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At-Risk Student Populations A Closer Look at Hispanic Immigrant Students Presentation compiled by: Jane Steiner.

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Presentation on theme: "At-Risk Student Populations A Closer Look at Hispanic Immigrant Students Presentation compiled by: Jane Steiner."— Presentation transcript:

1 At-Risk Student Populations A Closer Look at Hispanic Immigrant Students Presentation compiled by: Jane Steiner

2 At-Risk Youth Defined Not likely to finish high schoolNot likely to finish high school UnderachievementUnderachievement At-risk factors affect healthy lifestyles, attitudes, and academic progressAt-risk factors affect healthy lifestyles, attitudes, and academic progress Challenges affect immigrant Hispanic studentsChallenges affect immigrant Hispanic students

3 Contributing Factors-Poverty Living in poverty and its effectsLiving in poverty and its effects –physically and psychologically –educationally –employment opportunities –future earnings –quality of life

4 Contributing Factors- Home/Family Familial stressorsFamilial stressors -all members of the family experience new stressors that make daily tasks very challenging

5 Contributing Factors-School Environment Rapid increase in Hispanic immigrant population creates school district concernsRapid increase in Hispanic immigrant population creates school district concerns

6 More Contributing Factors-School Environment Immigrant student concernsImmigrant student concerns –racism & lack of social acceptance –English language acquisition –inadequate social support networks –different learning styles

7 At-Risk Behaviors School Perspective tardinesstardiness absenteeismabsenteeism poor gradespoor grades truancytruancy low math and reading scoreslow math and reading scores failing one or more gradesfailing one or more grades verbal and language deficiency inability to tolerate structured activities dropping out of school aggressive behaviors rebellious attitude toward school authority

8 At-Risk Behavior Mental Health Perspective drug and alcohol use & abusedrug and alcohol use & abuse eating disorderseating disorders gang membershipgang membership pregnancypregnancy suicide or suicide ideationsuicide or suicide ideation aggression withdrawal and isolation low self-esteem school-related problems sexual acting out depression

9 At-Risk Behavior Home Perspective failing to obey rules or directivesfailing to obey rules or directives avoiding taking part in family activitiesavoiding taking part in family activities spending a great deal of time alone in their roomspending a great deal of time alone in their room being secretive about friends & activitiesbeing secretive about friends & activities not communicating with parents & siblingsnot communicating with parents & siblings displaying attitudes and values different from family resisting going to school or discussing school activities arguing about everything staying away from home as much as possible

10 Resiliency Resiliency definedResiliency defined Important questions to ask ourselvesImportant questions to ask ourselves 1.-How can school counselors foster resiliency in these students to avoid negative outcomes? 2.-Why is it that students can face the same set of life circumstances and end with completely different outcomes as adults?

11 Characteristics of Resiliency Personality traitsPersonality traits Protective factorsProtective factors Detailed protective factorsDetailed protective factors

12 Prevention & Intervention Academic/School BasedAcademic/School Based Home SupportHome Support School Counselor SpecificSchool Counselor Specific

13 Approaches to Prevention PrimaryPrimary SecondarySecondary TertiaryTertiary

14 School Prevention Strategies Special schools and academic programs for immigrant studentsSpecial schools and academic programs for immigrant students Trained school faculty and staffTrained school faculty and staff Multicultural student citizensMulticultural student citizens

15 Effective Instructional Techniques Using language purposefully to make meaningUsing language purposefully to make meaning Supporting communication in the classroomSupporting communication in the classroom Supporting instruction in the classroomSupporting instruction in the classroom

16 School Intervention Strategies Discuss student concerns at multidisciplinary staff meetingDiscuss student concerns at multidisciplinary staff meeting Pull-out groups for struggling studentsPull-out groups for struggling students Services provided from community liaison and social workerServices provided from community liaison and social worker Extra-curricular clubs and activitiesExtra-curricular clubs and activities New student buddy/mentoring programsNew student buddy/mentoring programs

17 School Prevention Strategies for Parents and Community Members Parenting programsParenting programs Topic specific informational programsTopic specific informational programs Economic support programsEconomic support programs

18 Home Prevention Strategies Home Prevention Strategies Parent and family involvementParent and family involvement -students benefit academically and emotionally

19 Counselor Specific Prevention Strategies Support groupsSupport groups Developing life skillsDeveloping life skills Enhancing interpersonal communicationEnhancing interpersonal communication Achieving self-management & self-controlAchieving self-management & self-control Coping with stressCoping with stress

