At-Risk Student At-Risk Student PopulationsPopulationsA Closer Look at Hispanic A Closer Look at Hispanic

Immigrant StudentsImmigrant Students

Presentation compiled by: Jane SteinerPresentation compiled by: Jane Steiner

At-Risk Youth DefinedAt-Risk Youth Defined

• Not likely to finish high schoolNot likely to finish high school• UnderachievementUnderachievement• At-risk factors affect healthy At-risk factors affect healthy

lifestyles, attitudes, and academic lifestyles, attitudes, and academic progressprogress

• Challenges affect immigrant Challenges affect immigrant Hispanic students Hispanic students

Contributing Factors-Contributing Factors-PovertyPoverty

• Living in poverty and its effectsLiving in poverty and its effects– physically and psychologicallyphysically and psychologically– educationallyeducationally– employment opportunitiesemployment opportunities– future earningsfuture earnings– quality of lifequality of life

Contributing Factors-Contributing Factors-Home/FamilyHome/Family

• Familial stressorsFamilial stressors

-all members of the family -all members of the family experience new stressors that make experience new stressors that make daily tasks very challengingdaily tasks very challenging

Contributing Factors-Contributing Factors-School EnvironmentSchool Environment

• Rapid increase in Hispanic Rapid increase in Hispanic immigrant population creates school immigrant population creates school district concernsdistrict concerns

More Contributing Factors-More Contributing Factors-School EnvironmentSchool Environment

• Immigrant student concernsImmigrant student concerns– racism & lack of social acceptanceracism & lack of social acceptance– English language acquisitionEnglish language acquisition– inadequate social support networksinadequate social support networks– different learning styles different learning styles

At-Risk BehaviorsAt-Risk BehaviorsSchool PerspectiveSchool Perspective

• tardinesstardiness• absenteeismabsenteeism• poor gradespoor grades• truancytruancy• low math and low math and

reading scoresreading scores• failing one or more failing one or more

gradesgrades

• verbal and language verbal and language deficiencydeficiency

• inability to tolerate inability to tolerate structured activitiesstructured activities

• dropping out of dropping out of schoolschool

• aggressive behaviorsaggressive behaviors• rebellious attitude rebellious attitude

toward school toward school authorityauthority

At-Risk BehaviorAt-Risk BehaviorMental Health PerspectiveMental Health Perspective

• drug and alcohol drug and alcohol use & abuseuse & abuse

• eating disorderseating disorders• gang membershipgang membership• pregnancypregnancy• suicide or suicide suicide or suicide

ideationideation

• aggressionaggression• withdrawal and withdrawal and

isolationisolation• low self-esteemlow self-esteem• school-related school-related

problemsproblems• sexual acting outsexual acting out• depressiondepression

At-Risk BehaviorAt-Risk BehaviorHome PerspectiveHome Perspective

• failing to obey rules failing to obey rules or directivesor directives

• avoiding taking part avoiding taking part in family activitiesin family activities

• spending a great deal spending a great deal of time alone in their of time alone in their roomroom

• being secretive about being secretive about friends & activitiesfriends & activities

• not communicating not communicating with parents & with parents & siblingssiblings

• displaying attitudes displaying attitudes and values different and values different from familyfrom family

• resisting going to resisting going to school or discussing school or discussing school activitiesschool activities

• arguing about arguing about everythingeverything

• staying away from staying away from home as much as home as much as possiblepossible

ResiliencyResiliency• Resiliency definedResiliency defined• Important questions to ask ourselvesImportant questions to ask ourselves

1.-How can school counselors 1.-How can school counselors foster resiliency in these students to foster resiliency in these students to avoid negative outcomes?avoid negative outcomes?

2.-Why is it that students can 2.-Why is it that students can face the same set of life face the same set of life circumstances and end with circumstances and end with completely different outcomes as completely different outcomes as adults?adults?

