This photo represents an important aspect of advocacy: the need to be present. An advocate or ally must be present with those they stand with. They must actively listen to the needs of a population, and take appropriate steps. Especially in the world of social media, we often think that sharing stories is enough; that changing a profile photo frame or using a specific hashtag raises awareness and will create change on its own. Although using such platforms to raise awareness is important, true advocacy and allyhood come from those who go on to challenge systems of oppression.
As a school counselor, an important part of being an advocate for the Hispanic students is advocating on behalf of families. Hispanic families have unique barriers in school settings that don’t adequately address cultural, language, or value-driven diversity of families. It is the job of the school counselor to get to know the needs of these students and families in order to advocate for an inclusive environment, effective methods of family engagement, and appropriate student supports. The outcomes of such advocacy efforts include more engaged students and families, and more congruency in the systems in which students interact daily.
This photograph represents the servant leader as one with strong character; who values being a servant, rather than simply doing acts of service (Dollarhide, n.d.). This leader (on the bottom) is one who puts does whatever it takes to lift others up and empower them. They are willing to brave challenges with others, and put themselves in demanding, vulnerable positions in order to best support those who need it.
A need of the Hispanic population that can be addressed through servant leadership by a school counselor is the need for connection, purpose, and sense of belonging within the school community (Fullerton, et al., 2018). In the school, students need to be empowered and given opportunities to reach their potential. In order to empower and support Hispanic students in this setting, the school counselor should advocate for representation, empower students both in individual and group counseling, and create opportunities for students to engage in activities that promote inclusion and diversity.
Representation for students in school is two-fold: students need to see speakers, teachers, and leaders who look like them, and need to be given the opportunity to engage in challenging and rewarding courses and learning opportunities. Therefore, a school counselor should educate administrators and teachers on the importance of such representation and advocate for diversity among adult leaders in the lives of their students. Additionally, the school counselor must advocate for Hispanic students to have the opportunity to be placed in AP courses, advanced classes, and other career or college readiness programs.
Individual and group counseling should be used to build meaningful relationships, identify strengths of students, and provide opportunities to learn new self-advocacy skills. These opportunities can empower students to not only stand up for what they need, but also for their peers who have not yet developed these skills. The school counselor should be intentional in interventions that will support the development of these students within the school context, but also within their home, work, and community systems.
Finally, the school counselor should use school-wide events and initiatives (such as family cultural potlucks, sharing of awareness days and holidays, and classroom projects and learning opportunities that promote teamwork and diverse perspectives) to promote belonging and cultural awareness and inclusion. Such activities can not only act as a catalyst for educating students about other cultures, but can also foster a sense of pride in one’s own cultural identity. Additionally, acceptance of multiple worldviews within the school setting allows students a safe place to explore their identities in multiple systems.
Together, these school-based interventions will help students feel a stronger connection and purpose within the school community. This sense of belonging will provide a sense of safety to students, as well as empower them to experiment with their learning — both academically and socially. This learning will help them build a sense of self worth and determination, confidence, and ability to help empower others.
References
Dollarhide, C. (n.d.). Strengths, servant leadership, and values conflicts [PowerPoint slides]. Retrieved from carmen.osu.edu
Hall, M., Fullerton, L., Fitzgerald, C., & Green, D. (2018). Suicide risk and resiliency factors among hispanic teens in new mexico: Schools can make a difference. Journal of School Health, 88(3), 227-236.
This photo represents the current relationship between American society and strengths of the Hispanic population. Hispanic individuals (the child in red) have much to offer our society, but are not given the opportunity to use and be proud of their strengths. Rather, the majority of the population (the man with the umbrella) shelter themselves from these “differences” and refuse to let themselves be positively colored by such experiences. For example, Hispanic individuals are often fluent in multiple languages, yet many job applications do not ask about this skill (A. Peguero, personal communication, October 9,2018). Alongside their unique strengths and culture being overwhelmingly underappreciated, individuals belonging to this population are more likely to exhibit symptoms of depression, suicidal ideation, and suicide attempts (Hinojosa & Vela, 2017). Why is it that speaking Spanish is considered “un-American?” Why do members of this population get called treated like they are less worthy of the land we live in than members of other identities? Imagine having such a strong work ethic and sense of purpose that you’d do whatever it took to live in a country that demanded that you be deported (even if you’re a legal citizen!). You learned a new language in order to better communicate, but others refused to meet you halfway by providing important information in your native language. People chose to not engage with you simply because they assumed it would be more difficult for them, given your skin tone or accent. A general need of this population is a simple cultural awareness and respect. In the counseling world, it is important that counselors actively listen in order to establish such respect, as well as to utilize culturally appropriate interventions. However, even more imperative is the establishment of culturally appropriate prevention.
