Academic literature on the topic 'Counselors – Latin America'
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Journal articles on the topic "Counselors – Latin America"
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LeBlanc, Sandra, and Julie F. Smart. "Power, Perception, and Privilege: White Privilege and the Rehabilitation of Mexican Americans." Journal of Applied Rehabilitation Counseling 36, no. 2 (June 1, 2005): 12–19. http://dx.doi.org/10.1891/0047-2220.36.2.12.
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Rehabilitation counselors are gatekeepers to services in the state/federal vocational rehabilitation agency. Further, it is safe to state that the majority of these counselors are white, non-Hispanic Americans. Juxtaposed with these twin realities is the growing number of Hispanic/Latino Americans with disabilities, the greatest number of whom are of Mexican origin. Therefore, it becomes necessary for rehabilitation counselors to examine the concepts, history, and results of white privilege. In rehabilitation, white privilege may affect the higher rates of disabilities experienced by Mexican Americans and the fact that once Mexican Americans acquire these disabilities, they experience more secondary conditions and complications (than white, non-Hispanics). Acceptance for services in the state/federal VR system can be influenced by white privilege. Once accepted for services, white privilege can create distance and a power differential between the rehabilitation counselor and the Mexican American client. In addition, biases and inaccurate (and unconscious) perceptions of the counselor may lead to inaccurate assessments and underestimation of the Mexican American client's potential for rehabilitation. Practice recommendations which empower the Mexican American client are presented.
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Tiburcio, Marcela, Ma Asunción Lara, Araceli Aguilar Abrego, Morise Fernández, Nora Martínez Vélez, and Alejandro Sánchez. "Web-Based Intervention to Reduce Substance Abuse and Depressive Symptoms in Mexico: Development and Usability Test." JMIR Mental Health 3, no. 3 (September 29, 2016): e47. http://dx.doi.org/10.2196/mental.6001.
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Background The development of Web-based interventions for substance abuse in Latin America is a new field of interest with great potential for expansion to other Spanish-speaking countries. Objective This paper describes a project aimed to develop and evaluate the usability of the Web-based Help Program for Drug Abuse and Depression (Programa de Ayuda para Abuso de Drogas y Depresión, PAADD, in Spanish) and also to construct a systematic frame of reference for the development of future Web-based programs. Methods The PAADD aims to reduce substance use and depressive symptoms with cognitive behavioral techniques translated into Web applications, aided by the participation of a counselor to provide support and guidance. This Web-based intervention includes 4 steps: (1) My Starting Point, (2) Where Do I Want to Be? (3) Strategies for Change, and (4) Maintaining Change. The development of the program was an interactive multistage process. The first stage defined the core structure and contents, which were validated in stage 2 by a group of 8 experts in addiction treatment. Programming of the applications took place in stage 3, taking into account 3 types of end users: administrators, counselors, and substance users. Stage 4 consisted of functionality testing. In stage 5, a total of 9 health professionals and 20 drug users currently in treatment voluntarily interacted with the program in a usability test, providing feedback about adjustments needed to improve users’ experience. Results The main finding of stage 2 was the consensus of the health professionals about the cognitive behavioral strategies and techniques included in PAADD being appropriate for changing substance use behaviors. In stage 5, the health professionals found the functionalities easy to learn; their suggestions were related to the page layout, inclusion of confirmation messages at the end of activities, avoiding “read more” links, and providing feedback about every activity. On the other hand, the users said the information presented within the modules was easy to follow and suggested more dynamic features with concrete instructions and feedback. Conclusions The resulting Web-based program may have advantages over traditional face-to-face therapies owing to its low cost, wide accessibility, anonymity, and independence of time and distance factors. The detailed description of the process of designing a Web-based program is an important contribution to others interested in this field. The potential benefits must be verified in specific studies. Trial Registration International Standard Randomized Controlled Trial Number (ISRCTN): 25429892; http://www.controlled-trials.com/ISRCTN25429892 (Archived by WebCite at http://www.webcitation.org/6ko1Fsvym)
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Ohrt, Jonathan H., Glenn W. Lambie, and Kara P. Ieva. "Supporting Latino and African-American Students in Advanced Placement Courses: A School Counseling Program's Approach." Professional School Counseling 13, no. 1 (October 2009): 2156759X0901300. http://dx.doi.org/10.1177/2156759x0901300104.