20 Counselor Specific Intervention Strategies Guidance curriculumGuidance curriculum Individual student planningIndividual student planning Responsive servicesResponsive services Systems supportSystems support

21 More Counselor Specific Intervention Strategies Seek to connect with Hispanic students and inform them of counselor roleSeek to connect with Hispanic students and inform them of counselor role Serve as liaison between school and communityServe as liaison between school and community-resources -school volunteers -professionals

22 Counselor Competencies – Understanding the Hispanic Culture FamilyFamily Religion and spiritualityReligion and spirituality Linguistic differencesLinguistic differences Time orientationTime orientation

23 Counselor Competencies Understanding the sociopolitical system oppression in the US with respect to its treatment of minoritiesUnderstanding the sociopolitical system oppression in the US with respect to its treatment of minorities Capable of generating a wide variety of verbal and non-verbal responses and messagesCapable of generating a wide variety of verbal and non-verbal responses and messages Aware of helping style & recognizing its limitsAware of helping style & recognizing its limits

24 Counselor Competencies Self-explorationSelf-exploration White Racial Identity Development ModelWhite Racial Identity Development Model -Contact, Disintegration, Reintegration, Pseudoindependence, Immersion, Autonomy Cross ModelCross Model -Preencounter, Internalization Generic Cultural Identity Development Model (CID)Generic Cultural Identity Development Model (CID) -Conformity, Dissonance, Resistance, Introspection, Integrative

25 Awareness Exercise 1- What does it mean to be White? What does it mean to be a Black/minority? 2- What are the benefits of being White? What are the benefits of being a Black/minority person? 3- How have you benefited from White privilege? How have you benefited from being a Black/minority person? 4- From the stages of racial identity development, can you identify the stage that describes the phase where you find yourself at the present moment? (Contact, Disintegration, Reintegration, Pseudoindependence, Immersion, Autonomy)

26 Using Data Advocate for changeAdvocate for change Use school specific data to determine roleUse school specific data to determine role Accountability measuresAccountability measures

27 Community Resources Aspira of BrowardAspira of Broward Broward County Family Success Centers - Refugee ServicesBroward County Family Success Centers - Refugee Services Family Central - Crianza con Carino programFamily Central - Crianza con Carino program Hispanic UnityHispanic Unity Urban League of Broward CountyUrban League of Broward County

28 Internet Resources

29 Literature Resources for Counselors, Parents & Teachers Around the World in 80 PagesAround the World in 80 Pages Mason, A. (1995). Around the world in 80 pages. Brookfield, CT: Copper Beech Books. PeoplePeople Spier, P. (1980). People. Doubleday, NY: Peter Spier.

30 Presentation References Capuzzi, D., & Gross, D. R. (Eds.). (2000). Youth at risk. Alexandria, VA: American Counseling Association.Capuzzi, D., & Gross, D. R. (Eds.). (2000). Youth at risk. Alexandria, VA: American Counseling Association. Kelly, B. L., & Cooper, C. D. (Eds.). (1999). Parent and family involvement. Retrieved October, 30, 2007, B. L., & Cooper, C. D. (Eds.). (1999). Parent and family involvement. Retrieved October, 30, 2007, Ter Maat, M. B. (2006). Information presented in lecture handouts from Florida School Counselor Association workshop on multicultural counseling held at Nova Southeastern University.Ter Maat, M. B. (2006). Information presented in lecture handouts from Florida School Counselor Association workshop on multicultural counseling held at Nova Southeastern University. Vernon, A. (2004). Counseling children and adolescents. Denver, Colorado: Love Publishing Company.Vernon, A. (2004). Counseling children and adolescents. Denver, Colorado: Love Publishing Company. Villalba, J., Akos, P., Keeter, K., Ames, A. (2007). Promoting latino student achievement and development through the ASCA national model. Professional School Counseling, 10 (5).Villalba, J., Akos, P., Keeter, K., Ames, A. (2007). Promoting latino student achievement and development through the ASCA national model. Professional School Counseling, 10 (5). Watts-Taffe, S., & Truscott, D. (2000). Using what we know about language and literacy development for ESL students in the mainstream classroom. Language Arts, 77 (3), Watts-Taffe, S., & Truscott, D. (2000). Using what we know about language and literacy development for ESL students in the mainstream classroom. Language Arts, 77 (3), Williams, F. C., & Butler, S. K. (2003). Concerns of newly arrived immigrant students: Implications for school counselors. Professional School Counseling, 7, 9-14.Williams, F. C., & Butler, S. K. (2003). Concerns of newly arrived immigrant students: Implications for school counselors. Professional School Counseling, 7, 9-14.


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