A Social Constructivist Approach to Preparing School Counselors to Work Effectively in Urban Schools

Martinez, Robert R.; Dye, Lacretia; González, Laura M.

doi:10.1007/s11256-017-0406-0

Cited by 7 publications

(6 citation statements)

References 41 publications

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“…As a result of individual, interpersonal, and institutional challenges, school counselors emphasized the importance of creating a safe and positive environment where Latinx adolescents felt comfortable to share their stories. To set up healthy therapeutic relationships, counselors can use cuento therapy or dichos , which are two culture‐centered interventions (Comas‐Diaz, 2017; Martinez, Dye, & Gonzalez, 2017), to connect and confirm Latinx adolescents’ shared cultural and social experiences. Counselors also can use active listening with paraphrases of reflection and meaning to confirm Latinx adolescents’ experiences and stories (Gladding, 2013).…”

Section: Discussionmentioning

confidence: 99%

Using Liberation Psychology and Dialectical Humanism to Understand Latinx Adolescents’ Life Satisfaction and Depressive Symptoms

Hinojosa

Vela

Guerra

et al. 2019

J Multicult Couns & Deve

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The authors conducted a study to examine how the presence of meaning in life, search for meaning in life, hope, family importance, and enculturation influenced Latinx adolescent students' depressive symptoms and life satisfaction. Two regression models revealed there was a statistically significant relationship between predictor variables, life satisfaction, and depression. The article concludes with a discussion regarding the importance of these findings and recommendations for practice and research.Los autores llevaron a cabo un estudio para examinar cómo la presencia de sentido en la vida, la búsqueda de sentido en la vida, la esperanza, la importancia de la familia y la enculturación influyeron en los síntomas depresivos y satisfacción vital de estudiantes adolescentes Latinx. Dos modelos de regresión revelaron que existe una relación estadísticamente significativa entre las variables de predicción, la satisfacción vital y la depresión. Este artículo concluye con una discusión en torno a la importancia de estos hallazgos, así como recomendaciones para la práctica y la investigación.Palabras clave: psicología de la liberación, humanismo dialéctico, Latinx, satisfacción vital, depresión

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Section: Discussionmentioning

confidence: 99%

Using Liberation Psychology and Dialectical Humanism to Understand Latinx Adolescents’ Life Satisfaction and Depressive Symptoms

Hinojosa

Vela

Guerra

et al. 2019

J Multicult Couns & Deve

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“…Researchers have found that first-generation students are at a significant disadvantage for attending and completing postsecondary education (Choy, 2001;Engle, 2007;R. R. Martinez, Baker, & Young, 2017;R. R. Martinez, Dye, & Gonzalez, 2017).…”

Section: First-generation Statusmentioning

confidence: 99%

“…In some cases, the parents of first‐generation Latinx students may have completed some coursework, but these students will be the first in their immediate family to graduate with a postsecondary degree/credential. Researchers have found that first‐generation students are at a significant disadvantage for attending and completing postsecondary education (Choy, 2001; Engle, 2007; R. R. Martinez, Baker, & Young, 2017; R. R. Martinez, Dye, & Gonzalez, 2017). First‐generation students are more likely to be Latinx, as well as to come from lower socioeconomic groups than their counterparts, which previous researchers have found decreases the probability of these students attending and completing postsecondary education (Choy, 2001; Engle, 2007).…”

Section: Understanding Latinx College Readiness Culturementioning

confidence: 99%

Utilizing Latinx Cultural Wealth to Create a College‐Going Culture in High School

Martinez

Akos

Kurz

2020

J Multicult Couns & Deve

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Capitalizing on Latinx students' aspirational, linguistic, social, navigational, familial, resistant, perseverant, and spiritual community cultural wealth (CCW) can help school counselors empower Latinx students. We outline and integrate critical race theory and CCW and demonstrate how communities of color bring assets and protective factors with them to their educational settings. We also examine how school counselors can utilize these eight forms of CCW to promote postsecondary opportunities for Latinx youth.

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“…Whereas the literature on the CCR needs of African American females, in particular, is limited ; these statistics suggest that this population may not be receiving equitable opportunities to succeed academically or explore postsecondary options. The K-12 school structure is one that views students of color through a deficit lens and does not encourage the mind-sets and behaviors that can lead to college and career aspirations (Martinez, Dye, & Gonzalez, 2017). Moreover, the collectivistic cultural viewpoint of African Americans may influence these females to consider familial elements into postsecondary planning (Maxwell, 2007), such as making the decision to stay close to home to care for parents or younger siblings.…”

Section: Strengths and Considerations Of African American Femalesmentioning

confidence: 99%

Finding Their SPARCK: College and Career Readiness Groups for African American Females

Harris

González

Kearney

et al. 2019

The Journal for Specialists in Group Work

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At the broadest level, college and career readiness characterizes students who have the necessary levels of proficiency to enter college or career training programs without remedial assistance (Conley, 2012). However, those levels and types of proficiency vary depending on the goals and next steps chosen by the students. That is to say, CCR for entering a four-year college may be slightly different from CCR for starting a certificate program or entering a technical training program. Yet, some areas of overlap have been postulated. Conley (2012) generated four keys to CCR, including key learning skills, key content knowledge, key cognitive strategies, and key transition skills. Conley's definition is seen throughout the CCR literature as an early example that has continued influence on the scholarly conversation. NOSCA, the College Board National Office for School Counselor Advocacy (2010), put forward a list of eight components of college and career readiness tied to the work done by school counselors as key contributors to CCR. NOSCA's list included promoting college aspirations, academic planning, extracurricular engagement, college/career exploration, college/career assessments, college financing, college/career admissions, and the transition from high school to the next setting. Alternatively, the American School Counselor Association, or ASCA (2014), described college and career readiness as mind-sets and behaviors that could be organized by domain (academic, career, social/emotional) and broken down into actionable standards (e.g., demonstrate ability to work independently, create relationships with adults that support success). The ASCA (2014) definition expands beyond academic learning and career skills to incorporate personal/social skills and non-cognitive variables, such as self-beliefs, social skills, self-management skills, and learning strategies. Conley (2012) also mentions the importance of attitudes like resilience, motivation, and self-regulation, but notes that his four keys are based on attributes that can be taught or influenced within the schools. Thus, the accountability movement has influenced what is seen as possible or feasible to measure in terms of students' CCR outcomes, and perhaps curtailed our discussion of what CCR ideally could mean to students, families, and school counselors.

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A Social Constructivist Approach to Preparing School Counselors to Work Effectively in Urban Schools

Abstract: A social constructivist approach to preparing school counselors to work effectively in urban schools. Urban Review.

Cited by 7 publications

References 41 publications

Using Liberation Psychology and Dialectical Humanism to Understand Latinx Adolescents’ Life Satisfaction and Depressive Symptoms

Using Liberation Psychology and Dialectical Humanism to Understand Latinx Adolescents’ Life Satisfaction and Depressive Symptoms

Utilizing Latinx Cultural Wealth to Create a College‐Going Culture in High School

Finding Their SPARCK: College and Career Readiness Groups for African American Females

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