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Immigration, Adolescents, & the Implications for School Counselors

Immigration, Adolescents, & the Implications for School Counselors. Megan Pomfret EDCD 606 Spring 2012. Overview. Approximately 17 million immigrant children under 18 in U.S. 24% of all children under 18 in U.S. (2010) 21% of all children under 18 in VA (2010)

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Immigration, Adolescents, & the Implications for School Counselors

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  1. Immigration, Adolescents, & the Implications for School Counselors Megan Pomfret EDCD 606 Spring 2012

  2. Overview • Approximately 17 million immigrant children under 18 in U.S. • 24% of all children under 18 in U.S. (2010) • 21% of all children under 18 in VA (2010) • Focus on developmental task of identity development • Stressors from within and without • Family-school-community partnerships • Third culture kids stages of transition

  3. How does it affect adolescents in the personal realm? • Impact on identity development • Impact on ethnic identity • Possible conflict with family due to acculturation • Possible family separation

  4. How does it affect adolescents academically? • Dropout rate for Latinos (2009): 17.6% • Dropout rate for Blacks (2009): 9.3% • Dropout rate for Whites (2009): 5.2% • Dysfunction in identity development • Stress from immigration status • Language • SES can affect academic success • Negative transition can lead to later negative adjustments • Need for safe/comfortable/stable environment

  5. How does it affect adolescents in the social realm? • Struggle in interpersonal relationships • Struggle with belonging • Benefit of finding adolescents in similar situations • Reality of marginalization and barriers related to language, SES, citizenship status and discrimination

  6. How does it affect adolescents and their career development? • Lack of academic achievement=poor career development • Citizenship status

  7. Implication for school counselors • School counselors (SC) must be prepared for diverse needs of immigrant children • SC as an advocate • SC as a representative of school and new culture to client’s family • SC encourage the creation of protective barriers for immigrant adolescents • NCLB uses “Hispanic” as a distinct subgroup whose progress is monitored

  8. Possible solutions & interventions (Dotson-Blake, K. & Foster, V., 2009) • Family-School-Community (FSC) partnerships • Role of counselor: liaison, leader, participant • FSC Partnerships: • Respect & engagement • Collaboration • Identify brokers and leaders • Intentional opportunities • Community engagement • Reflection on efforts

  9. Possible solutions & interventions (Limberg, D. & Lambie G.W., 2011) • Third Culture Kids • Parents’ culture (first culture) • Culture child raised in during developmental years (second culture) • Third culture created due to unique situation of these immigrated children, unique to each child • Stages: Transition, entering, leaving • At each stage specific strategies • Transition stage: Orientation with family • Entering stage: Friendship circle group • Leaving stage: Student t-shirt and book

  10. References Childhood poverty among Hispanics sets record, leads nation. Retrieved March 3, 2012 from http://www.pewhispanic.org/2011/09/28/ childhood-poverty-among-hispanics-sets-record-leads-nation/. Dotson-Blake, K., Foster, V. (2009). Ending silence of the Mexican immigrant voice in public education: Creating culturally inclusive family- school-community partnerships. Professional School Counseling,12, 230-239. Fast facts: National center for education statistics. Retrieved March 3, 2012 from http://nces.ed.gov/fastfacts/display.asp?id=16. Limberg, D., Lambie, G.W. (2011). Third Culture Kids: Implications for Professional School Counseling. Professional School Counseling, 15, 45-54. doi: 10.5330/PSC.n.2011-15.45 Migration information source: Frequently requested statistics on immigrants and immigration in the United States. Retrieved March 3, 2012 from http://www.migrationinformation.org/USfocus/display.cfm? id=818#8.

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