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Transcript of Focusing on the Relational Needs of Immigrant and Refugee Students Lucy L. Purgason, PhD, LSC, ACS,...
![Page 1: Focusing on the Relational Needs of Immigrant and Refugee Students Lucy L. Purgason, PhD, LSC, ACS, NCC Western Washington University.](https://reader030.fdocuments.us/reader030/viewer/2022032517/56649cc05503460f949873a7/html5/thumbnails/1.jpg)
Focusing on the Relational Needs of Immigrant and Refugee Students
Lucy L. Purgason, PhD, LSC, ACS, NCCWestern Washington University
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My Background
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Today’s Objectives
• Describe the stressors that newcomer immigrant and refugee students experience
• Explain ways that friendships help newcomer students cope with acculturation stressors
• Identify school counseling interventions to support relationship development– Face-to-Face and Online
• Brainstorm potential resources and partnerships within your settings
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In the NewsGoren, A. (2014, July 24). Washington prepares for 600 unaccompanied minors from Central America. The Seattle Globalist
(Photo courtesy Deb Frockt / Jewish Family Service)
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Immigrant and Refugee Students in Washington
• Historically ranked as one of the top 10 resettlement states (Office of Refugee and Immigrant Assistance, 2015)
• Frequently spoken languages (OSPI Migrant and Bilingual Education, 2010)
• Spanish (61, 558) Korean (1,603)• Russian (4,150) Tagalog (1,237)• Vietnamese (3,592) Arabic (971)• Somali (2,260) Punjabi (902)• Ukranian (2,197) Cambodian (788)• Chinese (1,773) Marshallese (607)
• Washington state has about 2,200 refugee arrivals a year (schoolsoutwashington.org)
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Newcomer Student Stressors
• Adolescence is a difficult time period to transition (Garcia-Coll & Magnusson, 1997; Phinney et al., 1990, Suarez-Orozco et al., 2008)
• At risk for social isolation (Chuang, 2010; Singer & Chandra-Shekeran, 2006)
• Important implications for identity development and school adjustment (Bash & Zezlina-Phillips, 2006; Liebkind et al., 2004; Suarez-Orozco, Qin, & Amthor, 2008)
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Academic Needs of Newcomer Students (Purgason, 2015)
• English proficiency
• Course credits and transfer equivalencies
• Transitional stress to school environment
• May be older than same-grade peers
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Personal/Social Needs of Newcomer Students (Suárez, et al., 2010; Villalba, 2009)
• Separated from peer and family support networks
• Discrimination and prejudice
• Loneliness, depression, anxiety
• Adjusting to different cultures
• Post-traumatic symptoms from previous trauma
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PHASES OF ADJUSTMENT
(National Alliance for Multicultural Mental Health, 1996)
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PHASES OF ADJUSTMENT
(National Alliance for Multicultural Mental Health, 1996)
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How might knowing about the phases of adjustment influence your work with newcomer students?
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Strengths of Newcomer Students
• Resilience
• Collective resource sharing
• Tight-knit communities and social networks (Liebkindm, Jasinkaja-Lahti, & Solheim, 2004)
What are some other strengths that newcomer students may possess?
How would you incorporate knowledge of these strengths within your school counseling program?
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The Importance of Social Support and Peer Networks
• Researchers have shown that one of the largest determinants of success for immigrant and refugee students is the establishment of social networks
•Found schoolwork more interesting and engaging (Suarez-Orozco et al., 2008)
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School-based Relational Development: Peer Interventions (Purgason, 2015)
• New student orientations – Pairing students with a peer mentor– Collaborations with ESL teachers
• Group counseling– Sharing pre-and-post arrival experiences– Normalize the transition experience– Include stress management strategies and social
skills development
• Individual Counseling– Narrative and creative arts interventions
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School-based Relational Development: Creating a Multicultural Club (Purgason, 2015)
• Partner with ethnic student clubs at surrounding colleges or universities
• First-generation college students could serve as mentors
• Ideas for starting a multicultural club are available at racebridgesforschools.com
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School-based Relational Development: Targeting Parents and Families
• Importance of overlapping spheres of influence (Epstein & Van Voorhis, 2010)
• Positive associations with student grades, participation in AP courses, lower dropout rates, and motivation toward school work (Gonzalez et al., 2013)
• A resource toolkit to help newcomer parents navigate schools is available at:http://www.schoolsoutwashington.org/UserFiles/File/RSIG%20Parent%20Toolkit.pdf
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Creating School-Family Partnerships: Recommendations for School Counselors
(Gonzalez et al., 2013)• Invitations from the school to the family
• Flexible formats for involvement that respect families with limited time
• Parent advisory council
• Use of cultural brokers
• Creating community-school family nights• www.partnershipschools.org
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On-line Relationship Building (Purgason, 2015)
• Newcomer students may be turning to social media to connect with friends and family living in their home country
• Use Facebook, Twitter, Instagram and other social media sites
• Report using Facebook groups for help with schoolwork
• Create pages that connect to ethnic and cultural identities Clip art credit: ASCA Magazine
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Social Networking Considerations
• Does not replace face-to-face friendships
• May be using upwards of 4-5 hours a day
• Can experience bullying and harassment online
• A toolkit for how to address bullying of newcomer students is available at www.brycs.org
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Family and Community Based Working Alliances
• Partnerships with:– Local Universities
• Office of Service Learning and Leadership• Counseling Program• Office of Multicultural Affairs
– Local Community Colleges• ESL classes
– Non-profit agencies• Job Training Information• Legal Assistance
– Resettlement Agencies– Cultural brokers
What partnerships could you establish within your communities?
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Thank You!
Please email me at [email protected]
with any questions
“The ache for home lives in all of us. The safe place where we can go as we are and not be questioned.”
~ Maya Angelou
For additional resources and more information on working with immigrant and refugee students please see the latest issue of the ASCA School Counselor Magazine.