Promoting Academic Engagement Among Immigrant Adolescents Through School-Family-Community Collaboration

2010 ◽  
Vol 14 (1) ◽  
pp. 2156759X1001400 ◽  
Author(s):  
Carola Suárez-Orozco ◽  
Marie Onaga ◽  
Cécile de Lardemelle
Keyword(s):  
Parental Involvement ◽  
School Counselors ◽  
Community School ◽  
Ecological Framework ◽  
Community Collaboration ◽  
Immigrant Adolescents ◽  
Immigrant Adolescent ◽  
Adolescent Students ◽  
Academic Trajectories ◽  
Over Time

Schools are receiving students of immigrant origin in unprecedented numbers. Using an ecological framework, the authors reviewed the community, school, familial, and individual challenges that immigrant adolescent students encounter. They examined cognitive, relational, and behavioral dimensions of student engagement as well as culturally sensitive strategies for parental involvement. Varying academic trajectories were identified revealing that although some students performed at high or improving levels over time, others showed diminishing performance. The implications for school counselors’ roles in school-family-community collaboration and intervention and practice are discussed.

scholarly journals Nonmedical Use of Benzodiazepines among Immigrant and Native-Born Adolescents in Spain: National Trends and Related Factors

2021 ◽  
Vol 18 (3) ◽  
pp. 1171
Author(s):  
Pilar Carrasco-Garrido ◽  
Dania Rocío Díaz Rodríguez ◽  
Isabel Jiménez-Trujillo ◽  
Valentín Hernández-Barrera ◽  
Lidiane Lima Florencio ◽  
...  
Keyword(s):  
Multivariate Regression ◽  
Regression Models ◽  
Secondary Data ◽  
Independent Effect ◽  
Related Factors ◽  
Immigrant Adolescents ◽  
Immigrant Adolescent ◽  
Adolescent Students ◽  
Nonmedical Use ◽  
National Trends

Background: the nonmedical use of prescribed medications among adolescents has increased significantly in recent years. We aimed to identify the patterns of benzodiazepine nonmedical use and its evolution during the decade 2006–2016 among immigrant and native-born adolescent populations. Methods: we used individualized secondary data retrieved from the 2006–2016 Spanish State Survey on Drug Use in Secondary Education (ESTUDES) of the school-aged population. Using logistic multivariate regression models, we estimated the independent effect of each of these variables on nonmedical use. Two models were generated: one for immigrant adolescents and one for native-born adolescents. Results: during the decade 2006–2016, 2.81% of native-born and 3.36% of immigrant adolescent students made nonmedical use of benzodiazepines. Gender and socioeconomic status were found to be related to the nonmedical use of benzodiazepines. Consumption of illegal psychoactive substances, other than marijuana, was the variable of greatest value (aOR = 6.00, 95% CI 3.89–9.27). Perceived risks and drug availability were found to be predictors for the nonmedical use of benzodiazepines in both immigrant and native-born adolescents. Conclusion: in Spain, patterns of benzodiazepine nonmedical use among immigrant and native-born adolescents are similar. The results of this study refute certain stereotypes related to consumption of substances among immigrant adolescents, identifying them as a risk group.

The Internet according to kids

2002 ◽  
Vol 3 (2) ◽  
pp. 45-52
Author(s):  
Jorian Clarke
Keyword(s):  
Parental Involvement ◽  
Mobile Phones ◽  
Online Shopping ◽  
Online Banking ◽  
Internet Usage ◽  
The Internet ◽  
The Future ◽  
Child Friendly ◽  
Over Time

Describes a six‐year study of children’s Internet usage which shows how preferences and habits have changed over time; this was conducted by SpectraCom Inc and Circle 1 network. Explains the research methodology and the objectives, which were to identify trends in the amount of time spent by children online now and in future, their opinions about the future role of the Internet in society and the future of e‐commerce, and parents’ roles in children’s online activities. Concludes that there is need for a more child‐friendly content in Internet sites and for more parental involvement, that children will be influential in the market for alternative devices like mobile phones, that online shopping is likely to flourish, and that children have a growing interest in online banking.

Risk and Protective Factors for Depression in Youth

2006 ◽  
Vol 23 (1) ◽  
pp. 1-30 ◽  
Author(s):  
Alison L. Shortt ◽  
Susan H. Spence
Keyword(s):  
Protective Factors ◽  
Risk And Protective Factors ◽  
Ecological Framework ◽  
Preventive Interventions ◽  
Factors Associated ◽  
Health Promoting ◽  
Protective Processes ◽  
The Individual ◽  
Over Time

AbstractRisk and protective processes and mechanisms associated with depression in youth are discussed within a developmental–ecological framework. Risk factors at the individual (genetics, biology, affect, cognition, behaviour) and broader contextual levels (e.g., family, school, community) are proposed to interact, leading to the development of depression in youth. Transactions between these individual and contextual factors are suggested to be dynamic and reciprocal, and these transactions are expected to change over time and developmental course. The ‘best bet’ for the prevention of depression may be multicomponent and multilevel interventions that address the multiple risk and protective factors associated with depression. Preventive interventions need to focus on building protective factors within young people themselves, as well as creating health-promoting environments at home and at school. These interventions likely need to be long term and geared towards assisting youth across successive periods of development.

