Paul C. Harris, Ph.D. Najwa Tatby, UVA Graduate Student

Black Male Student Athletes

Virginia School Counselor Association Conference

2015

Paul C. Harris, Ph.D.Najwa Tatby, UVA Graduate Student

Sarah Wiener, UVA Graduate Student

Learning Plan• Your experiences• Empowerment Theory• College & Career Readiness• Research question• Small group results report• Small group action plan

What’s your experience with Black male student athletes?

Empowerment Theory

Empowerment Theory

“The process of increasing personal, interpersonal, or political

power so that individuals…..can take action to improve their situations” (Gutierrez, 1995)

What is the impact of a group counseling intervention on Black male student athletes?

Themes• Sense of Self

o Mike: “I just feel like [the group] helped me improve myself. Find out who I am”

o Rashad: “It helped, like open my eyes to the future mostly.”

o Derrick: “I could really open up and like say my true feelings about anything.”

• Connection/Brotherhoodo Tim: “Trust….I could trust everybody in that

groupo Mike: “It was just like a place where you could

just share anything you want….Just a place that welcomes with open arms.

Small-Group Action Plan

Session 1: Introduction

• Build cohesion• Purpose of group• Confidentiality• Homework

o Participants will complete a genogram (try to go back at least 2 generations) – include siblings, parents, aunts, uncles, etc. Note strengths within individual family members.

Session 2: Discovering Strengths

• Genogram sharing• Highlight and

reinforce strengths• Homework

oWrite a 125-200 word statement to this question: “Who am I without the ball?”

Session 3: Who Am I Without The Ball?

• Statement sharing

• Discussion of athletic identity concept

• Homeworko Write a 125-200 statement of

purpose

Session 4: Men Passionately Pursuing Purpose

• Statement sharing• 720• S.M.A.R.T. goals• Homework

o Participants will write a emotional, academic, and career oriented goal that aligns with their statement of purpose.

o Participants will write what dynamics are in and out of their control as it relates to pursuing purpose.

Session 5: Mental Contrasting

• “Control” exercise• Mental contrasting• Homework

o Participants will generate a list of specific questions they have about decisions within their control with which they can use some help managing

Session 6: Self-Regulation

• Homeworko Participants will

write a 100-150 word answer to the question: “Why are teammates important?”

Session 7: Teammates Matter

• Why are teammates important?

• Homeworko Participants will

choose an adult and peer accountability partner, and bring a signed agreement letter to the last session.

Session 8: Termination• Facilitators share

strengths-based observations

• Revisit confidentiality

• Describe termination

Paul C. Harris, Ph.D. www.paulcharris.compch3y@virginia.edu

Najwa Tatbyhttps://najwatatby.wordpress.com/nt5c

v@virginia.edu

Sarah Wienerhttp://sewiener15.wix.com/sew15

sew4eb@virginia.edu