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Growing Healthy Black Men

John Nwosu, Ed.S., LPC, NCC

@thinkdiflife

@johnjayknew

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Copyright Notice

All intellectual property rights in and to the ASCA Annual Conference ("the Event"), the content and all materials distributed at or in connection with the Event are owned by the American School Counselor Association (“ASCA”) and/or the Event sponsors or speakers presenting at the Event. These materials, and/or any of ASCA’s trademarked materials, may not be used or reproduced without the prior written permission of ASCA.

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Learning Objectives

After attending this session you will be able to:

Identify challenges experienced by Black boys and young men
Use an ecological lens to analyze problems and propose preventive school counseling interventions
Select tools and strategies to give all students access to a data-informed school counseling program

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Meet Your Presenter

John Nwosu, Ed.S., LPC, NCC

BA Chemistry, African Studies (Minor)

Counselor, Garrett Middle School (8th)

Human Developer, Think D.I.F., LLC

PL Specialist, Hatching Results

Georgia Counselor of the Year 2024

GSCA: Former DEIJ Committee Co-Chair

ASCA: Former DEI Antiracist Sub-committee Co-Chair

Now watching: The Bear, The Boys, Animal Control, Abbott Elementary, The Vince Staples Show, Community, Gracie’s Corner, Paw Patrol, Peppa Pig, Dee & Friends in Oz

Now playing: Not Like Us, Outkast, Kaytranada, Afrobeats: Rema, Burna Boy

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Join at menti.com | Use code

7282 2189

Why are you at this session?

What elements are necessary for growing healthy Black men?

NYT - Punishing reach of racism graph

What is causing the disparities?

What would decrease the disparities?

What’s keeping you at your current job? (Engage - T.E.R.M.S.)

What made you choose this session?

What’s keeping you in your current role?

What do your students want and need in the future and present (FW, PW, FN, PN)?

What internal struggles (IS) or external barriers (EB) make it less likely for your students to realize their aspirations?

What awareness, skills, and/or knowledge would make it more likely for your students to reach their aspirations?

What different thought, feeling, or reaction did I experience today?

What or who would make it easier for me to empower my school community in and outside my building?

What is an immediate next step I can take to spark engagement in myself or someone else?

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IRL (In Real Life)

Our Case Study (CTG Plan in Action)
The Eight Encouraging Es Framework
Counseling & Advocacy for Black Boys (Next Steps)

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Human Developers Inspire, Relate, & Leverage

People in places perform power to problem-solve in periods of time.

To fill someone with urge or ability

Using knowledge of relationships between individuals and within ecosystems

The power to influence a person or situation to achieve a particular outcome

Equitable Outcomes

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Inspire, Relate, & Leverage - Stats & Story

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Inspire IRL (In Real Life) Stats + Story

out of 944 referrals were for Physical Aggression in the first semester of SY2022. (19.8%)

Our first fully in-person school year post-pandemic.

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From Tired To Inspired

Queen Amina of Nigeria

Black History Wax Museum (Culturally Sustaining Practice)

Winter ‘21

Black History Bowl Team

SY 2020-21

Spring ‘22

Fall ‘22

Spring ‘23

Garrett Student Leaders

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Antiracist and Social Justice Approach to School Counseling

Dr. Cheryl Holcomb-McCoy (Adapted)

Inspire, Relate, Leverage - Closing Opportunity & Wealth Gaps

Dependence on data to highlight unevenness of student outcomes and to evaluate existing interventions

Emphasis on sociocultural and environmental factors (e.g., racism, poverty) that influence students’ and educators’ behaviors

Dependence on strengths based counseling, proactive coping strategies, spirituality, and racial healing, and decentering “whiteness” in counseling theories. Major focus of counseling is on highlighting the strengths of students

Focus on providing student supports and opportunities based on need and to increase equality and equity among groups

School counseling activities are implemented during the school day and outside of school hours (e.g., advocating for policies, resources in the community)

Focus on creating antiracist, justice oriented policies.

Source(s) -https://www.amazon.com/School-Counseling-Close-Opportunity-Gaps/dp/1071854917

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Inspire, Relate, Leverage - Closing-the-Gap Action Plan

Empower

Social Location

Aspirations

Execute

Endangerments

Equitable Outcomes

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Discover Meaningful Data - Stats & Story

Hidden Data

Visible Data

Dependence on data to highlight unevenness of student outcomes and to evaluate existing interventions

Use Real Student Data!

