Literaturnachweis - Detailanzeige
| Autor/inn/en | Aganza, Joaquin S.; Gamboa, Angélica; Medina, Elizabeth; Vuelvas, Stephanie |
|---|---|
| Titel | Breaking the Silence: A Framework for School Psychologists Working with Students of Undocumented Immigrant Families |
| Quelle | In: Contemporary School Psychology, 23 (2019) 1, S.10-19 (10 Seiten)
PDF als Volltext |
| Zusatzinformation | ORCID (Aganza, Joaquin S.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2159-2020 |
| DOI | 10.1007/s40688-018-0210-1 |
| Schlagwörter | School Psychologists; Undocumented Immigrants; Mental Health; Fear; Counselor Role; Bilingual Students; Mental Health Programs; Best Practices; Counseling Services; Culturally Relevant Education; Bilingual Education |
| Abstract | Recent action from the White House canceling the Deferred Action for Childhood Arrivals (DACA) Act has increased the fear felt by undocumented families about their security to continue living in the USA. This fear especially affects children, whether they are undocumented or have parents that are undocumented. Beyond the legal ramifications, this is a mental health issue that affects school academic performance and behavior; yet, too often many school staff members prefer to avoid the issue as too sensitive or complex for them to address. As such, it falls within our role as school psychologists to help schools deal with the avoidance that this political development creates. This article discusses the issues that emerge for these dual language learners, as well as best practices in mental health services and the promotion of culturally relevant curriculum and dual language programs in supporting immigrant students to succeed in our schools and society. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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