Abstract
Our study investigated changes in Black male children’s (N = 22) psychosocial functioning who participated in a school-based mental health counseling intervention at three Title I elementary schools. We collected the participating children’s psychosocial functioning data before their first counseling session, after the fifth session, and again after the tenth session. The results of the analyses for this single group design identified that the participants’ emotional and social behaviors changed over time, per parent report (η2 = .214). This study provides valuable implications for counselors working with Black male youth, highlighting the effectiveness of school-based mental health interventions in addressing the psychosocial needs of this population. This study’s findings also suggest that interventions focused on improving social-emotional functioning can have significant positive impacts on the mental health and wellbeing of Black male children.
Published Version
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