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Traditionally, Latino and African-American students have been underrepresented in Advanced Placement courses. However, professional school counselors work to remove barriers to all students’ success. This article (a) identifies challenges that Latino and African-American students encounter in accessing Advanced Placement courses, (b) reviews the role of professional school counselors in serving traditionally disenfranchised student populations, and (c) intro-duces a school counseling program's approach to supporting these students and their families.
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Vega, Desireé, and James L. Moore III. "Access to gifted education among African-American and Latino males." Journal for Multicultural Education 12, no. 3 (August 13, 2018): 237–48. http://dx.doi.org/10.1108/jme-01-2017-0006.
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Purpose Across the nation, African-American and Latino males have experienced limited access to placement in gifted education programs. This paper aims to pinpoint and describe the factors that frequently influence access to gifted education programming among African-American and Latino males. Design/methodology/approach African-American and Latino males are persistently underrepresented in gifted education for reasons such as teachers’ narrow conceptions of giftedness, teachers’ bias in the nomination process and teachers’ inappropriate usage and interpretation of intelligence measures. When these students qualify for such services, they often experience feelings of isolation and loneliness due to scarce representation of other African-American and Latino male students. A review of extant literature was conducted to identify factors that influence access to gifted education programming among African-American and Latino males. Findings African-American and Latino males encounter roadblocks in being identified for gifted placement and many also experience implicit biases and stereotypical beliefs about their ability. The need for culturally competent professionals is critical to meet the academic and social-emotional needs of gifted African-American and Latino males. Practical implications Recommendations for school psychologists and school counselors are offered to support the needs of gifted African-American and Latino males, assist in increasing their identification and participation in gifted education, and promote academic success. Originality/value There is an urgent need for research on access and placement in gifted programming among African-American and Latino males. Moreover, the role of school psychologists and school counselors should be considered in facilitation of gifted identification and placement.
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Hampton, Nan Zhang, and Yanan Zhu. "Gender, Culture, and Attitudes Toward People with Psychiatric Disabilities." Journal of Applied Rehabilitation Counseling 42, no. 3 (September 1, 2011): 12–19. http://dx.doi.org/10.1891/0047-2220.42.3.12.
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The purpose of the study was to examine the effects of gender and culture on attitudes toward people with psychiatric disabilities (PWPD). Two hundred and forty university students from Asian, Latino, and European American cultural backgrounds participated in the study. The Opinions about Mental Illness scale was used to measure attitudes, and the Level of Contact Scale was used to measure the covariant – contact with PWPD. A 2 (gender) x 3 (culture) MANCOVA was performed. Results indicated that female students in all three ethnic groups had more positive attitudes toward PWPD than did male students. Of the three ethnic cultural groups, European American students had the most positive view of PWPD, and Latino American students had the least positive view of PWPD. Implications of the results for rehabilitation counselors and researchers are discussed.
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Dailey, Stephanie F., Maggie M. Parker, A. Diona Emmanuel, and Andrew Campbell. "Mental Health and COVID-19: Symptom Prevalence, Sociodemographic Associations, and Implications for Practice." Journal of Mental Health Counseling 44, no. 4 (October 1, 2022): 343–61. http://dx.doi.org/10.17744/mehc.44.4.05.
