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Objectives: This study examined the relationship between familism and depressive symptoms across relational contexts in adolescence, and whether maternal warmth and support, and school support moderated the relationship between familism and depressive symptoms. Method: A total of 180 Latino adolescents (53% female) in 7th through 10th grades (average age = 14 years) participated in this cross-sectional study. The adolescents lived in an emerging Latino community in a rural area in the U.S. South. Most of the adolescents were Mexican-origin (78%) and born in the United States (60%), while the vast majority of their parents were foreign born (95%). Results: Overall, familism was associated with fewer adolescent depressive symptoms. School support moderated the relationship between familism and adolescent depressive symptoms such that familism’s protective effect was only evident when adolescents reported low levels of school support. In the context of average to high school support, adolescents reported low depressive symptoms regardless of familism. However, maternal warmth and support failed to moderate the relationship. Conclusions: Familism may be most protective for adolescents not feeling supported at school, suggesting that these values may offset the risk of a risky school environment.

Forty-nine infants and toddlers were killed and 93 others were injured in the ABC Day Care Center fire disaster in Hermosillo, Mexico. This study describes the experiences of ten mental health professionals who researched the community-scale grief and provided clinical services to the parents and caregivers of the affected children. A concurrent triangulation mixed-methods approach was used to quantitatively measure and qualitatively understand the secondary traumatic stress (STS) of the responding professionals. Results indicated that experiences of STS decreased with time and debriefing, however, the responding professionals who were more directly connected to the trauma and those who worked with parents who lost their children displayed an enduring impact of STS. Coping strategies and gender expectations are considered in a discussion of debriefing in the specific cultural context of Northwestern Mexico.

The concepts of multicultural counseling, social justice, and advocacy may be utilized without a clear sense of how best to operationalize them in counselor training. In this article, the authors offer a perspective on how advocacy and social justice interrelate and share strategies for infusing advocacy into counselor training to achieve social justice goals. The authors provide six experiential activities counselor educators may use to provide counselors-in-training experience in a range of advocacy skills.

Objectives: Patterns of parent–adolescent conflict differ between immigrant and nonimmigrant families living in the United States (Fuligni, 1998). Despite this, there is limited empirical literature examining the nuanced nature of parent–adolescent conflict in immigrant families. To fill this gap, the current study examined the role of 2 types of conflict (i.e., general and acculturation) in predicting psychosocial outcomes (i.e., depressive symptoms and ethnic identity) among Latino adolescents, and whether these relationships differ within the context of peer discrimination. Method: All survey administration was completed in the participating school’s cafeteria. The sample consisted of 7th through 10th graders (n = 172) with a mean age of 14.01 years (SD = 1.32.) The sample consisted of 53% females, and was primarily Mexican in origin (78%). Results: As hypothesized, parent–adolescent acculturation conflict uniquely predicted greater depressive symptoms and lower ethnic private regard, even when controlling for parent–adolescent general conflict. However, acculturation conflict predicted lower ethnic private regard only in the presence of greater peer discrimination. More specifically, peer discrimination moderated the relation between acculturation conflict and ethnic private regard such that adolescents who reported the highest levels of acculturation conflict and peer discrimination reported the lowest levels of ethnic private regard. Conclusions: These results suggest that for Latino youth and their families, acculturation conflict may be particularly problematic, as compared with general conflict. In addition, youth who face ethnicity-based stressors in both familial and school contexts are especially at risk in their ethnic identity development.

Immigrant parents in a new cultural setting may experience both structural and individual barriers, which complicate the process of helping their children plan for college. Focus group interviews were conducted with 15 Spanish-speaking immigrant parents to highlight their perceptions and experiences. Critical humanism frames a counseling response to these concerns.

Aspirations and expectations are critical to academic attainment and success, yet little is known about how they change over the high school years. With longitudinal data from 157 Asian American adolescents (60% female), we examined normative and within-person changes in aspirations and expectations, and associations with psychological adjustment. Results suggest that, at the group level, aspirations are relatively stable, but expectations increase over time. At the intraindividual level, higher family obligation attitudes were associated with higher aspirations reported from year to year. Higher ethnic centrality was marginally related to higher expectations, whereas higher perceived discrimination was associated with lower expectations. Although expectations were associated with higher self-esteem, aspirations had adverse associations with well-being. Closer alignment of aspirations with expectations was associated with healthier psychosocial outcomes.

