education program in the School of Education at William & Mary. Her research expertise is in the areas of culturally responsive practices for Black students and faculty, social justice competence, and inclusive integrative counseling theory development.

Aiesha Lee

Aiesha Lee, MA, NCC, CTP, is a doctoral candidate in the Counselor Education program in the School of Education at William & Mary. Her research focuses on trauma and spirituality in the Black community and culturally responsive counseling and counselor education.

Amber Rodenbo

Amber Rodenbo, MS, MFA, is a doctoral candidate in the Educational Policy, Planning, and Leadership: K-12 Administration program in the School of Education at William & Mary. Her research focuses on the application of social justice-oriented work in K-12 schools to support marginalized students and adults.

Elsbeth O’Brien

Elsbeth O’Brien, JD, is a recent graduate of the Law School at William & Mary. She has extensive experience leading community-based and social justice activism initiatives through client-centered legal practice.