Characteristics of Characteristics of ResiliencyResiliency

• Personality traitsPersonality traits

• Protective factorsProtective factors

• Detailed protective factorsDetailed protective factors

Prevention & Prevention & InterventionIntervention

• Academic/School BasedAcademic/School Based

• Home SupportHome Support

• School Counselor SpecificSchool Counselor Specific

Approaches to Approaches to Prevention Prevention

• Primary Primary

• SecondarySecondary

• TertiaryTertiary

School Prevention School Prevention Strategies Strategies

• Special schools and academic Special schools and academic programs for immigrant studentsprograms for immigrant students

• Trained school faculty and staffTrained school faculty and staff

• Multicultural student citizensMulticultural student citizens

Effective Instructional Effective Instructional TechniquesTechniques

• Using language purposefully to make Using language purposefully to make meaningmeaning

• Supporting communication in the Supporting communication in the classroomclassroom

• Supporting instruction in the Supporting instruction in the classroomclassroom

School Intervention School Intervention StrategiesStrategies

• Discuss student concerns at Discuss student concerns at multidisciplinary staff meeting multidisciplinary staff meeting

• Pull-out groups for struggling studentsPull-out groups for struggling students• Services provided from community Services provided from community

liaison and social workerliaison and social worker• Extra-curricular clubs and activitiesExtra-curricular clubs and activities• New student buddy/mentoring New student buddy/mentoring

programsprograms

School Prevention School Prevention Strategies for Parents and Strategies for Parents and

Community MembersCommunity Members

• Parenting programsParenting programs

• Topic specific informational Topic specific informational programsprograms

• Economic support programs Economic support programs

Home Prevention Home Prevention StrategiesStrategies

• Parent and family involvementParent and family involvement

-students benefit academically and -students benefit academically and emotionallyemotionally

Counselor Specific Counselor Specific Prevention StrategiesPrevention Strategies

• Support groupsSupport groups• Developing life skillsDeveloping life skills• Enhancing interpersonal Enhancing interpersonal

communicationcommunication• Achieving self-management & self-Achieving self-management & self-

controlcontrol• Coping with stress Coping with stress

Counselor Specific Counselor Specific Intervention StrategiesIntervention Strategies

• Guidance curriculumGuidance curriculum

• Individual student planningIndividual student planning

• Responsive servicesResponsive services

• Systems supportSystems support

More Counselor Specific More Counselor Specific Intervention StrategiesIntervention Strategies

• Seek to connect with Hispanic Seek to connect with Hispanic students and inform them of students and inform them of counselor rolecounselor role

• Serve as liaison between school and Serve as liaison between school and communitycommunity

-resources-resources

-school volunteers-school volunteers

-professionals-professionals

Counselor Competencies – Counselor Competencies – Understanding the Hispanic Understanding the Hispanic

CultureCulture

• FamilyFamily

• Religion and spiritualityReligion and spirituality

• Linguistic differencesLinguistic differences

• Time orientationTime orientation

Counselor CompetenciesCounselor Competencies

• Understanding the sociopolitical Understanding the sociopolitical system oppression in the US with system oppression in the US with respect to its treatment of minoritiesrespect to its treatment of minorities

• Capable of generating a wide variety Capable of generating a wide variety of verbal and non-verbal responses of verbal and non-verbal responses and messagesand messages

• Aware of helping style & recognizing Aware of helping style & recognizing its limitsits limits

Counselor CompetenciesCounselor Competencies

• Self-exploration Self-exploration • White Racial Identity Development Model White Racial Identity Development Model

-Contact, Disintegration, Reintegration, -Contact, Disintegration, Reintegration, Pseudoindependence, Immersion, Pseudoindependence, Immersion, AutonomyAutonomy

• Cross ModelCross Model-Preencounter, Internalization-Preencounter, Internalization

• Generic Cultural Identity Development Generic Cultural Identity Development Model (CID)Model (CID)-Conformity, Dissonance, Resistance, -Conformity, Dissonance, Resistance, Introspection, IntegrativeIntrospection, Integrative

Awareness ExerciseAwareness Exercise1- What does it mean to 1- What does it mean to

be White? What does be White? What does it mean to be a it mean to be a Black/minority?Black/minority?

2- What are the benefits 2- What are the benefits of being White? What of being White? What are the benefits of are the benefits of being a Black/minority being a Black/minority person?person?

3- How have you 3- How have you benefited from White benefited from White privilege? How have privilege? How have you benefited from you benefited from being a Black/minority being a Black/minority person?person?