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The COVID-19 pandemic has had an unprecedented impact on mental health. The current study examined symptoms of depression and anxiety and sociodemographic factors associated with increased symptoms among 1,242 adults under the same state-issued stay-at-home mandate. Mean anxiety and depression scores were 58.07 ± 9.6 and 55.18 ± 10.49, with the majority of participants indicating clinically significant symptoms of anxiety (n = 831, 66.90%) and depression (n = 652, 52.49%). African American and Latino/a American participants, individuals under the age of 45, and unemployed individuals or persons working in professional jobs presented with the most significant risk for adverse outcomes. Implications highlight the vital role of clinical mental health counselors in supporting at-risk populations and the need for future research supporting prevention-based, culturally appropriate screening and treatment protocols.
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Santos, Ellen Caroline Da Silva, and Jair Magalhães Da Silva. "Função do Conselho de Saúde e Conhecimento de Trabalhadores e Conselheiros de Saúde: uma Revisão Integrativa." UNICIÊNCIAS 23, no. 1 (June 30, 2019): 60. http://dx.doi.org/10.17921/1415-5141.2019v23n1p60-64.
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O presente estudo tem o objetivo de identificar a função do Conselho de Saúde, e o conhecimento de trabalhadores e de conselheiros de saúde sobre o mecanismo de controle social, por meio de uma revisão integrativa. Os estudos foram selecionados por meio de buscas na base de dados Literatura Latino-Americano e do Caribe em Ciências da Saúde (Lilacs) e na biblioteca eletrônica Scientific Electronic Library Online (SciELO), utilizando como descritores para a busca dos artigos: Participação social; Conselhos de saúde; Controle social; Política de saúde. Foram selecionados dez estudos publicados entre 2013 e 2018, publicados em português e na íntegra, e que abordassem sobre a temática. Evidencia-se a necessidade de conhecimento sobre os Conselhos, por parte dos trabalhadores da saúde e falta de capacitação por parte dos usuários que compõem o Conselho de Saúde (CS), o que dificulta uma participação representativa e efetiva do segmento representado. Diante das lacunas encontradas na literatura e a falta de conhecimento, pela maioria dos trabalhadores da saúde e de conselheiros de saúde, faz-se necessário a realização de novas pesquisas sobre a temática e investimentos em capacitações para trabalhadores de saúde e conselheiros. Palavras-chave: Conselho de Saúde. Trabalhador da Saúde. Conselheiros de Saúde.AbstractThis study aims to identify the role of the health council and the workers’ and health counselors’ knowledge about the mechanism of social control, through an integrative review. The studies were selected through studies in the Latin American and Caribbean Literature in Health Sciences database (LILACS) and in the electronic library Scientific Electronic Library Online (SciELO), using as descriptors for searching the articles: Social participation; Health Council; Social control; Health policy. tem Ten studies were selected, published between 2013 and 2018, in Portuguese and in full, that discussed on the subject. It is evidenced the need of knowledge about the councils, on the part of the health workers and lack of qualification by the users that compose the health council, what hinders a representative and effective participation of the represented segment. Given the gaps found in the literature and the lack of knowledge by the majority of health workers and health advisors, it is necessary to carry out new research on the subject and investments in training for health workers and counselors.Keywords: Health Council. Health Worker. Health Counselors.
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Whitworth, Pat, Peter Beitsch, Christopher Arnell, Hannah C. Cox, Krystal Brown, John Kidd, and Johnathan M. Lancaster. "Impact of Payer Constraints on Access to Genetic Testing." Journal of Oncology Practice 13, no. 1 (January 2017): e47-e56. http://dx.doi.org/10.1200/jop.2016.013581.
