CEHD News Stories

Counseling Program Faculty Co-edit Widely Praised Book on Counseling Black Men and Boys in Career, Clinical, and School Settings

June 8, 2026

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Erik Hines and Sam Steen, professors in the Counseling Program within the College of Education and Human Development (CEHD) at George Mason University, have co-edited a book, titled Counseling Black Men with Excellence: Exploring Clinical, Career, and School Contexts. This 17-chapter book includes a discussion of the latest research, practices, and strategies on counseling Black men and boys in a career, clinical, or school setting. The book has received wide recognition as an essential and valued resource that can be used by professionals in the counseling, education, and mental health fields. Many individuals in the profession consider it to be one of the most, if not the only, comprehensive text on counseling Black men and boys.

The audience for this book includes current practitioners in the counseling profession, trainees who are pursuing their master’s and/or doctoral degrees in counseling, and researchers who are studying best practices in counseling Black men and boys to support career development, mental health, and improving their educational outcomes. The book is designed to be used for professional development in P-12 schools, within higher education, as well as in correctional centers, mental health facilities, and/or career centers.

In collaborating on this volume, the co-editors engaged in extensive deliberations on how the book could be structured so that it provides maximum benefit to a broad audience that includes professionals already in the field (either as practitioners or as researchers/scholars) and those individuals who are just entering the field. Recognizing that each of these audience segments may have a unique interest in distinct aspects of counseling, the co-editors decided to address this challenge by producing an extensive volume that offers a wide range of perspectives and ideas, applicable across multiple settings, that would meet the information needs of these different groups. Hines and Steen remarked, “We invited experts, practitioners, scholars, and thought leaders who are well versed in the issues Black men and boys encounter to dismantle deficits and stereotypes and provide solutions that are grounded in research and evidence-based approaches to ensure this population can thrive in all facets of their lives.”

Commenting on the key themes featured in the book, Hines and Steen stated, “We focused on the key indicators that impact the livelihoods of Black men and boys—employment, mental health and wellness, and educational attainment. These factors can impact how successful or resilient Black men and boys can be as they navigate life experiences. The opportunities to build on the strengths of Black men and boys are endless and these chapters illustrate this passion in a comprehensive manner.”

Not only did Hines and Steen co-edit this volume, but they co-authored the book introduction where they cite previous research which shows that, “Regardless of age, income, or educational attainment, Black men and boys occupy a vicarious but ubiquitous presence in the theoretical and scientific literature.” They also co-authored a chapter titled “Using Group Counseling as a Gateway to Improve Career Development Through Mathematics for Black Males.” In this chapter, they explore how early intervention and support delivered through professional counseling can encourage Black boys to study advanced mathematics, thereby helping to remove barriers that might otherwise prevent them from pursuing STEM degrees later in college. The authors illustrate this issue through the work of a group counseling program that was designed for middle school boys studying Algebra 1 in eighth grade.

Elsewhere in the book, Steen collaborated with CEHD colleagues to co-author a chapter titled “Promoting Belonging and Happiness for Black Male Faculty and Staff at a Predominantly White Institution.” The chapter addresses strategies for removing institutional and systemic barriers that can negatively impact the career growth experiences for some Black males in higher education. One of the tools explored by the authors is participation of faculty and staff in Employee Resource Groups (ERGs). Data suggests that the support derived from membership in an ERG can increase feelings of purpose and belonging. The authors say that this in turn can enhance the recruitment, retention, and resiliency of Black male faculty and staff in higher education spaces.

Hines and Steen shared their observations on how the edited volume can help counseling professionals support the journey of Black men and boys in their education and careers. They stated, “This book provides specific approaches (both in theory and practice) and strategies to support Black men and boys as well as giving counseling professionals the resources needed to address the most pressing issues of this population. In addition, the material is accessible, meaning, the chapters offer specific and unique ideas to explore within a counseling professional’s own life that will allow them to more fully be available to support Black men and boys’ educational and career trajectories.”