4- From the stages of 4- From the stages of racial identity racial identity development, can you development, can you identify the stage identify the stage that describes the that describes the phase where you find phase where you find yourself at the yourself at the present moment? present moment?

(Contact, (Contact, Disintegration, Disintegration, Reintegration, Reintegration, Pseudoindependence, Pseudoindependence, Immersion, Immersion, Autonomy)Autonomy)

Using DataUsing Data

• Advocate for changeAdvocate for change

• Use school specific data to Use school specific data to determine role determine role

• Accountability measuresAccountability measures

Community ResourcesCommunity Resources• Aspira of BrowardAspira of Broward

• Broward County Family Success Centers - Broward County Family Success Centers - Refugee ServicesRefugee Services

• Family Central - Crianza con Carino Family Central - Crianza con Carino programprogram

• Hispanic UnityHispanic Unity

• Urban League of Broward CountyUrban League of Broward County

Internet ResourcesInternet Resources

• www.fldoe.org/www.fldoe.org/

• www.welcometousa.gov/default.htmwww.welcometousa.gov/default.htm

• www.broward.k12.fl.us/esol/www.broward.k12.fl.us/esol/

• www.schoolcounselor.org/www.schoolcounselor.org/

• www.broward.org/arts/home.htmwww.broward.org/arts/home.htm

Literature Resources for Literature Resources for Counselors, Parents & Counselors, Parents &

TeachersTeachers

• Around the World in 80 PagesAround the World in 80 PagesMason, A. (1995). Mason, A. (1995). Around the world in 80 Around the world in 80 pages. pages. Brookfield, CT: Copper Beech Brookfield, CT: Copper Beech Books.Books.

• PeoplePeopleSpier, P. (1980). Spier, P. (1980). PeoplePeople. Doubleday, NY: . Doubleday, NY: Peter Spier.Peter Spier.

Presentation ReferencesPresentation References• Capuzzi, D., & Gross, D. R. (Eds.). (2000). Capuzzi, D., & Gross, D. R. (Eds.). (2000). Youth at riskYouth at risk. .

Alexandria, VA: Alexandria, VA: American Counseling Association. American Counseling Association. • Kelly, B. L., & Cooper, C. D. (Eds.). (1999). Kelly, B. L., & Cooper, C. D. (Eds.). (1999). Parent and family Parent and family

involvement. involvement. Retrieved October, 30, 2007, Retrieved October, 30, 2007,

http://www.ncela.gwu.edu/pubs/nysed/languagearts/ch01.pdfhttp://www.ncela.gwu.edu/pubs/nysed/languagearts/ch01.pdf• Ter Maat, M. B. (2006). Information presented in lecture Ter Maat, M. B. (2006). Information presented in lecture

handouts from handouts from Florida School Counselor Association Florida School Counselor Association workshop on multicultural workshop on multicultural counseling held at Nova Southeastern counseling held at Nova Southeastern University.University.

• Vernon, A. (2004). Vernon, A. (2004). Counseling children and adolescentsCounseling children and adolescents. Denver, . Denver, Colorado: Love Colorado: Love Publishing Company.Publishing Company.

• Villalba, J., Akos, P., Keeter, K., Ames, A. (2007). Promoting latino Villalba, J., Akos, P., Keeter, K., Ames, A. (2007). Promoting latino student student achievement and development through the ASCA achievement and development through the ASCA national model. national model. Professional School CounselingProfessional School Counseling, , 10 10 (5).(5).

• Watts-Taffe, S., & Truscott, D. (2000). Using what we know about Watts-Taffe, S., & Truscott, D. (2000). Using what we know about language language and literacy development for ESL students in the and literacy development for ESL students in the mainstream mainstream classroomclassroom. Language Arts. Language Arts, 77 (3), 258-265., 77 (3), 258-265.

• Williams, F. C., & Butler, S. K. (2003). Concerns of newly arrived Williams, F. C., & Butler, S. K. (2003). Concerns of newly arrived immigrant immigrant students: Implications for school counselors. students: Implications for school counselors. Professional School Professional School CounselingCounseling, , 77, 9-14. , 9-14.