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Background: With increased demand for hereditary cancer genetic testing, some large national health-care insurance payers (LNHPs) have implemented policies to minimize inappropriate testing by mandating consultation with a geneticist or genetic counselor (GC). We hypothesized such a restriction would reduce access and appropriate testing. Methods: Test cancellation rates (ie, tests ordered that did not result in a reported test result), mutation-positive rates, and turnaround times for comprehensive BRCA1/2 testing for a study LNHP that implemented a GC-mandate policy were determined over the 12 months before and after policy implementation (excluding a 4-month transition period). Cancellation rates were evaluated based on the reason for cancellation, National Comprehensive Cancer Network testing criteria, and self-identified ancestry. A control LNHP was evaluated over the same period for comparison. Results: The study LNHP cancellation rate increased from 13.3% to 42.1% ( P < .001) after policy implementation. This increase was also observed when only individuals who met National Comprehensive Cancer Network criteria for hereditary breast and ovarian cancer testing were considered (9.5% to 37.7%; P < .001). Cancellation rates increased after policy introduction for all ancestries; however, this was more pronounced among individuals of African or Latin American ancestry, for whom cancellation rates rose to 48.9% and 49.6%, respectively, compared with 33.9% for individuals of European ancestry. Over this same time period, control LNHP cancellation rates decreased or stayed the same for all subgroups. Conclusion: These findings demonstrate that a GC-mandate policy implemented by a LNHP substantially decreased access to appropriate genetic testing, disproportionately impacting minority populations without any evidence that inappropriate testing was decreased.
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Stephan, Jennifer L. "Social Capital and the College Enrollment Process: How Can a School Program Make a Difference?" Teachers College Record: The Voice of Scholarship in Education 115, no. 4 (April 2013): 1–39. http://dx.doi.org/10.1177/016146811311500407.
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Background College attendance has become a crucial determinant of life chances in U.S. society. Besides college costs and academic preparation, college-related cultural and social capital may help explain socioeconomic differences in whether and where students attend college. While high school counselors are seen as potential agents of social capital, the standard counseling model, developed to serve middle-class students, may not translate effectively to schools serving disadvantaged students. The college coach program, introduced in 12 non-selective Chicago Public Schools (CPS) in the fall of 2004, provides an alternative model. In contrast to the standard high school counseling model, college coaches take a “community organizer” role in assisting the college enrollment process. Statistical difference-in-differences analysis suggests that coaches may have improved the kinds of colleges that students attended, particularly for less advantaged students (Stephan, 2010). Purpose This qualitative study describes how the coach program works and analyzes key aspects that may explain its positive relationship with college enrollment outcomes. Participants Interviews were conducted between the spring of 2006 and spring of 2007 with 9 current and former college coaches, 2 postsecondary specialists (to whom the coaches report), and 30 high school seniors in 2 coach schools, which, like other non-selective CPS high schools, serve students who are predominantly African American or Latino and low-income. Research Design Responses to semi-structured interviews with coaches and students were coded for recurring themes and according to interview questions. A model of how coaches create social capital emerged from iterations between coding interviews and studying previous research on the creation of social capital. Conclusions The results suggest that coaches use new advising strategies (different from typical school counseling practices) to increase students’ college-related social capital and subsequently increase the number of students completing college actions, which may explain improved enrollment outcomes. This research highlights previously tacit assumptions about how counseling should work and details new advising procedures that may benefit disad-vantaged students in the college enrollment process. More generally, this research discusses specific social mechanisms through which policy or institutions may create social capital to improve educational attainment.
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Gluck, Larry, Armand DeSollar, Matthew Hudson, LeAnn Perkins, Julia Yates, Susan Webb, and Gina Franco. "Abstract P034: Prevent Cancer-Greenville: identifying and influencing cancer risk." Cancer Prevention Research 16, no. 1_Supplement (January 1, 2023): P034. http://dx.doi.org/10.1158/1940-6215.precprev22-p034.
