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At-Risk Student Populations. A Closer Look at Hispanic Immigrant Students Presentation compiled by: Jane Steiner. At-Risk Youth Defined. Not likely to finish high school Underachievement At-risk factors affect healthy lifestyles, attitudes, and academic progress

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at risk student populations

At-Risk Student Populations

A Closer Look at Hispanic Immigrant Students

Presentation compiled by: Jane Steiner

at risk youth defined
At-Risk Youth Defined
  • Not likely to finish high school
  • Underachievement
  • At-risk factors affect healthy lifestyles, attitudes, and academic progress
  • Challenges affect immigrant Hispanic students
contributing factors poverty
Contributing Factors-Poverty
  • Living in poverty and its effects
    • physically and psychologically
    • educationally
    • employment opportunities
    • future earnings
    • quality of life
contributing factors home family
Contributing Factors-Home/Family
  • Familial stressors

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

contributing factors school environment
Contributing Factors-School Environment
  • Rapid increase in Hispanic immigrant population creates school district concerns
more contributing factors school environment
More Contributing Factors-School Environment
  • Immigrant student concerns
    • racism & lack of social acceptance
    • English language acquisition
    • inadequate social support networks
    • different learning styles
at risk behaviors school perspective
tardiness

absenteeism

poor grades

truancy

low math and reading scores

failing one or more grades

verbal and language deficiency

inability to tolerate structured activities

dropping out of school

aggressive behaviors

rebellious attitude toward school authority

At-Risk BehaviorsSchool Perspective
at risk behavior mental health perspective
drug and alcohol use & abuse

eating disorders

gang membership

pregnancy

suicide or suicide ideation

aggression

withdrawal and isolation

low self-esteem

school-related problems

sexual acting out

depression

At-Risk BehaviorMental Health Perspective
at risk behavior home perspective
failing to obey rules or directives

avoiding taking part in family activities

spending a great deal of time alone in their room

being secretive about friends & activities

not 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

At-Risk BehaviorHome Perspective
resiliency
Resiliency
  • Resiliency defined
  • Important 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?

characteristics of resiliency
Characteristics of Resiliency
  • Personality traits
  • Protective factors
  • Detailed protective factors
prevention intervention
Prevention & Intervention
  • Academic/School Based
  • Home Support
  • School Counselor Specific
approaches to prevention
Approaches to Prevention
  • Primary
  • Secondary
  • Tertiary
school prevention strategies
School Prevention Strategies
  • Special schools and academic programs for immigrant students
  • Trained school faculty and staff
  • Multicultural student citizens
effective instructional techniques
Effective Instructional Techniques
  • Using language purposefully to make meaning
  • Supporting communication in the classroom
  • Supporting instruction in the classroom
school intervention strategies
School Intervention Strategies
  • Discuss student concerns at multidisciplinary staff meeting
  • Pull-out groups for struggling students
  • Services provided from community liaison and social worker
  • Extra-curricular clubs and activities
  • New student buddy/mentoring programs
school prevention strategies for parents and community members
School Prevention Strategies for Parents and Community Members
  • Parenting programs
  • Topic specific informational programs
  • Economic support programs
home prevention strategies
Home Prevention Strategies
  • Parent and family involvement

-students benefit academically and emotionally

counselor specific prevention strategies
Counselor Specific Prevention Strategies
  • Support groups
  • Developing life skills
  • Enhancing interpersonal communication
  • Achieving self-management & self-control
  • Coping with stress
counselor specific intervention strategies
Counselor Specific Intervention Strategies
  • Guidance curriculum
  • Individual student planning
  • Responsive services
  • Systems support
more counselor specific intervention strategies
More Counselor Specific Intervention Strategies
  • Seek to connect with Hispanic students and inform them of counselor role
  • Serve as liaison between school and community

-resources

-school volunteers

-professionals

counselor competencies understanding the hispanic culture
Counselor Competencies – Understanding the Hispanic Culture
  • Family
  • Religion and spirituality
  • Linguistic differences
  • Time orientation
counselor competencies
Counselor Competencies
  • Understanding 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 messages
  • Aware of helping style & recognizing its limits
counselor competencies24
Counselor Competencies
  • Self-exploration
  • White Racial Identity Development Model

-Contact, Disintegration, Reintegration, Pseudoindependence, Immersion, Autonomy

  • Cross Model

-Preencounter, Internalization

  • Generic Cultural Identity Development Model (CID)

-Conformity, Dissonance, Resistance, Introspection, Integrative

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)

Awareness Exercise
using data
Using Data
  • Advocate for change
  • Use school specific data to determine role
  • Accountability measures
community resources
Community Resources
  • Aspira of Broward
  • Broward County Family Success Centers - Refugee Services
  • Family Central - Crianza con Carino program
  • Hispanic Unity
  • Urban League of Broward County
internet resources
Internet Resources
  • www.fldoe.org/
  • www.welcometousa.gov/default.htm
  • www.broward.k12.fl.us/esol/
  • www.schoolcounselor.org/
  • www.broward.org/arts/home.htm
literature resources for counselors parents teachers
Literature Resources for Counselors, Parents & Teachers
  • Around the World in 80 Pages

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

  • People

Spier, P. (1980). People. Doubleday, NY: Peter Spier.

presentation references
Presentation References
  • 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, http://www.ncela.gwu.edu/pubs/nysed/languagearts/ch01.pdf
  • 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.
  • 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), 258-265.
  • Williams, F. C., & Butler, S. K. (2003). Concerns of newly arrived immigrant students: Implications for school counselors. Professional School Counseling, 7, 9-14.