Concluding their remarks, Hines and Steen expressed their optimism that the book will encourage future research centered on how the experiences of Black men and boys can influence their academic and professional careers. These findings, Hines and Steen emphasize, will lead to improved outcomes. “Our hope is that this book will unapologetically add to the growing corpus of research literature demonstrating how to assist Black men and boys by building on their strengths, desires, hopes and needs. Furthermore, we hope this resource provides aspiring and seasoned researchers, scholars, and practitioners with 21st century solutions and a plan of action that is tailored to Black men and boys’ specific and unique lived experiences.”

Among the many individuals who contributed to the chapters contained in the book are several CEHD faculty and alumni who are colleagues of Hines and Steen. These individuals were invited to share their thoughts on what motivated them to become involved in this book project—an ambitious endeavor that culminated in the publication of what is widely regarded as one of the most comprehensive resources on counseling Black men and boys available today. Their comments are shown below along with their CEHD program affiliation and title of the book chapter they authored or co-authored.

Justin Ridgell, MEd Counseling (Concentration in Clinical Mental Health Counseling) ‘25, Resident in Counseling, Chapter 2 — “Using Group Counseling as a Gateway to Improve Career Development Through Mathematics for Black Males” (co-author):

“Working on this project has deepened my understanding of an issue I was already aware of. Engaging with it through research and applied methodologies has sharpened my perspective and strengthened my commitment to increasing visibility and expanding access for this population.”

Zikun Li, PhD Interdisciplinary Studies ‘25, Chapter 2 — “Using Group Counseling as a Gateway to Improve Career Development Through Mathematics for Black Males” (co-author), and Chapter 5 — “Promoting Belonging and Happiness for Black Male Faculty and Staff at a Predominantly White Institution” (co-author):

“Working on data collection and analysis in the context of school-aged Black male students helped me better understand how challenging it can be to access and study non-mainstream populations. It also highlighted the critical importance of recognizing the value of small sample sizes and treating them with seriousness and care.”

Philip Wilkerson, MEd Counseling ‘12, currently pursuing a PhD in Communication at George Mason University, Chapter 5 — “Promoting Belonging and Happiness for Black Male Faculty and Staff at a Predominantly White Institution” (co-author):

“As an Employer Engagement Consultant, my day-to-day role does not always allow me the opportunity to directly counsel Black men and boys. However, through my volunteer leadership roles as faculty advisor for Collegiate Black Men (CBM), the Iota Alpha Chapter of Alpha Phi Alpha Fraternity, Inc., and the George Mason NAACP, I remain connected to the career and personal development journeys of Black students. These experiences continue to ground me in the importance of mentorship, advocacy, and support.

Contributing to Counseling Black Men with Excellence: Exploring Clinical, Career, and School Contexts has been a truly life-changing experience. As a graduate of George Mason University’s Counseling program, I never imagined that I would one day contribute to scholarly literature related to career counseling. George Mason has profoundly shaped my life, and having the opportunity to collaborate with mentors and faculty leaders such as Dr. Sammy Steen and Dr. Erik Hines has been both humbling and inspiring.

I believe that literature supporting the well-being and success of Black men and boys is critically important, especially during this time. Contributing to this work gave me a voice and strengthened my confidence as a current PhD student. This experience has inspired me to continue participating in the publishing process and has reinforced my desire to give back to the institution that has so positively impacted my personal and professional journey.”

Hung-Ling (Stella) Liu, academic program co-coordinator of the Recreation Management Program and associate professor of Sport and Recreation Studies, Chapter 5 — “Promoting Belonging and Happiness for Black Male Faculty and Staff at a Predominantly White Institution” (co-author):

“Our chapter focuses on the importance of belonging, support, and meaningful connections for Black male faculty and staff in higher education. We hope this work highlights how intentional community-building efforts and culturally affirming spaces can help individuals feel valued, supported, and connected within the workplace. My motivation for contributing to this chapter comes from my belief that higher education should create environments where people feel they belong, have opportunities to grow, and are able to thrive both personally and professionally.”