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Abstract Purpose: Prevent Cancer - Greenville started in 2018 and provides study participants the opportunity to have their risk of developing cancer stratified into a personalized plan of screening and behavior modification as well as contribute to longitudinal cancer prevention research. Prevent Cancer - Greenville’s dual objectives include a participant educational focus based on individual risks as well as a long-term research objective of correlation of lifestyle and environmental influences on an individual’s molecular constitution and for those affected, the development of a cancer. Methods: Volunteer participants are accrued through open enrollment which is promoted through Prisma News, printed and online news articles, community events and a listing on the National Institute of Health clinicaltrials.gov website. Participants must be at least 18 years of age and must speak English to enroll. Enrollees participate in a yearly risk assessment, including diet, exercise, body composition using bioimpedance spectroscopy, and individual risk factors, with the data banked in a longitudinal manner. At each yearly visit, blood, urine, and buccal swab specimens are collected and stored along with participant’s lifestyle habits, body composition, and medical history as discrete data points. The potential to store thousands of participants’ specimens yearly for a decade or more creates an opportunity to retrospectively identify the likely multiple and sequential molecular events leading to the development of cancer. In short, patients eventually developing a malignancy will have a biological repository of DNA, RNA, and proteins that can potentially be deciphered as “steppingstones” leading to their illness. These molecular signatures will open the prospect of predicting cancer event pathways before clinical cancer develops, helping to correlate the epigenetic hallmarks of cancer development (nutrition, exercise, body fat content, microbiome). Results: Our team analyzed the current data collection for the 848 total participants accrued. The participants are 77.2% female and 22.8% male. Race is made up of 91.6% Caucasian, 6.3% African American, 1.3% Asian, and 0.7% Other. Ethnicity includes 2.6% Hispanic or Latino and 97.4% Non-Hispanic or Latino. A total of 11 participants have developed cancer since enrollment in the study. A total of 1600 buccal aliquots, 4,496 blood aliquots, and 888 urine aliquots are currently stored in the biorepository. Germline testing provided by a genetic counselor outside of the study identified 107 participants with pathogenic gene variants. Conclusion: The sequential annual visits will allow future molecular mapping and support strategies for early identification of malignancy and prevention of clinical disease through targeted interventions. To date, improving diversity has been challenging despite continued efforts. Citation Format: Larry Gluck, Armand DeSollar, Matthew Hudson, LeAnn Perkins, Julia Yates, Susan Webb, Gina Franco. Prevent Cancer-Greenville: identifying and influencing cancer risk. [abstract]. In: Proceedings of the AACR Special Conference: Precision Prevention, Early Detection, and Interception of Cancer; 2022 Nov 17-19; Austin, TX. Philadelphia (PA): AACR; Can Prev Res 2023;16(1 Suppl): Abstract nr P034.
Dissertations / Theses on the topic "Counselors – Latin America"
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Valentín, de Domena María. "Self-reported job satisfaction of Latina/Latino bilingual social workers and counselors in San Bernardino County." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/681.
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Varquez, Paolo. "Career development activities of school counselors at predominantly Latino high schools." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10065198.
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This embedded case study explored and described the delivery of career development activities by high school counselors (n=9) at predominantly Latino high schools within a Southern California school district. Using the ASCA National Standards as a guide, participants were queried about their adherence to said standards. The following themes emerged: (a) The Need for Parental Involvement in Students’ Education, (b) Counselors’ Barriers to Delivering Career Development Activities, (3) Perceptions of a Potential Career Development Course, (4) Career Exploration, (5) and Lack of Accountability for ASCA Standards. The results from the questionnaire highlighted inconsistency among the participants’ delivery of career development competencies. Limitations include a small sample size and questionnaire flaws. Implications include the need to track fidelity for ASCA National Standards, improve parental involvement, reduce non-counseling tasks, and reduce the student-to-school counselor ratio. Recommendations for future research for educators in predominantly Latino high schools are provided.
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Robinson, Dawn M. "The Perceived Relationship between Wellness and Microaggressions in African American and Latina American Female Doctoral Students in Counselor Education Programs." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/cps_diss/68.