Due to the increasing presence of clients who speak a language other than English, educators and supervisors will need to address bilingual training issues in mental health service provision. Supervision that utilizes the preferred language of the client is an effective way to support growth in bilingual trainees, but there is little scholarly literature describing best practices or approaches to this complex task. We describe our experiences with bilingual supervision in Spanish (from both trainee and supervisor points of view) and provide resources and suggestions to encourage other supervisory dyads to attempt bilingual service provision.

Purpose – This study aims to understand the asset and success factors that contributed to college completion of African American males who persisted through college. Only a dismal 22 per cent of African American males receive bachelor’s degrees compared to 41 per cent of White males (Kena et al., 2015).Design/methodology/approach – The data were analyzed using interpretive phenomenological analysis. The authors interviewed two first-generation African-American males from rural backgrounds to capture their experiences of their process to college completion.Findings – Themes, based in cultural capital theory, that impacted their college persistence were identified within their pre-college experiences, college experiences and post-college perceptions. Recommendations for helping rural African-American males attend and persist through college are offered.Research limitations/implications – Only two participants from one predominately white institution in the southeastern USA were interviewed. Rural students from other geographical areas might have different backgrounds, challenges, assets and successes. Although the interview questions were based on relevant literature, they may not have covered all key aspects of the participants’ experiences. As in any qualitative study, biases of the researchers and research team may have influenced the results, although these were identified and shared before reading any of the transcripts and then discussed several times during the data analysis process.Practical implications – Educators not only should try to address the cultural capital limitations of these men but also highlight and build on their cultural assets. These assets include familial and platonic individuals who see their potential for success and encourage them to attend college to become something better than what they see in their community, reverse role models who encourage youth to make different choices than they did, media-based examples of successful Black stud

A comprehensive description of barriers to college access for Latino/a adolescents is an important step toward improving educational outcomes. However, relevant scholarship on barriers has not been synthesized in a way that promotes coherent formulation of intervention strategies or constructive scholarly discussion. The goal of this article is to synthesize the barriers literature briefly as a basis for comparing and evaluating possible frameworks for addressing barriers. The bridging multiple worlds model, social capital theory, and social cognitive career theory are 3 possible frameworks for addressing barriers to college access for Latinos/as. Implications are given for future barriers research and programmatic interventions.

Purpose: The purpose of this article was to describe Hossler and Gallagher’s (1987) college choice model and emphasize the predisposition phase of the model as the starting point for school counselors’ efforts to help African American parents foster their children’s college planning in the college choice process.Design/methodology/approach: The authors wrote this manuscript as a conceptual approach to helping school counselors work with African American parents in their children’s college planning process by including two case studies as examples.Findings: This is a conceptual article.Practical implications: School counselors should be culturally competent and aware of how African Americans reartheir children to help them successfully navigate college planning. For example, schoolcounselors can learn about and share information with families about colleges that have supportprograms assisting African American students toward college completion.Originality/value: This paper is important to the field of education as it contributes to the literature regarding how school counselors can assist students in becoming college and career ready by working with their parents using a college choice model.

It has been projected that 33% of all school children will be from immigrant households by the year 2040 (Suarez-Orozco et al., 2010). For school personnel (e.g., administrators, counselors, teachers) working with immigrant youth and adolescents, understanding ethnic identity development is an essential cultural competency. In this essay, the authors outline how the family, peer, and school contexts can influence a student’s ethnic identity, along with suggested activities that utilize ethnic identity development to enhance student personal/social development. Greater personal/social development of individual students and greater integration of marginalized ethnic groups can contribute to a healthier school community. Informal methods of evaluating outcomes are also identified.