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Collect & Disaggregate Data, Then Set Goals

Overrepresentation

Disproportionality

Set Goal: By May 25, 2022, the total number of 8th grade boys who received one or more discipline referrals for physical aggression (P.A.) in S1 will decrease their P.A. referrals in S2 by 34.5% from 55 to 37.

Dependence on data to highlight unevenness of student outcomes and to evaluate existing interventions

Non-cognitive Needs Survey Results: Students need help with Motivation, Goal-setting, & Growth Mindset

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Highlight Achievement (Outcome) Data

Dependence on data to highlight unevenness of student outcomes and to evaluate existing interventions

B-SMS 2.

B-SS 2.

Knowledge

Skill

Awareness

7 of 9 group members were Black

Growth Target: -34.5%

Growth Results: -62%

How?

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Dig Deeper to Find Root Causes

Emphasis on sociocultural and environmental factors (e.g., racism, poverty) that influence students’ and educators’ behaviors

Students are struggling with…

Appropriate peer dialogue
Conflict resolution
Maintaining healthy online interactions (social media, group chats, etc.)
Thinking about how their actions affect and impact others

Students, staff, and stakeholder feedback.

Counselor analysis, reflection, and feedback

Environmental considerations…

Delayed service delivery
Social and emotional learning loss
Perceived irrelevance of current curriculum to future career and life wellbeing
Insufficient SEL instruction (e.g., Second Step lessons)

Grief (Loss of family, normalcy, safety, and support)
Anxiety, depression, and suicidality
Social inequity
Ongoing racial and social trauma
Economic precarity
Political extremism and dysfunction
Loss of hope and connection

Distinguish the problem from the person…

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Close Gaps by Developing Strengths

Dependence on strengths based counseling, proactive coping strategies, spirituality, and racial healing, and decentering “whiteness” in counseling theories. Major focus of counseling is on highlighting the strengths of students.

Closing the Gap Plan
Tier 1 (All students)	Tier 2 (Some students)	Tier 3 (Few students)
Classroom lessons School counselor intro Signs of Suicide Career development	Small group counseling (CTG Intervention) Restorative circles (med.) Teacher consultation and PL	Individual counseling (SFBT) Crisis intervention & support Referrals

Equitable Outcomes

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Develop Students & Surroundings

Focus on providing student supports and opportunities based on need and to increase equality and equity among groups

75% Increase In Classroom Visits & Visited Each Content

Equitable Outcomes

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Develop Students & Surroundings

School counseling activities are implemented during the school day and outside of school hours (e.g., advocating for policies, resources in the community)

Focus on creating antiracist, justice oriented policies.

Presenting Data to Staff

Equitable Outcomes

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Ecosystems (1)

8 Encouraging Es for Effective School Counseling

Ecosystems: biological systems consisting of interactions between living and nonliving things
EST: development is a complex system of relationships affected by multiple levels of the surrounding environment

“The ultimate goal of [ecological] counseling is to enhance the fit between the client and [their] environment and to ensure [they] can operate successfully within [their] ecological niche.”

(McMahon, Mason, Daluga-Guenther, & Ruiz, 2014)

The Multicultural and Social Justice Counseling Competencies (MSJCCs) recognize that individuals are part of a larger ecosystem and emphasize…

Contextual intersectionality
Power, privilege, and marginalization
Centering social justice & ACTION
That MSJCCs should be integrated into – not separate from – counseling practice

Source(s) - https://www.simplypsychology.org/Bronfenbrenner.html

https://twitter.com/clinpsych_ind/status/1460165178247503872

https://www.tandfonline.com/doi/full/10.1080/2326716X.2020.1727384

People in places perform power to problem-solve in periods of time.

Bronfenbrenner's ecological systems theory views child development as a complex system of relationships affected by multiple levels of the surrounding environment spanning from immediate settings (e.g. family and school) to broad cultural values, laws, and customs.

How does a rose grow?

Bronfenbrenner (1977) suggested that the environment of the child is a nested arrangement of structures, each contained within the next. He organized them in order of how much of an impact they have on a child. Because the five systems are interrelated, the influence of one system on a child’s development depends on its relationship with the others.

