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See the Girl: Girls' Perceptions of Listening and Helpfulness in a Relational-Cultural Theory Grounded School-Based Counseling Program

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Title: See the Girl: Girls' Perceptions of Listening and Helpfulness in a Relational-Cultural Theory Grounded School-Based Counseling Program
Language: English
Authors: Ne’Shaun J. Borden, Natalie A. Indelicato, Jamie F. Root, Lanni Brown
Source: Professional Counselor. 2025 15(4):296-311.
Availability: National Board for Certified Counselors, Inc. and Affiliates. 3 Terrace Way, Greensboro, NC 27403. Tel: 336-547-0607; Fax: 336-547-0017; e-mail: TCPjournal@nbcc.org; Web site: http://tpcjournal.nbcc.org
Peer Reviewed: Y
Page Count: 16
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Females, Student Attitudes, Listening, School Counseling, Counseling Effectiveness, Elementary School Students, African American Students, School Counselors, Program Effectiveness, Coping, Interpersonal Relationship, Educational Environment, Cultural Relevance, Minority Groups
Geographic Terms: Florida
ISSN: 2164-3989
Abstract: In this secondary qualitative data analysis, we examined data collected between 2018 and 2023 from See the Girl: In Elementary (formerly Girls Matter: It's Elementary), a program model grounded in Relational-Cultural Theory that intervenes early in elementary school to improve school success and relational connection, decrease suspension and expulsion, and mitigate system involvement. African American girls ages 8 to 9 comprise 79% of the participants in this study. A reflexive thematic analysis focused on two open-ended questions from a larger program assessment tool: how the girls knew that their counselor listened and how the program was helpful to them. The analysis yielded three major themes for each research question. Girls knew counselors were listening to them through active listening, therapeutic support, and authenticity. Girls stated that the program helped them develop coping and relationship-building skills and provided them with a supportive environment. Given these findings, mental health professionals and supervisors are encouraged to prioritize culturally responsive models.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1495247
Database: ERIC
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  Data: See the Girl: Girls' Perceptions of Listening and Helpfulness in a Relational-Cultural Theory Grounded School-Based Counseling Program
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  Data: <searchLink fieldCode="AR" term="%22Ne%27Shaun+J%2E+Borden%22">Ne’Shaun J. Borden</searchLink><br /><searchLink fieldCode="AR" term="%22Natalie+A%2E+Indelicato%22">Natalie A. Indelicato</searchLink><br /><searchLink fieldCode="AR" term="%22Jamie+F%2E+Root%22">Jamie F. Root</searchLink><br /><searchLink fieldCode="AR" term="%22Lanni+Brown%22">Lanni Brown</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Professional+Counselor%22"><i>Professional Counselor</i></searchLink>. 2025 15(4):296-311.
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  Data: National Board for Certified Counselors, Inc. and Affiliates. 3 Terrace Way, Greensboro, NC 27403. Tel: 336-547-0607; Fax: 336-547-0017; e-mail: TCPjournal@nbcc.org; Web site: http://tpcjournal.nbcc.org
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  Data: 16
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  Data: <searchLink fieldCode="DE" term="%22Florida%22">Florida</searchLink>
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  Data: In this secondary qualitative data analysis, we examined data collected between 2018 and 2023 from See the Girl: In Elementary (formerly Girls Matter: It's Elementary), a program model grounded in Relational-Cultural Theory that intervenes early in elementary school to improve school success and relational connection, decrease suspension and expulsion, and mitigate system involvement. African American girls ages 8 to 9 comprise 79% of the participants in this study. A reflexive thematic analysis focused on two open-ended questions from a larger program assessment tool: how the girls knew that their counselor listened and how the program was helpful to them. The analysis yielded three major themes for each research question. Girls knew counselors were listening to them through active listening, therapeutic support, and authenticity. Girls stated that the program helped them develop coping and relationship-building skills and provided them with a supportive environment. Given these findings, mental health professionals and supervisors are encouraged to prioritize culturally responsive models.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 296
    Subjects:
      – SubjectFull: Females
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Listening
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      – SubjectFull: School Counseling
        Type: general
      – SubjectFull: Counseling Effectiveness
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: African American Students
        Type: general
      – SubjectFull: School Counselors
        Type: general
      – SubjectFull: Program Effectiveness
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      – SubjectFull: Coping
        Type: general
      – SubjectFull: Interpersonal Relationship
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      – SubjectFull: Educational Environment
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      – SubjectFull: Cultural Relevance
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      – SubjectFull: Minority Groups
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      – SubjectFull: Florida
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      – TitleFull: See the Girl: Girls' Perceptions of Listening and Helpfulness in a Relational-Cultural Theory Grounded School-Based Counseling Program
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