Past studies document that Latino familial cultural values (i.e. familism, affiliative obedience and filial obligation) protect against depressive symptoms and promote academic resilience in adolescence. However, some studies suggest that familial cultural values differ across gender, with females reporting greater obligations and fewer freedoms compared to their male counterparts. We examined the relationship between familial cultural values, gender, depressive symptoms and school outcomes in a sample of 179 Latino adolescents (52.9 % female; mean age = 14). Females reported greater levels of familism and greater filial obligations. We also found greater familism to be associated with fewer depressive symptoms and greater sense of school belonging for both genders. Similarly, moderate levels of filial obligations were associated with better grades across genders. In contrast, filial obligation and affiliative obedience were associated with fewer depressive symptoms only for females. While these values serve an equally protective function in the academic adjustment of both females and males, familial cultural values may be uniquely protective for females against depressive symptoms. Effective interventions for Latino youth should capitalize on the protective and resilient effects of familial cultural values and be cognizant of the role gender plays in the relationship between these values and outcomes.

Discrimination is considered a contextual risk factor for ethnic minority youth, but social support provided in the same context may function to offset the risk or encourage adaptive responses. Per the integrative model of child development (Garcia Coll et al., 1996), experiences in the school, familial, and community settings can foster the development of cognitive, social, and emotional competencies in the presence of racism and discrimination. The current study evaluated how perceptions of discrimination and support in the school setting influenced school belonging, college-going self-efficacy, and depressive symptoms in a sample of Latino youth (N = 179). We distinguished between peers and nonparental adults as the sources of discrimination and support. Overall, peer support was associated with all three outcomes, suggesting peers as a positive resource. Adult support was only significant in the school belonging model. Findings supported a limited moderating role for peer support on peer discrimination, but only for the depressive symptoms outcome. Implications and suggestions for mental health practitioners are offered.

Parental involvement is crucial to facilitating a child's high school success and enhancing their post-secondary opportunities. Unfortunately, the ability for Latina/o parents and guardians to engage in parental involvement is hindered by a general lack of familiarity with U.S. educational systems and post-secondary options. With these barriers in mind, the Latino Parents-Learning About College (LaP-LAC) program was developed. The LaP-LAC is a psychoeducational group work experience wherein Latina/o parents with high school-aged children learn to understand the high school curriculum and become more familiar with post-secondary options (including financial aid), in an effort to empower themselves and their families.

This study examined the buffering role of ethnic identity for Asian American adolescents living in an emerging immigrant community. A sample of 176 Asian American ninth graders completed self-report measures assessing ethnic identity, stressors (i.e., perceived racial/ethnic discrimination; economic stress), and mental health outcomes (i.e., depressive symptoms, self-esteem) at two time points a year apart. The study tested whether ethnic identity moderated the relationships between discrimination and economic stress and mental health outcomes. Ethnic identity did not buffer or exacerbate the relationship between discrimination and mental health outcomes, and discrimination was a consistent predictor of concurrent functioning. However, ethnic identity served both to buffer and to exacerbate in predicting mental health outcomes when youth reported high levels of economic stress. These findings suggest that it is important to further examine the role of ethnic identity for youth facing high levels of economic stress, especially in emerging immigrant communities.

Emerging immigrant communities differ from established communities in terms of needs and available resources. Students in these emerging communities may still be acculturating to new contexts and establishing their ethnic identities, which may impact their ability to engage in planning for the future. The current study examines what impact these cultural identity variables, in addition to perceptions of barriers to college entrance, would have on educational aspirations and college-going self-efficacy beliefs of Latino adolescents. Findings from 171 middle- and high school Latino students from immigrant families indicated that public ethnic regard and resilience to barriers were positively associated with college-going self-efficacy, and Anglo orientation had a trend-level effect, while perceived barriers were negatively related to that outcome. Private ethnic regard and person-based barriers were negatively associated with educational aspirations. Generation status, gender, mother’s education, and age were control variables. Implications for research and practice are provided, focusing on perceived barriers and self-efficacy beliefs.

