This study evaluated the impact of a culturally affirming intervention designed to address unique issues experienced by African American/Black middle school girls. Results from this multiple baseline (MB) across participants design reveals that using a resilience-based, culturally affirming intervention with middle school African American/Black girls has positive effects on self-awareness, which acts as a buffer to the internalizing effects of peer victimization. Loving-Kindness Mindfulness (LKM), cultural exploration, and self-affirmations were all key components employed within this culturally affirming intervention that fostered a deeper sense of self-awareness. Implications for schools designing culturally responsive interventions will be discussed.
Strand: F, Topic: 1 Level: I
Shameeka Lewis, school psychology trainee, San Diego State University.