According to the US Department of Education, Latinos represent the second largest racial/ethnic group enrolled in public K-12 schools (25%). Yet, little is known about how school counselors see their ability to work with Latino students. Thus, we asked school counselors to tell us how they view their ability to work with Latino students on 16 different tasks. Using these same tasks, we asked them about their inservice needs. The top task in terms of ability was: Conceptualize Latino students’ cultures as different rather than deficient. The top three training needs were: (1) Use functional Spanish to work more effectively with the Latino population, (2) Understanding how the students’ Latino culture heritage impacts their education values, and (3) Interpret Latino students' nonverbal body language and its significance in counseling. The school counselors also identified the training modalities they would be willing to use: “Anytime Web” (71%), “In Person” (70%), and “Live Web” (50%).
Despite the growing epidemic of suicide ideation and attempt in adolescents, there is a lack of theory-based, empirical research to shed light on these issues in this population and inform school counselors’ preventive and responsive practices. We utilized Joiner’s Interpersonal Theory of Suicide (IPTS) to examine the extent to which the interpersonal constructs of perceived burdensomeness and thwarted belongingness predicted adolescent suicide ideation and attempt by conducting two binomial logistic regressions on archival data from the 2017 eighth-grade Oregon Healthy Teens Survey. Six of the seven selected proxy items were statistically significant in each logistic model, with slight variance between the two. Our findings suggest that the interpersonal constructs of the IPTS are applicable to early adolescents and may be used to inform suicide prevention and intervention efforts among this population in school settings.
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