In August 2012, undocumented youth who were brought to the United States prior to their 16th birthday became eligible to apply for deferred action relative to deportation, per an administrative order by President Barack Obama. Although this action did not accomplish the same goals hoped for by Development, Relief, and Education for Alien Minors (DREAM) Act supporters, it did allow a portion of the unauthorized immigrant youth in this country a chance to apply for a temporary work permit and to come out from the shadows. At the start of his second term in January 2013, President Obama and a bipartisan group of Senators went to work drafting legislation for more comprehensive immigration reform. This historical moment makes William Pérez's book Americans by Heart all the more salient. The book is a product of his 2-year qualitative and quantitative study of undocumented Latino high school students (18% of the sample) and college students (34% attending community college, 48% at a 4-year college), mostly in California and Texas. The book illustrates what he learned about their social resources and constraints (Chapter 2), their academic and civic engagement (Chapters 3 and 4), their pathways into higher education (Chapter 5), and their status upon graduation (Chapter 6). Most important, the voices of the participants bring the reasons for deferred action and the DREAM Act vividly to life. In one participant's words, “I was really depressed because I was outstanding in school, and I was like, OK, I can't go to college” (p. 24). The determination and motivation of the participants is shown as well, as they continued to strive and often to excel against long odds.

Online counselor education is growing, but there has been little conclusive research about its effectiveness. This paper reports on an exploratory study in which the perceptions of students in a hybrid career development and counseling class were compared to those of students in a face-to-face offering of the same class. Student-to-student and student-to-instructor interactions were examined and several themes were identified: nature of interactions, sufficiency of interactions, different types of communication, impact of interactions on learning, and enhancement of relationships. Both delivery formats were found to have benefits and challenges. The paper concludes with a discussion of the practical implications and areas in need of future research.

Familism, a Latino value that promotes loyalty, cohesiveness, and obedience within the family, predicts improved outcomes for Latino adolescents. However, few studies have tested whether familism serves a protective role when adolescents are facing stress. We examined whether familism predicted psychosocial outcomes in the context of stress, and whether familism moderated the relationship between peer discrimination, acculturative stress, and economic stress predicting these outcomes in a sample of 173 Latino adolescents. Familism was associated with fewer depressive symptoms and greater school attachment, but it did not moderate the relationship between any of the stressors and outcomes. Discrimination was associated with greater depressive symptoms, worse school attachment, and greater perceived barriers to college, but socioeconomic stress and acculturation stress did not uniquely predict these outcomes once taking into account discrimination. Thus, although familial culture values lead to improved outcomes in youth, they are unable to counter the detrimental effects of discrimination.

Socioeconomic stress has long been found to place youth at risk, with low family income conferring disadvantages in adolescents’ school achievement and success. This study investigates the role of socioeconomic stress on academic adjustment, and pinpoints family obligation as a possible buffer of negative associations. We examined direct and interactive effects at two time points in the same sample of Asian American adolescents—early high school (N = 180 9th–10th graders; 60 % female) and 2 years later in late high school (N = 156 11th–12th graders; 87 % of original sample). Results suggest that socioeconomic stress is indeed associated with poor academic adjustment, measured broadly through self-reported GPA, importance of academic success, and educational aspirations and expectations. Family obligation was positively related to adjustment, and also was found to buffer the negative effects of socioeconomic stress, but only during adolescents’ later high school years. Adolescents reporting more family obligation experienced less of the negative effects of financial stress on academic outcomes than those reporting lower obligation. Cultural and developmental implications are discussed in light of these direct and moderating effects.

The Hoover-Dempsey et al. (2005) model of parents" involvement in their children's schools has recently been applied to Latino immigrant families. This article reviews that literature and then describes culturally appropriate strategies for school counselors to work with this population, focusing on (a) teacher and counselor invitations to the family, (b) parent or partnership-focused role construction, and (c) flexible formats for involvement that respect families with limited time. The article includes a sample Latino Family Night program

Research on the academic adjustment of immigrant adolescents has been predominately conducted in large cities among established migration areas. To broaden the field’s restricted focus, data from 172 (58% female) Asian American adolescents who reside within a non-traditional or emerging immigrant community in the Southeastern US were used to examine gender differences in academic adjustment as well as school, family, and cultural variables as potential mediators of gender differences found. Results suggest that girls report significantly higher educational goals, intrinsic academic motivation, and utility value of school compared to boys. These gender differences are statistically mediated by ethnic exploration and family processes, most prominently, family respect. School connectedness and perceived discrimination are also associated with academic adjustment at the bivariate level, suggesting that academic success may be best promoted if multiple domains of influence can be targeted.