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Wellness has been identified as one of the primary goals in the counseling profession (Myers, 1992; Myers & Sweeney, 2005; Roscoe, 2009). Although wellness is one of the main goals of counseling, and there has been a plethora of research on wellness, there is a scarcity of wellness research focused on counselors, and counselors in training (Myers & Sweeney, 2008). Research on racial discrimination and microaggressions in students, as well as faculty in higher education suggests that many colleges and universities are hostile settings for people of color (Bradley & Holcomb-McCoy, 2004; Salazar, 2009; Salazar et al., 2004). Day to day experience with racial microaggressions can be detrimental to the well-being of people of color (Sue, Lin, Torino, Capodilupo, & Rivera, 2009; Troxel et al., 2003). This study utilized qualitative methods to examine the perceived relationship between racial microaggressions and wellness in female graduate students of color. A phenomenological approach (Creswell, 2007; Moustakas, 1994) guided this methodology. Participants included seven African American and one Latina American females who were enrolled in CACREP accredited counselor education doctoral programs in one region of the United States. Participants were interviewed face to face and/or by phone in two rounds of interviews. Interview questions addressed participants’ experiences, their definitions of wellness, and their perceptions of the relationship between wellness and racial microaggressions. Participants discussed seven themes including: program experience, day to day experiences of microaggressions, types of microaggressions, wellness, the impact of microaggressions on wellness, wellness strategies in coping with microaggressions, and program expectations. The primary types of microaggressions experienced were microinsults (n=8) and microinequities (n=7). Microaggressions were found to have an impact on emotional, academic/career, overall, interpersonal/social, physical, psychological, personal, and spiritual components of wellness. Wellness strategies helped to decrease participants (n=4) vulnerability to racial microaggressions. This study provides information which informs counseling programs of the unique experiences and needs of Latina and African American female graduate students, with implications for increasing retention rates and improving the overall quality and wellness of these students.
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Barcenas, Jaimez Gustavo. "Child-Centered Play Therapy (CCPT) with Latina/o Children Exhibiting School Behavior Problems: Comparative Effects of Delivery by Spanish-Speaking and English-Speaking Counselors." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062839/.
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The shortage of bilingual counselors is one barrier to young Latina/o children receiving mental health services. Child-centered play therapy (CCPT) is a developmentally responsive intervention based on the premise that play is children's natural means of communication across cultures. This randomized controlled study examined the effects of CCPT with young Spanish-speaking Latina/o children exhibiting clinical levels of school behavior problems. Participants were 57 pre-K to kindergarten Latina/o children (72% male; mean age = 4.0) randomly assigned to three treatment groups: CCPT with Spanish-speaking, bilingual counselors; CCPT with English-speaking, monolingual counselors; or active control (bilingual mentoring). Monolingual counselors participated in cultural competency training and supervision with bilingual counselors and supervisors. According to independent observers and teachers blinded to children's group assignment, both the bilingual CCPT group and the monolingual CCPT group demonstrated moderate treatment effects over bilingual mentoring, yet between-group differences were not statistically significant. Analysis of within-group change over time indicated that children in both CCPT interventions demonstrated statistically significant improvement, while the mentoring group did not. The percentage of children in each treatment group who improved from clinical to normal behavioral functioning suggests the clinical significance of the findings: 80% bilingual CCPT, 70% monolingual CCPT, 15% bilingual mentoring. Overall, findings indicate that CCPT, whether delivered by bilingual counselors or culturally-competent, monolingual counselors, is a promising intervention for young Latina/o children exhibiting behavior problems.
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Jones, Victor Jerrell. "Influences on Latino Males' Enrollment in Four-Year Colleges." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248394/.
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The purpose of this study was to explore characteristics that influence Latino male students' enrollment in four-year colleges. This study utilized a mixed-methods approach and acquired information specifically pertaining to the high school Latino male population. Participants for the study included Latino male high school students in Grades 9-12, parents of Latino male high school students in Grades 9-12, and counselors of high school students in Grades 9-12. The study was conducted across two campuses. Data for student and parent participants were obtained through an online survey questionnaire and counselor data was obtained through face-to-face semi-structured interviews. The results of this study reveal that there are influential characteristics that contribute to Latino males' potential enrollment in college. Of the data obtained from student participants, 70.2% of participants on Campus 1 and 90.5% of participants on Campus 2 planned on attending college. Responses from parent surveys found that 85.8% of parents had expectations for their Latino male student to attend college. Through the semi-structured focus group interviews, it was found that the school district and campuses in which the study was conducted had several procedures or processes in place to positively encourage Latino male student enrollment in four-year colleges. Results of this study provide a better understanding and insight on characteristics that influence the high school Latino male student in Grades 9-12 to enroll in college.