Joanne Frederick, academic program co-coordinator and associate professor, Counseling Program, Chapter 8 — “All Black Men Are Not the Same: A Clinical Mental Health Counseling Perspective” (author):

“Stop judging Black men by stereotypes. They are fathers, scholars, creators, protectors, leaders, and individuals — not one narrative.”

Stephanie Dailey, assistant professor, Counseling Program, Chapter 10 — “Healing-Centered Approaches to Sustain Resilience in Black Men” (co-author):

“Our chapter calls counselors to move beyond deficit-based, Eurocentric models and toward healing-centered approaches that honor the resilience, resistance, cultural strengths, and lived experiences of Black men and boys. We focused on how counseling can better acknowledge systemic and racialized harm while also centering protective factors such as spirituality, family and community connection, racial identity, somebodiness, cultural affirmation, and collective healing. I was motivated to contribute to this book because counselors have an ethical responsibility to challenge inequity, disrupt oppressive narratives, and support Black men and boys in sustaining wellness, agency, connection, and hope.”

Rachael Goodman, associate professor and academic program co-coordinator, Counseling Program, Chapter 10 — “Healing-Centered Approaches to Sustain Resilience in Black Men” (co-author):

“So many incredible scholars and practitioners have been pushing our field to be more inclusive, justice-oriented, and liberatory — particularly in supporting Black clients and students. It was an honor to contribute to a book edited by some of these outstanding scholars, and to be joined in authorship by others. Our chapter focuses on expanding the understanding of trauma to include historical and current injustices experienced by Black men, shifting the burden of resilience from the individual to systemic and structural practices, and offering culture-centered and somatic approaches for counseling practice.”

Regine Talleyrand, associate professor, Counseling Program, Chapter 10 — “Healing-Centered Approaches to Sustain Resilience in Black Men” (co-author):

“Traditional mental health frameworks frequently weaponize the lived experiences of Black boys and men, translating systemic trauma into personal pathology. As the mother of a Black son, this chapter is more than research—it is a mission. It offers practitioners a vital window into the structural weights placed on our sons, bridging the gap between clinical practice and the safe, authentic healing Black men deserve. Ultimately, this chapter allowed us to provide a roadmap for clinicians, providing the tools needed to move beyond mere survival and cultivate sustainable resilience.”

Diane Reese, associate professor, Counseling Program, Chapter 17 — “Counseling Excellence: Leveraging Otherfathering to Address the Academic Success and Well-Being of Young Black Males Through School Counselor-Community Collaborations” (author):

“Before I ever became a school counselor, I was a juvenile probation counselor, and it was there that I watched Black boys enter a system already littered with inequities and disproportionality. I saw their spirits carrying the weight of trauma, and their brilliance, dimmed not by ability, but by environments that failed to protect them. Those experiences became the catalyst for my transition into school counseling. I wanted to meet our boys before the system did, in spaces where healing, affirmation, and possibility could take root.

As a trauma informed clinician, I understand that Black boys need more than interventions; they need safety, connection, and adults who honor their lived experiences. My commitment to this work is grounded in the belief that we must build strong children rather than repair broken men (quote from Frederick Douglas). Counseling Black boys is not just a profession for me; it is a calling shaped by witnessing what happens when we do not intervene early or with cultural humility.

What drew me to this project is the profound alignment between trauma informed care and the community rooted practice of otherfathering. The mentoring traditions of Black male Greek fraternities embody the protective factors our boys deserve: belonging, identity, structure, and love. When school counselors partner with these brotherhoods, we create a circle of care that strengthens resilience and interrupts the cycles that too often derail their futures.

I became involved in this work because I believe in that circle. I believe in the village. And I believe that when we surround Black boys with culturally grounded, trauma informed support, we do not just change their trajectories; we change what becomes possible for generations.”

The book is available in hardcopy and may be purchased on the publisher website.