Depressive symptoms in Latino youth have been related to both culturally-universal and culturally-based stressors. However, few studies have examined the unique contributions of culturally-based stressors above and beyond other types of stressors. Moreover, no past studies with Latinos have examined the role of culturally-based stressors within a hopelessness model of depressive symptoms, a cognitive model with the strongest empirical support in adolescence. The current study examined these issues in a sample of 171 Latino adolescents (7th–10th grades; mean age = 14; 46 % male). The Latino adolescents were primarily Mexican–American (78 %) and born in the United States (60 %). Students completed measures during a school period on their experiences of parent–child conflict, economic stress, discrimination from peers, and acculturative stress as well as depressive symptoms and attributional style. The results indicated that culturally-based stressors (e.g., acculturative stress and discrimination) predicted greater depressive symptoms even when controlling for culturally-universal stressors (e.g., parent–child conflict, economic stress). Moreover, a negative attributional style moderated the relationship between culturally-universal stressors and depressive symptoms, but this was not the case for culturally-based stressors. Culturally-based stressors play an important role in depressive symptoms among Latino youth. These stressors predicted greater symptomatology even when controlling for other types of stressors and a negative attributional style. These findings suggest that there may be other cognitive risk factors associated with culturally-based stressors.

Although immigrant adolescents typically have high hopes for their futures, educational and career outcomes often do not match aspirations. The future aspirations of 17 Latina/o adolescents in an emerging immigrant community were explored. Qualitative interviews were conducted and analyzed using consensual qualitative research methodology (CQR). Interviews focused on goals for education/career and supports and barriers to reaching those goals. Overall, students expressed high aspirations but were unclear on how to achieve them. Family members and school personnel were seen as supportive, but with limitations. Barriers mentioned by most participants included early pregnancy, finances, and circumstances beyond their control; they declined to endorse other barriers when prompted. Students also held less optimistic views of the educational and career possibilities of an “average” Latina/o/a as compared to their own goals, which is framed in terms of stereotypes. A clear theme emerged where students placed the primary responsibility for their success or failure on themselves without acknowledging many barriers in the environment. Findings are discussed from a social justice point of view with implications that pertain to provision of college planning information, context for applying it, affective support, and systemic advocacy.

Latino students attend 2-year colleges more often than 4-year colleges. This has an impact on the rate of bachelor's degree attainment, because the transfer rate between the 2 levels is low. The author uses national data to identify predictors associated with college-level choice and then uses social-cognitive career theory (Lent, Brown, & Hackett, 1994) to frame counseling implications. Los estudiantes Latinos se matriculan con más frecuencia en estudios universitarios de 2 años que en estudios de 4 años. Esto produce un impacto en el porcentaje de obtención de licenciaturas, porque la tasa de transferencia entre ambos niveles es baja. El autor emplea datos a nivel nacional para identificar predictores asociados con la elección del nivel de estudios universitarios, y después emplea la teoría social cognitiva de las carreras (Lent, Brown, & Hackett, 1994) para formular las implicaciones para la consejería.

Latino youth are more likely than any other ethnic group to drop out of high school in the United States. Though some research has helped us understand the factors leading to dropout, very few studies have assessed Latino student’s opinions of services and factors that would help them stay in school (e.g., family, school, peers, and policies). This study presents the results of an in-depth survey of 501 Latino students in North Carolina public schools. Findings suggest that Latino youth drop out because of the difficulty of their school work, personal problems (e.g., pregnancy or problems at home), the need to work to support their family economically, and peer pressure. Students suggest improved academic and personal support in the form of tutoring, mentoring, after-school programs; improved English as a second language classes; and more Spanish-speaking staff/teachers. Recommendations for intervention and policy are suggested.

The United States faces the critical task of graduating large numbers of individuals in mathematics, science, technical, and engineering fields. The first-year orientation course described uses female-friendly practices to provide support, promote academic success, promote major and career development in an MSTE field, and facilitate consideration of issues faced by women in undergraduate science majors.