The child
Microsystem - the things that have direct contact with the child in their immediate environment, such as parents, siblings, teachers and school peers. Relationships in a microsystem are bi-directional.
Mesosystem - the interactions between the child’s microsystems, such as the interactions between the child’s parents and teachers, or between school peers and siblings.
Exosystem - formal and informal social structures, which do not themselves contain the child, but indirectly influence them as they affect one of the microsystems. Examples include the neighborhood, parent’s workplaces, parent’s friends and the mass media.
Macrosystem - focuses on how cultural elements affect a child's development, such as socioeconomic status, wealth, poverty, and ethnicity.
Chronosystem - consists of all of the environmental changes that occur over the lifetime which influence development, including major life transitions, and historical events.

https://www.simplypsychology.org/Bronfenbrenner.html#:~:text=The%20mesosystem%20is%20where%20a,may%20influence%20the%20child's%20development.

Claim - Interconnection - No person without a place

https://www.pinterest.co.uk/pin/382383824593702764/

Ecological Thought: An Overview

First, ecosystems include all aspects of the environment (e.g., organisms, geography, climate), and everything within an ecosystem is interconnected. Because everything is connected, a change in any aspect of an ecosystem will create a ripple effect in all other aspects of the ecosystem; those effects will in turn affect everything else, including the original change agent. It is this interconnectivity and interactional causality that is often thought of as the hallmark of the ecological approach (Capra, 1996).

Second, ecosystems are made up of smaller ecosystems and are also nested within larger ecosystems. Although ecosystems are often discussed as a single bounded entity (e.g., a pond), from an ecological perspective, no ecosystem can be understood separate from its larger system (e.g., the forest surrounding it) or as distinct from the smaller ecosystems embedded within it (e.g., water conditions, plant life). Because interactional causality governs life between multiple levels of an ecosystem, changes to any part of an ecosystem can be felt and observed throughout the larger and smaller systems (Capra, 1996).

Finally, ecosystems seek sustainability. In order to be sustainable, ecosystems use a few strategies. First, ecosystems must maintain a dynamic balance, wherein energy and matter are constantly flowing through the ecosystem, yet the system remains balanced. To do this, ecosystems use feedback, which communicates information so that if the system is becoming unbalanced, it can correct itself (Capra, 1996). In addition, ecosystems must maintain diversity of life within its system, with each constituent making a unique contribution and fulfilling a necessary function. This diversity not only helps to preserve the balance of the system (Nadkarni, 1994), but also provides flexibility within the system so that it can adapt to the inevitable external and environmental threats (e.g., changes in climate, introductions of new organisms; Ives & Carpenter, 2007).

Ecological Thought in Counseling

In Conyne and Cook’s (2004) Model of Ecological Counseling, which is grounded in Lewin’s (1951) field theory, Bronfenbrenner’s (1979) Social Ecological Model of Human Development, and the philosophy of deep ecology (Capra, 1996), counseling is defined as “contextualized help-giving that is dependent on the meaning clients derive from their environmental interactions” (Conyne & Cook, 2004, p. 6). This approach builds on previous work by Conyne and Clack (1981), in which they asserted the importance of understanding the role of the ecological climate—conceptualized across physical, social, and institutional domains—in client behavior.

An Ecological Model of Professional School Counseling

First, for ecological counselors, the ultimate goal of counseling is to enhance the fit between the client and his or her environment and to ensure that the client can operate successfully within his or her ecological niche (Conyne & Cook 2004; Cook, Conyne, Savageau, & Tang, 2004; Greenleaf & Williams, 2009). This approach does not assume, however, that it is the client’s responsibility to accommodate to the environment. Rejecting a solely intrapersonal or intrapsychic model of understanding the client’s personal functioning, ecological counselors work to develop a sense of ecological empathy, wherein counselors understand the client holistically and from within his or her immediate environment, or ecological niche (Conyne & Cook, 2004; Cook et al., 2004).

Ecological counselors work collaboratively with the client to

gain an understanding of the complex dynamics involved in

the presenting issue and develop goals that the client sees as useful. Understanding a client’s value system and meaningmaking processes is a crucial aspect of developing ecological empathy and in collaboratively defining counseling goals (Bemak & Conyne, 2004).

