TPC-Journal-V3-Issue3

190 The Professional Counselor \Volume 3, Issue 3 decisions as they seek intimacy in hopes of dating, marrying, and having a family; thus they will be less likely to experience poor long-term psychological and physical health. Implications for Mental Health Counselors Mental health professionals on college campuses are uniquely positioned to assist Black women in achieving a positive mature identity regardless of the challenges they may face in attempting to establish long-term intimate relationships with Black men. It is important for mental health counselors to be knowledgeable about the concerns, issues and needs of this unique population (Constantine & Greer, 2003). Although many Black women experience difficulties in adjusting to or dealing with college life, Constantine and Greer noted that they seek counseling for issues related to their personal dating dilemmas more often than is expected. In an article by Gabriel (2010), relationship concerns were listed as one of the most reported issues presented by ethnic minority counseling center clients on college campuses. This suggests that college counselors need the awareness, knowledge and skills necessary to effectively assist Black women grappling with relationship issues. By studying and applying identity development models that illuminate the various stages of development that Black women encounter, counselors may begin to understand the dating struggles experienced by Black college women. For example, it is important for counselors to be aware of Cross’ (1971) Black identity development model and Helms’ (1990) womanist identity development theory, respectively, and to understand how race and gender oppression may influence Black college women’s ability to move successfully toward a positive and healthy self-identity. Clearly, an individual with a salubrious self-concept would be more likely to make good dating decisions. Based on Cross’ (1971) identity development model, counselors may encounter a Black college woman who passed through the immersion stage and is in the process of emersion, taking on characteristics and behaviors of another race. Here it is critical for counselors to understand that the woman may be in denial as the emersion characteristics are antithetical to what the woman feels are appropriate behaviors for her race. Using Helms’ (1990) womanist identity theory, a Black college woman may be in search of a positive self-affirming definition of womanhood. Here it is critical for the counselor to understand the stage the client is in to support her appropriately. Counselors must not only adopt a culturally relevant framework, but also must be aware of culturally appropriate counseling techniques in order to better serve Black college women (Bradley & Sanders Lipford, 2003). Chief among the strategies to assist Black women in achieving a healthy self-concept is a need for women-centered networks of emotional support (Williams, 2005) that provide Black women with “a place to describe their experiences among persons like themselves” (Howard-Hamilton, 2003, p. 25). According to Helms’ (1990) model, Black college women may use these encounters with other Black women to identify, question and reject the pervasive negative stereotypes that influence their self-concept. Group interventions such as “sistercircles” often provide Black college women with powerful support networks (Hughes & Howard- Hamilton, 2003, p. 101) that may assist them in making healthier dating decisions. These circles involve sharing experiences and discussing coping strategies and may be especially useful on predominantly White campuses, where the issues of Black women tend to be overlooked or marginalized at the periphery of campus life. Implications for Student Affairs Professionals Student affairs professionals who are well versed in student development theory also are uniquely positioned to assist Black college women in establishing healthy identities as they search for opportunities to engage in intimate dating relationships with Black college men. By providing Black college women with challenging, yet supportive educational opportunities within a variety of co-curricular and academic contexts, student affairs professionals can assist these women in reaping the psychosocial benefits of being involved in healthy