scholarly journals Empowering young immigrant girls in Canada through the ‘Girls’ Voices’ Curriculum: A qualitative study

F1000Research ◽  
2021 ◽  
Vol 10 ◽  
pp. 799
Author(s):  
Salima Meherali ◽  
Mehnaz Rehmani ◽  
Arzoo Rafiq ◽  
Neelam Punjani ◽  
Helen Vallianatos ◽  
...  
Keyword(s):  
Adolescent Girls ◽  
Gender Inequality ◽  
Gender Discrimination ◽  
Decision Makers ◽  
Immigrant Adolescents ◽  
Problem Solving Skills ◽  
Immigrant Adolescent ◽  
Self Confidence ◽  
Global Issue ◽  
Promote Gender Equality

Background: Gender inequality is a global issue. In Canada, 70% of women experience some form of inequality in their lifetime. Immigrant adolescents in Canada make up a substantial proportion of newcomers, and immigrant girls face the threat of subjugation and oppression, which has a significant impact on their health, development, and economic outcomes as well as gender inequality. Research on girls’ empowerment and resilience-building programs and interventions is virtually nonexistent. In this project, we implemented the ‘Girls’ Voices’ Curriculum. The aim of this project was to engage and empower South Asian (SA) immigrant adolescent girls and to promote gender equality in Canada. Methods: This study utilized a qualitative descriptive design. Pre- and post-curriculum implementation focus group discussions were conducted. Results: A total of 16 adolescent girls ranging from 11 to 18 years of age participated in this study. The participants described challenges many young girls face in relation to gender inequality such as gender discrimination, gendered stereotyping, barriers to education, etc. The ‘Girls’ Voices’ Curriculum allowed participants to highlight and reflect on the various problems faced by SA immigrant adolescents in their communities. The participants learned to examine these challenges through a variety of engaging activities to identify their root cause, effects and propose solutions to bring long-lasting change. The curriculum equipped them with useful tools such as decision-makers maps and advocacy skills to educate decision-makers by creating and delivering powerful messages influenced by personal stories and evidence-based literature.  Conclusion: The study provided significant insight into understanding the diverse challenges encountered by SA immigrant adolescent girls in Canada and linking them to the effectiveness of the ‘Girls’ Voices’ Curriculum. The girl-focused development programs that emphasize developing self-confidence, communication skills, problem-solving skills, and decision making are effective in empowering the socially deprived adolescent girls locally and in the global context.

Recommendations for School Counselors: Applying the Multicultural and Social Justice Counseling Competencies (MSJCC) in Assisting Korean Adolescent Students in the United States

2019 ◽  
Vol 23 (1) ◽  
pp. 2156759X2090301
Author(s):  
Carleton H. Brown ◽  
Sang Min Shin
Keyword(s):  
United States ◽  
Social Justice ◽  
School Counseling ◽  
School Counselors ◽  
The United States ◽  
Counseling Competencies ◽  
Asian Student ◽  
Adolescent Students ◽  
Korean Adolescent ◽  
Adolescent Student

The school counseling profession strongly encourages practitioners to work within a multicultural and a social justice perspective. More literature is needed that clarifies exactly how school counselors can use such a perspective in working with Asian student populations. We describe how school counselors can use the Multicultural and Social Justice Counseling Competencies framework in school counseling with the rapidly growing Korean adolescent student population in the United States.

A Cognitive-Ecological Approach to Serving Students with Emotional and Behavioral Disorders: Application to Aggressive Behavior

2005 ◽  
Vol 30 (3) ◽  
pp. 277-288 ◽  
Author(s):  
Nancy G. Guerra ◽  
Paul Boxer ◽  
Tia E. Kim
Keyword(s):  
Behavioral Change ◽  
Cognitive Skills ◽  
Ecological Model ◽  
Intervention Programs ◽  
Behavioral Difficulties ◽  
Ecological Framework ◽  
Contextual Influences ◽  
School Based ◽  
Aggressive Children ◽  
Over Time

In this article we present a cognitive-ecological model for understanding and preventing emotional and behavioral difficulties and propose directions for school-based intervention programs, particularly with aggressive children. In the cognitive-ecological framework, intervention efforts should target certain cognitive skills (e.g., skills that encourage attention to multiple cues in a setting) and knowledge structures (e.g., normative beliefs about appropriate responses to conflict) across multiple contexts that change over time (e.g., classroom, peer, school, family). We also emphasize the importance of coordination among contextual influences so that children learn consistent, cross-context standards that encourage prosocial and socially competent behavior. Practitioners working with students who exhibit emotional and behavioral difficulties should strive to integrate efforts at modifying cognition as well as context in the service of promoting behavioral change that maintains over time and across situations.

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