Core Assumptions of the Ecological School Counseling Model

The core assumption upon which the ecological model is based is that schools are ecosystems.
Schools are part of an interconnected web of subsystems and suprasystems. Schools can be broken down into a multitude of subsystems, some of which are organizational and officially endorsed by the larger school system (e.g., classrooms, grade levels, sports teams, clubs) and some of which are more organic in nature (e.g., cliques).
Healthy, well-functioning school systems are dynamic, balanced, and flexible. Schools operate as a network of interdependently connected components and, like cells, ponds, and families, are in a constant state of change, yet they work to maintain a healthy balance within change. The process of maintaining balance while in a constant state of change is called dynamic balance (Capra, 1996); it requires semipermeable boundaries that are not only clear enough to distinguish separate within-school groups (e.g., teachers, students, administrators), but also penetrable enough to promote connection between the groups. This connection is characterized by a flow of energy and information (Ashby, 1962). A school that maintains a dynamic balance is one in which everyone feels connected to and has ways of contributing to the institution. School members understand the roles and expectations for being part of the system and any subgroups with which they identify and are clear about the school’s goals and values. These boundaries help to provide a balancing force in the face of the constant change within the system, including turnover among students and school personnel.
Diversity within school systems is necessary and adaptive. Diversity within schools is necessary to promote a healthy, balanced, and adaptive system. Administrators, teachers, administrative support, nurses, maintenance specialists, and other workers in a school setting play different but vital roles in the functioning of the school. A diverse faculty can help to improve student achievement, because students are more likely to develop the interpersonal bonds that predict school success with teachers who are similar ethnically and racially (Crosnoe,Johnson, & Elder, 2004). Just as students learn more from teachers with a variety of knowledge areas, they also benefit from the diverse experiences of their peers, not only from the presence of a wider variety of perspectives and experiences, but also from being exposed to the process of sharing those experiences (Denson & Chang, 2012; Slavin, & Cooper, 1999).
Schools use feedback to identify and address emerging issues. Ecosystems operate on feedback loops, which serve to identify and address an imbalance within the system. When systems become unbalanced, new structures or patterns of behavior within an ecosystem will spontaneously appear in an attempt to find new order within the system (Kay, 2008; von Bertalanffy, 1968). Feedback loops also occur in schools, sometimes as intentional feedback loops, such as school data assessment and strategic intervention planning.
Meaning is both constructed and experienced within schools and their subsystems. Making meaning from experiences is a vital human function (Hayes & Oppenheim, 1997). As Conyne and Cook (2004) pointed out, in the Lewinian formula, behavior is equal to a function of the interaction of a person and his or her environment, [B = f(P × E)]; the × refers not only to the interaction of people with their environment, but also to individuals’ interpretations of these interactions.

Sociological Context

“Counseling…from the socioecological model and encourages advocacy both in and outside of the office setting (Ratts et al., 2016).

“privileged and marginalized counselors intervene with and on behalf of clients at the intrapersonal, interpersonal, institutional, community, public policy, and international/

global levels” (Ratts et al., 2015, p. 11)

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Inspire, Relate, & Leverage

8 Encouraging Es for Effective School Counseling

Inspire key people to Engage (2) by identifying their buy-in T.E.R.M.S. for processes that cause them to Think D.I.F.ferently and enable desired outcomes to Emerge (6).

What would inspire key people to engage with difficult problem-solving processes?

Key People

X

Inspiration

Buy-in

T.E.R.M.S.

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Inspire, Relate, & Leverage

8 Encouraging Es for Effective School Counseling

Explore (3) relationships within ecosystem pathways to clarify Essential (4) aspirations and Endangerments (5) to desired outcomes.

What relationships increase the odds of students achieving healthy aspirations? Decrease?

Key Students

X

Relationships

+/- Odds of

Aspirational Achievement

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Inspire, Relate, & Leverage - Aspirations

First you’re born. You learn to walk and talk, and eventually when you get old enough you start going to 1.)_______ . Then you learn how to do lots of things for the next 13 years, so you can 2.)_______ .

6. Car

5. Working

4. Job

3. College

1. School

2. Graduate

12. After

11. Happily

10. Retire

9. Family

7. House

8. Married

Next, you go to 3.)______ or get a 4.)______ and start 5.)______ . Eventually, you buy a 6.)______ and a 7.)______ because you want to get 8.)______ and start a 9.)______ .

When you get old you will 10.)______ and live 11.)______ ever 12.)_____ .

