Recently immigrated middle school English-language learners (ELLs) need academic, language acquisition, and acculturation supports. School counselors can use group counseling to foster positive school adjustment. Results of this study showed that students in the treatment group received significantly higher scores on school adjustment after controlling for preintervention scores. Students’ grade point average also increased following the intervention. Participant journal responses to school counselor prompts revealed expressions of sadness, loneliness, and hope for the future. The authors provide implications for group work practice and research.
American School Counselor Association. (2012). ASCA national model: A framework for school counseling programs (3rd ed.). Alexandria, VA: Author.
2.
American School Counselor Association. (2014). ASCA mindsets & behaviors for student success: K–12 college- and career-readiness standards for every student. Alexandria, VA: Author.
Asner-SelfK. K.FeyissaA. (2002). The use of poetry in psychoeducational groups with multicultural-multilingual clients. Journal for Specialists in Group Work, 27, 136–160.
5.
AydinN. G.BryanJ. A.DuysD. K. (2012). School counselors’ partnerships with linguistically diverse families: An exploratory study. School Community Journal, 22, 145–166. Retrieved fromhttps://files.eric.ed.gov/fulltext/EJ974690.pdf
BrigmanG. A.WebbL. D.CampbellC. (2007). Building skills for school success: Improving the academic and social competence of students. Professional School Counseling, 10, 279–288.
10.
CohenJ. (1977). Statistical power analysis for the behavioral sciences. New York, NY: Academic Press.
DurlakJ. A. (1997). Successful prevention programs for children and adolescents. New York, NY: Plenum Press.
13.
DurlakJ. A.WellsA. M. (1997). Primary prevention mental health programs for children and adolescents: A meta-analytic review. American Journal of Community Psychology, 25, 115–152.
14.
DweckC. S. (2007). Mindset: The new psychology of success. New York, NY: Random House.
15.
FergusonR. (1998). Teachers’ perceptions and expectations and the black-white test score gap. In JencksC.PhillipsM. (Eds.), The Black-White test score gap (pp. 273–317). Washington, DC: Brookings Institution Press.
16.
MalottK. M.PaoneT. R.HumphreysK.MartinezT. (2010). Use of group counseling to address ethnic identity development: Application with adolescents of Mexican descent. Professional School Counseling, 13, 257–267. doi:10.5330/PSC.n.2010-13.257
17.
MitchellN. A.BryanJ. A. (2007). School-family-community partnerships: Strategies for school counselors working with Caribbean immigrant families. Professional School Counseling, 10, 309–409.
National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs. (2007). FAQ: Which tests are commonly used to determine English language proficiency?Retrieved fromhttps://ncela.ed.gov/files/rcd/be021790/which_tests_are_used.pdf
OhrtJ.WebsterL.De La GarzaM. (2014). The effects of a success skills group on adolescents’ self-regulation, self-esteem, and perceived learning competence. Professional School Counseling, 18, 169–178. doi:10.5330/2156-759X-18.1.169
22.
PickeringC. E. (2015). Student resiliency: A mixed methods analysis of counseling group effects (Doctoral dissertation). Retrieved fromhttps://drum.lib.umd.edu/handle/1903/17322
23.
Rance-RoneyJ. (2009). Best practices for adolescent ELLs. Educational Leadership, 66, 32–37.
24.
RoseJ.SteenS. (2015). The achieving success everyday group counseling model: Fostering resiliency in middle school students. Professional School Counseling, 18, 28–37. doi:10.1177/2156759X0001800116
25.
RowlandK. D.DavisT. (2014). Counseling immigrant students in the schools. Georgia School Counselors Association Journal, 21, 1–7. Retrieved fromhttps://files.eric.ed.gov/fulltext/EJ1084440.pdf
SantiagoC. D.GudinoO. G.BawejaS.NadeemE. (2014). Academic achievement among immigrant and U.S.-born Latino adolescents: Associations with cultural, family, and acculturation factors. Journal of Community Psychology, 42, 735–747. doi:10.1002/jcop.21649
28.
ShengZ.ShengY.AndersonC. J. (2011). Dropping out of school among ELL students: Implication to schools and teacher education. The Clearing House, 84, 98–102.
29.
ShiQ.SteenS. (2012). Using the Achieving Success Everyday (ASE) group model to promote self-esteem and academic achievement for English as a Second Language (ESL) students. Professional School Counseling, 16, 63–70. doi:10.5330/PSC.n.2012-16.63
30.
Smith-AdcockS.DanielsM. H.LeeS. M.VillalbaJ. A.IndelicatoN. A. (2006). Culturally responsive school counseling for Hispanic/Latino students and families: The need for bilingual school counselors. Professional School Counseling, 10, 92–101. doi:10.5330/prsc.10.1.8r04h7727651174m
31.
SteenS. (2009). Group counseling for African American elementary students: An exploratory study. Journal for Specialists in Group Work, 34, 101–117.
32.
SteenS.BaumanS.SmithJ. (2007). Professional school counselors and the practice of group work. Professional School Counseling, 11, 72–80. doi:10.5330/PSC.n.2010 11.72
33.
SteenS.BemakF. (2008). Group work with high school students at risk of school failure: A pilot study. Journal for Specialists in Group Work, 33, 335–350. doi:10.1080/01933920802404144
34.
SteenS.HenfieldM. S.BookerB. (2014). Using the ASE group counseling model to prepare school counselors for group work. Journal for Specialists in Group Work, 39, 29–46.
35.
StemplerB. L. (1993). Supervisory co-leadership: An innovative model for teaching the use of social group work in clinical social work training. Social Work with Groups: A Journal of Community and Clinical Practice, 16, 97–110. doi:10.1300/J009v16n03_08
36.
VillalbaJ. A. (2003). A psychoeducational group for limited-English proficient Latino/Latina children. Journal for Specialists in Group Work, 28, 261–276.
37.
WalkerH. M.McConnellS. R. (1995). Walker–McConnell scale of social competence and school adjustment: Adolescent version. San Diego, CA: Singular.
38.
WebbL. D.BrigmanG. A.CampbellC. (2005). Linking school counselors and student success: A replication of the student success skills approach targeting the academic and social competence of students. Professional School Counseling, 8, 407–413.
39.
WhistonS. C.TaiW. L.RahardjaD.EderK. (2011). School counseling outcome: A meta-analytic examination of interventions. Journal of Counseling & Development, 89, 37–55. doi:10.1002/j.1556-6678.2011.tb00059.x
40.
WilliamsF. C.ButlerS. K. (2003). Concerns of newly arrived immigrant students: Implications for school counselors. Professional School Counseling, 7, 9–14.
41.
YakuninaE. S.WeigoldI. K.McCarthyA. S. (2011). Group counseling with international students: Practical, ethical, and cultural considerations. Journal of College Student Psychotherapy, 25, 67–78. doi:10.1080/87568225.2011.532672
42.
YalomI. D.LeszczM. (2005). The theory and practice of group psychotherapy (5th ed.). New York, NY: Basic Books.
