Development of a Culturally Responsive Group Counseling Model for Mexican American Adolescents

Abstract

This article discusses a group counseUng model specifically targeted for Mexican American adolescents with behavior problems including substance abuse. An integrated model is proposed, with the model assumptions clearly articulated and specific therapeutic goals addressed in a culturally responsive manner. Foci of the model are ethnic identity, affective expression, and life choices. Preliminary findings indicate that the youths are retained in the groups at a higher rate than predicted.To live in the Borderlands means you are neither hispana india negra espanola ni gabacha, eres mestiza, mulata. half-breed caught in the crossfire between camps while carrying all five races on your back not knowing which side to turn to, run from: To survive the Borderlands you must live sin fronteras be a crossroads. -Gloria Anzaldua (1987)This article presents a group counseling model developed for Mexican American adolescents with behavior problems including substance abuse. We have chosen to use the term Mexican American recognizing that other terms for ethnicity are applicable. The model is devised to be culturally responsive because culture becomes the foreground rather than the backdrop for the group process. The intervention focuses on the affirmation and clariflcation of ethnic idenLou-M. Baca is an assistant directorfor the University Counseling Centm and Joan D. Kass-Chioino is a professor in the Department of Anthropology, both at Ari-W M State Uniuersity. Correspondence regarding this article should be sent to Louise

Asian Secondary School Students' Help‐Seeking Behaviour and Preferences for Counsellor Characteristics

“…Peer group counselling is frequently recommended as an effective therapy approach with young people (MacLennan and Dies, 1992;Rose, 1998), since it is the power of the peer group that influences adolescents the most (Erikson, 1968). In addition, there is encouraging research (Baca and Koss-Chioino, 1997;Schechtman, Hiradin and Zina, 2003) that indicated the effectiveness of group counselling in collective societies. Positive outcomes included higher retention rates in group counselling, a reduction in symptoms of psychopathology, improved family interactions (Baca and Koss-Chioino, 1997), and the ability to engage in and gain from group process (Schechtman et al, 2003).…”

“…In addition, there is encouraging research (Baca and Koss-Chioino, 1997;Schechtman, Hiradin and Zina, 2003) that indicated the effectiveness of group counselling in collective societies. Positive outcomes included higher retention rates in group counselling, a reduction in symptoms of psychopathology, improved family interactions (Baca and Koss-Chioino, 1997), and the ability to engage in and gain from group process (Schechtman et al, 2003). Given the traditional Asian characteristic of interdependent self-construal (Markus and Kitayama, 1991), that is, the tendency to rely on, and be obligated to, social relationships, group counselling would offer an empowering environment for young people in Asia as well as those living in the West to learn appropriate expressions of validation, warmth, sincerity, and openness.…”

A Psychoeducational Group for Limited-English Proficient Latino/Latina Children

“…Group work can be used in a variety of ways to assist schoolchildren in expressing feelings and in coping with problems (DeLucia-Waack, 2000). The use of psychoeducational groups with Latino/Latino children is justified because groups provide these children a chance to express themselves with common peers (Baca & Koss-Chioino, 1997), become more self-aware and comfortable with the English language (Asner-Self & Feyissa, 2002), and enhance positive self-concepts and understanding of feelings (Akos, 2000). Developing and conducting a homogeneous psychoeducational group composed of Latino/Latina children presents them with a safe environment where they may discuss culturally specific concerns, as well as be provided with an opportunity to focus on their cultural identity and self-esteem (Merchant & Butler, 2002).…”

Racial-ethnic identity development in Hispanic young adolescent students : synthesis of literature.

“…The research of Zayas (2001) reveal that providing middle school students with opportunities to explore and discuss their ethnic issues is a great benefit to helping students develop a positive sense of REI. Baca and Koss-Chioino (1997) share a counseling strategy which has been proven to be a valid tool to nurture the racial-ethnic identity development among middle school students is group work. They suggest that middle school counselors should develop and put in place "ethnic exploration groups" in which students research their cultural heritages and discuss their ethnic backgrounds with their peers.…”