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Inspire, Relate, & Leverage - Pathways & Identity

Complex-ER

(Multiple ACEs, 4+ and/or Black Male)

Clear-ER

(0 ACEs and/or, Affluent White Male)

Pathways to Aspirations (Probabilistic, NOT Predetermined)

Ca

Career

So

Social

Fi

Financial

Ph

Physical

Co

Community

What is necessary for growing healthy Black men?

Wellbeing

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Inspire, Relate, & Leverage

8 Encouraging Es for Effective School Counseling

Inspire key people to Engage (2) by identifying their buy-in T.E.R.M.S. for processes that cause them to Think D.I.F.ferently and enable desired outcomes to Emerge (6).

What challenging habit of thought, feeling, or experience has limited the capacity to foster different or new ideas?

Key People

X

Limiting Habit

0 Aha! Moment(s)

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Inspire, Relate, & Leverage - Think D.I.F.ferently

Source(s) – https://www.cdc.gov/violenceprevention/aces/about.html

https://www.kqed.org/mindshift/59008/5-strategies-for-developing-a-school-wide-culture-of-healing

https://www.wbfinder.com/home.aspx?utm_source=link_wwwv9&utm_campaign=item_237020&utm_medium=copy

Adverse Childhood Experiences (ACEs) increase the odds for…

Disrupted Neurodevelopment
Social, Emotional, & Cognitive Impairment
Adoptions of Health Risk Behavior

4+ ACEs are correlated with…

Wellbeing

Career
Social
Financial
Physical
Community

Inputs

“Genetics loads the gun, and environment pulls the trigger.”

- Dr. Francis Collins

(Bio)

Gene Expression
Epigenetics

(Social) Environment

Social Conditions
Local Context
Buffering Relationships

(Psycho)

Choice (X)

Outcomes

Limited Focus

Comprehensive Focus

Individual

Family, Social Group(s), & Communities…

Generational Embodiment
Historical Trauma

Outcomes

Disease,
Disability, &
Social Problems

Early Death

incr. exposure to opportunities

incr. exposure to endangerment

supportive, buffering relationships & hope/healing

Life Outcomes

hope/healing (culture/race, agency, relationships, meaning, aspirations)

?

uncertainty

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Inspire, Relate, & Leverage - Bias & Racism

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Inspire, Relate, & Leverage

8 Encouraging Es for Effective School Counseling

Empower (7) school community relationships by using Human Developer Power to Execute (8) gap-aligned interventions that leverage action plans to close gaps.

What Human Developer Power would help you leverage key relationships to close a significant gap?

Human Developer

X

HD Power

Closed Gap

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Inspire, Relate, & Leverage - Human Developer Power

8 Encouraging Es for Effective School Counseling

</Hope Engineer>
</Coder>
</Programmer>
</Designer>
</Disruptor>

1. Uses available data, tools, & interventions to increase user hope (i.e. - goals, pathways, agency, & motivation)

2. Develops data-informed services with the use of coding language(s)*

*Coding Languages:

ASCA: Ethical Standards for School Counselors, Professional Standards & Competencies , Mindset & Behavior Standards for Student Success, etc.

3. Organizes & delivers comprehensive instruction & support to improve habits

4. Leads & collaborates with teams to create & deliver program services that meet user needs

5. Advocates, innovates, or interrupts the status quo by sparking essential change that increases agency, access, & advantage while decreasing adversity & antipathy especially for socially disadvantaged groups

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Inspire, Relate, & Leverage - Profession Exemplars

8 Encouraging Es for Effective School Counseling

Push: Child labor during the Industrial Revolution

Policy: The Issue Around Child Labor (1913)

Problem-solving: Work permit requirements and emphasis on vocational guidance, career education

Dr. Bobby Gueh

Couns. Educator, GA State U.

