ABSTRACT

While scholarship suggests Black and Brown youth disproportionately experience stressors that can disrupt cognitive and emotional regulatory processes, the recognize the resilience and innovation that Black and Brown youth have demonstrated amidst exposure to systemic stressors. Given this reality, school counselors are responsible for adopting strategies that center Black and Brown youth’s internal capacity to foster authentic, emotional, development. This paper describes a culturally responsive school counseling intervention that leverages evidence-based counseling theory and hip-hop cultural practices to aid student’s internal social and emotional potential. Specifically, the amalgamation of Hip-Hop and Spoken Word Therapy and Motivational Interviewing offers school counselors a social and emotional learning framework designed to engage with the complex intersectionality and emotional experiences of Black and Brown youth. A conceptual framing is presented herein, followed by tangible strategies for school counselors, an illustrative case study, and implications for practice and future research.

摘要

虽然奖学金表明黑人和棕色人种青年不成比例地经历了可能破坏认知和情绪调节过程的压力源，但他们认识到黑人和棕色人种青年在暴露于系统性压力源中表现出的复原力和创新能力。鉴于这一现实，学校辅导员有责任采取以黑人和棕色青年的内在能力为中心的策略，以促进真实、情感和发展。本文描述了一种具有文化响应性的学校咨询干预，该干预利用基于证据的咨询理论和嘻哈文化实践来帮助学生的内部社交和情感潜力。具体来说，嘻哈和口语治疗和动机访谈的融合为学校辅导员提供了一个社交和情感学习框架，旨在参与黑人和棕色青年复杂的交叉性和情感体验。本文介绍了一个概念框架，然后是针对学校辅导员的切实策略、说明性案例研究以及对实践和未来研究的影响。