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Describe what brought you to this research:
The purpose of this research study was to enhance counselor knowledge and practice in working with immigrant students who have recently moved to the United States. Early on at my field work site, I saw the marginalization of a population of students within the student body, and I asked what I could do as counselor to help minimize some of the feelings of displacement and disconnect that this group was experiencing as newcomers to this country. The significance of this study was two-fold: First, I felt that the Insight and the knowledge I developed in working with immigrant students could be hugely pertinent to my practice as a counselor. I was aware of the rapidly evolving demographics of public schools of California especially, and felt I must be aware of, and inclusive of unique cultural sensitivities of populations I may likely work with. Secondly, I felt that research surrounding the awareness of working with English learners and immigrant populations is imperative to helping minimize the achievement gaps in existence.
What was your specific research question?
The research question specifically asked was: Can utilizing support group counseling serve as an intervention to enhance feelings of assimilation among immigrant students?
What are you currently doing as a credentialed practitioner?
This AR especially ignited a deep passion for using group work as a means of intervention. My goals is to use these skills, and the insight I’ve gained to help reach the success of at-risk students, underprivileged, or immigrant students that would otherwise not have the tools they need for growth. Action research has prepared me for a career where I can work mindfully as a practitioner working for the betterment of all the students I interact with, because it has enhanced my counseling identity and elevated my counseling practice.
Using Support Groups: An Intervention Addressing Social-Emotional Needs During Transition to a New Academic System for English Learners
Using Support Groups: An Intervention Addressing Social-Emotional Needs During Transition to a New Academic System for English Learners
Abstract
Abstract
Research suggests that ELL (English Language Learner) students have the greatest difficulty in reaching academic achievement in the United States (Albers, Hoffman, & Lundahl, 2009). These students experience elevated academic and psychosocial difficulties and need support from school staff (Albers, Hoffman, & Lundahl, 2009). These students also often do not have family members or peers who understand the U.S. school system well enough to provide guidance that will support post-high school choices, making many ELL students counselor-dependent for success in and beyond high school (McCall-Perez, 2000). The central intervention in the proposed study is a support group for immigrated students and English learners at a comprehensive public high school, that addresses social-emotional issues arising for young people transitioning into a new country’s academic system. The goal of the group intervention was to enhance support for these displaced students and to help them better integrate into the American school culture. Through the use of a processing style support group, participants were able to engage in deeper dialogue, and build awareness on shared challenges of being newcomers. Data was gathered, and findings, limitations, and counselor reflections were central to the success of the intervention.
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