Black Male School Counselor Alliance (Founded by Dr. Gueh)

Brian Coleman

1st Black/POC ASCA SCOY ‘19

Stephen Sharp

ASCA Board Member

Push: Soviet Union launching Sputnik 1

Policy: National Defense Education Act (1958)

Problem-solving: School counselor training to identify and support potential S.T.E.M. workers

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Inspire, Relate, & Leverage - Close Gaps

8 Efforts to Leverage Human Developer Power to Close Gaps for Black Boys

Leverage counseling microskills and MSJCCs to foster empathy
System-wide, School Counseling programming to Close Opportunity Gaps informed by data disaggregated by race and gender
Implement practices aligned with Hope and Healing-Centered Engagement (w/C.A.R.M.A. principles)
Increase access to healthy career pathways to school counseling practitioner and educator for Black men while also updating social scripts for Black boys and men
Effective school counselor leadership and advocacy at all levels
Increase access to Skilled Trade career pathways
Explicit, sustainable commitment to anti-bias/racist/pro-Black-aligned professional learning tied to performance
State and national advocacy for major gap-aligned initiatives

e.g. Lower Counselor:Student and higher Counselor:Cop ratios;; Reparations for descendants of American slavery (Dr. Sandy Darity/Kirsten Mullen); Richard Reeves: Increase pathways to and social/financial incentives for HEAL careers (Health, Education, Administration, and Literacy); Increased wages, worker protections, paid family leave, and parental support

The Microskills Hierarchy

(Ivey & Ivey)

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Inspire, Relate, & Leverage

8 Encouraging Es for Effective School Counseling

Execute (Closing Gaps)

[8]

Empower (Human Developer)

[7]

Essential (Aspirations)

[4]

Endangerments (Risks)

[5]

Explore (Pathways)

[3]

Emerge (Think DIF)

[6]

Engage (Buy-in)

[2]

Ecosystem [1]

Execute

[8]

Empower

[7]

Essentials

[4]

Endangerments

[5]

Explore

[3]

Emerge

[6]

Engage

[2]

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Key Takeaways

Inspire, relate, and leverage Black boy strengths to design transformative, gap-aligned interventions
Utilize the Eight Encouraging Es framework to maximize the impact of your comprehensive school counseling program
Use Human Developer power to increase advantage, decrease adversity, and improve how Black boys fit within their ecosystems
Practice School Counseling to Close Opportunity Gaps in/outside of your building

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Resources

Growing Healthy Black Men | John Nwosu

thinkdif.me | thinkdiflife@gmail.com | @johnjayknew

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Session Evaluation

Please remember to complete your session evaluation in the Conference App.

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Nationwide Data

Source(s) – https://static1.squarespace.com/static/50ccaa7ee4b00e9e60845daa/t/5ce2b284fc145d0001067686/1558360708663/Exploring+Student+Achievement+Gaps.pdf

Glow Up

Achievement

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Scenario

A student who normally does not cry walks into your office with tears streaming down her face around 2:00p saying, “I walked out of class. My teacher was doing too much. I asked her to go to the nurse because I am cramping and wanted to get a heating pad. I could not focus in class because I was in pain. She told me I could not go and was very rude. They always have an attitude with me everytime I ask anything. Since she got an attitude I got one back after she said she was going to call my mom and put it on speaker in front of the class. At that point I left and came to you.”

Event

Individual(s)-in-action & relevant identities, experiences, biases, triggers, stressors, trauma, etc.

Environmental Context

Everything outside of the student that could have shaped the event/outcome

Personhood

Relevant roles, worldview, experiences, biases, triggers, stressors, trauma, etc.

Professional Action

What is an appropriate response based on SC role outlined in professional and student standards & MSJ Competencies (AKSA)?
What environmental factors should be changed?
What mindset/behavior skill(s) need to be taught?

Unpack with your partner how you would respond using the “EEPP” Situation Processing Tool below.

consider our response to our own students when we are triggered by their experiences that may resonate with us. What is our trauma response and are we moving from a place that positive or toxic stress…. What do we do?

Scenarios/Processing Tool (2E2P)

Event (Student(s)-in-action)
Environment (Context)
Professional (Role and SC and human, standards and AKSA competencies)
Program (Comprehensive - MTMDSS)

Forms of data to consider (key data for measuring need) - What types of data can help us identify needs?

Show up (Attendance)
Grow up (Discipline)
Glow up (Achievement)
Sow up (School climate and culture)

GSHS
CCRP

MTMDSS - Tiered approach to skill development (What skills need enhancement?)

What's MTMDSS? What key beliefs and behaviors are needed? How will you deliver them? Are interventions developmentally appropriate? Are they culturally relevant and sustaining?

Domains: Career, S/E, & Academic (Why career first?)
Tier 1
Tier 2
Tier 3