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Balotta, Maria. "Como el cantar del coquí: Educators of the Puerto Rican Diaspora in the U.S. Describe What Resilience Means to Them." Ashland University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1304085552.
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Wells, Kristina Elfriede. "Addressing the achievement gap for African American, Latino and Native American adolescents : implications and approaches for white school counselors." Thesis, 2010. http://hdl.handle.net/2152/ETD-UT-2010-05-889.
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The achievement gap is still an epidemic in America and many schools struggle with identifying the reasons that their students of color are not achieving at the same rates as their White peers. This review of the literature uncovers some of these reasons and gives counselors ideas for how they can help these students achieve appropriately. Throughout the literature the disproportionate ratio between the overwhelming majority of White school counselors and educators and the growing number of students of color is clear, meaning that Whites in educator roles are over-represented compared to the demographics of the student body. Also, it is evident that the education that counselors have received in the past, and are still receiving, has been lacking in multicultural competency standards. These are just a few of the reasons for the emotional disconnect that students of color feel with the education system and counselors in particular, which makes the job of the counselor difficult when trying to help all children be successful, as is mandated by the American School Counselor Association and NCLB. The literature suggests that White school counselors can become multiculturally competent and can improve school climates to embrace diverse cultures, which in turn increases the chances of student success. Counselors are important change agents in schools and can help to close the achievement gap.text
Books on the topic "Counselors – Latin America"
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Clemente, Roberto. Interdependent perspective of functions and relations perceived by school counselors ESL teachers, European American, and Latino students. 1998.
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The Bilingual Counselor's Guide to Spanish. Routledge, 2013.
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Swazo, Roberto. Bilingual Counselor's Guide to Spanish: Basic Vocabulary and Interventions for the Non-Spanish Speaker. Taylor & Francis Group, 2013.
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Swazo, Roberto. Bilingual Counselor's Guide to Spanish: Basic Vocabulary and Interventions for the Non-Spanish Speaker. Taylor & Francis Group, 2013.
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Swazo, Roberto. Bilingual Counselor's Guide to Spanish: Basic Vocabulary and Interventions for the Non-Spanish Speaker. Taylor & Francis Group, 2013.
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Swazo, Roberto. Bilingual Counselor's Guide to Spanish: Basic Vocabulary and Interventions for the Non-Spanish Speaker. Taylor & Francis Group, 2013.
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Swazo, Roberto. Bilingual Counselor's Guide to Spanish: Basic Vocabulary and Interventions for the Non-Spanish Speaker. Taylor & Francis Group, 2013.
Find full textBook chapters on the topic "Counselors – Latin America"
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Dickens, Kristen N. "Just Eat!" In Research Anthology on Navigating School Counseling in the 21st Century, 546–58. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8963-2.ch029.
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This chapter explores the application of the 2015 Multicultural and Social Justice Counseling Competencies (MSJCC) in conjunction with an eclectic family systems when counseling a Latin@ family. The Martinez family was referred to family counseling due to concerns of one of the children's school counselors, regarding a possible eating disorder diagnosis. The case study includes a rich description of the first session with the Mexican-American Martinez family, and examines family dynamics around the identified client, Javier. The Martinez family includes the following members: (1) Mañuel, Javier's 41 year-old father who owns his own construction business; (2) Camila, Javier's 38 year-old stay-at-home mother; (3) Alejandro, Javier's 17-year-old brother; and (4) Isabella, Javier's 12 year-old sister. A discussion of the author's cultural background, counseling approach, and use of the MSJCC lens when working with the Martinez family is also included. Initial goals and prognosis for treatment are considered.
