Citation

Reynolds JD, Henderson JM, D'Onofrio AA. J. Sch. Counseling 2019; 17(7).

Copyright

(Copyright © 2019, Montana State University)

DOI

unavailable

PMID

unavailable

Abstract

This article describes a study of two male clinicians' implementation of a 10-week, school-based integrated cognitive-behavioral group counseling intervention with psychodynamic process elements at a school in the Bronx, NY for inner-city middle school boys who have experienced complex trauma. The authors define complex trauma and describe the therapeutic concepts that framed their work with students over the course of an academic year. Through case study methodology, the authors offer lessons learned about a pilot intervention treating complex trauma in an underserved inner-city school through their observations, clinical notes, and clinical supervision. Suggestions are provided to counselors for cultivating a therapeutic space amid the often disruptive environment of middle school, with special emphasis on how counselors may develop trust and may increase resiliency for middle school boys within interpersonally aggressive academic environments and inner-city neighborhoods.

Language: en