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Dickens, Kristen N. "Just Eat!" In Cases on Cross-Cultural Counseling Strategies, 27–43. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0022-4.ch002.
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This chapter explores the application of the 2015 Multicultural and Social Justice Counseling Competencies (MSJCC) in conjunction with an eclectic family systems when counseling a Latin@ family. The Martinez family was referred to family counseling due to concerns of one of the children's school counselors, regarding a possible eating disorder diagnosis. The case study includes a rich description of the first session with the Mexican-American Martinez family, and examines family dynamics around the identified client, Javier. The Martinez family includes the following members: (1) Mañuel, Javier's 41 year-old father who owns his own construction business; (2) Camila, Javier's 38 year-old stay-at-home mother; (3) Alejandro, Javier's 17-year-old brother; and (4) Isabella, Javier's 12 year-old sister. A discussion of the author's cultural background, counseling approach, and use of the MSJCC lens when working with the Martinez family is also included. Initial goals and prognosis for treatment are considered.
Conference papers on the topic "Counselors – Latin America"
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Masunaga, Hiromi, and Tianni Zhou. "Reasons why students decide to leave a university." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002540.
Full textAbstract:
This project was designed to expand our understanding about (1) who drops out, and (2) what predicts student attrition in the first two years at a university. The university where this project has been conducted is a 4-year Hispanic Serving institution in California. The university currently involves approximately 34,000 undergraduate students, 44% of whom are from Hispanic/Latino background. Other groups are Asian (20%), White (16%), and African-American, American Indian and others (15%). We invited freshmen and sophomores to participate in this project when they had no registered courses two months after the registration period started (i.e., approximately three weeks before the start of the following semester). Our understanding was that the delay in the registration reflected cognitive and non-cognitive factors that would seriously and negatively impact continuous enrollment. A series of surveys and focus groups examined students’ decision-making motives and non-cognitive factors that would inhibit their academic progress, retention, and success. Non-cognitive reasons examined are:1. Financial problems, 2. Poor secondary school preparation, 3. Undecided/ Unsatisfactory majors, 4. Conflict with work and family commitments, 5. Increasing difficulty in academic success/progress, 6. Lack of quality time with faculty and counselors, 7. De-motivating school environment, 8. Undesirable experiences in classes, and 9. Lack of student support (Bownan et al., 2019; Goldrick-Rab, 2018; Kim, 2019; Kirp, 2019ab; Moody, 2019; Sagenmuller, 2019; Saunders-Scott, et al., 2018; Silver Wolf et al., 2017; Yool, 2019). This project additionally examined the impact from COVID-19. As compared to those participants who intended to return to the university, those who indicated that they would not return to the university presented a wider range of inhibiting factors, including: •Financial difficulties •Undecided, Undeclared, Undesirable, & Unsuitable Majors•Difficulties in maintaining good Academic Progress•Not being in contact with faculty & counselors•Not being connected with faculty & advisors•Perceived non-support - “Please reach out to me!”•Intimidation - Difficulty in reaching out to instructors or counselors•Low levels of awareness, access and use of University Support Services•Lack of understanding/support for college education from family•Lack of support on family needs that conflict with academic pursuit•Multitudes of obligations (e.g., financial, caregiving)•Some self-regulatory factors (e.g., time management, procrastination, goal setting)•Difficulty in online modalities of instruction during COVID-19The findings suggest a strong need to systematically support students who struggle. The majority of struggling students are first-time college students in the family, and low-income and under-represented students who have been strongly affected by COVID-19. When struggled, those students were not necessarily aware of campus resources or did not utilize the existing support services even when they were aware. Students sought individualized advising and wanted to be reached out. In order to promote students’ success, a holistic system must be built. For instance, it might be helpful if we try to: (1) unite financial aid, career advising, physical and mental health support, counseling, and academic support in order to ease access by students, and (2) promote student sense of belonging and connectedness as soon as they start their college lives.