This photo represents the systemic challenges that the Hispanic population faces in America. Discrimination exists in many domains including education, the workforce, the justice system, and of course, in political society. Hispanic individuals are disenfranchised as early as primary school by a lack of culturally appropriate supports and family involvement, and this often exists throughout the educational experience, including college. In the workplace, individuals face prejudice and bias during interviews and when eligible for promotions or raises, and often feel that they have less opportunity for employment in general (National Public Radio, 2017). Discrimination in the justice system manifests itself as overrepresentation, harsher sentences, and longer time served (Petersilia, 1985). In today’s political climate, this population’s contributions to American society are not valued. Rather, they are often “othered” and treated as scapegoats. The threats of social stigma, deportation, etc. are so pressing that Hispanic individuals who are legal citizens still find themselves being censored and unable to live authentically.
References
National Public Radio (2017). Discrimination in america: Experiences and views of latinos. Retrieved from https://www.npr.org/documents/2017/oct/discrimination-latinos-final.pdf
Petersilia, J. (1985). Racial disparities in the criminal justice system: A summary. Crime and Delinquency, 31(1), 15-34
Lardier, D.T., Bernea, A.M., Pinto, S.A., Garcia-Reid, P., & Reid, R.J. (2017). The relationship between sexual minority status and suicidal ideations among urban Hispanic adolescents. Journal of LGBT Issues in Counseling, 11(3), 174-189. DOI: 10.1080/15538605.2017.1346491.
The purpose of this study was to examine factors such as bullying, lack of social support, and depression, that contribute to suicidal ideation in adolescents who identify as Hispanic and LGBTQ. The included literature review discussed the disproportionate representation of suicidal ideation and depression among the LGBTQ and Hispanic populations as single identities, as well as for individuals whose identities include an intersection of the two. Correlation between this representation and marginalizing stressors such as victimization, stigma, and discrimination was highlighted, and supported by many current references. The review also focused on protective factors of positive support systems in both the school setting and within families. The sample included 538 Hispanic high school students (63.5% were ages 16-18, 13% identifies as LGBTQ, 79.4% qualified for free or reduced lunch), who were given an hour to complete a 140 question survey. Analyzed suicidal ideation predictor measures included depressive symptoms, school bullying, sexual minority status, and social support. Results suggested that sexual minority status predicted bullying, which indirectly affected depressive symptoms and suicidal ideation, and that Hispanic youth who held this identity were more likely to be bullied and less likely to identify social support networks. Additionally, social supports acted as a buffer for depressive symptoms related to bullying and sexual minority status. Implications include an emphasis on existing positive support systems, as well as identifying new opportunities for support for Hispanic LGBTQ students. Although the study gathered information on LGBTQ students within the Hispanic sample population, I would like to compare a more focused group’s responses before making conclusions about suicidal ideation of students at the intersection of Hispanic and LGBTQ.
Hall, M., Fullerton, L., Fitzgerald, C., & Green, D. (2018). Suicide risk and resiliency factors among Hispanic teens in New Mexico: Schools can make a difference. Journal of School Health, 88(3), 227-236.
The purpose of this study was to examine how risk and protective factors of Hispanic adolescent suicide attempts could be addressed by school-based interventions. The authors included many conflicting findings regarding factors of suicide that impact Hispanic adolescents, such as language spoken in the home, being born outside of the United States, sex, familial context, and food insecurity. Although these findings are not conclusive, schools are able to provide unique protective factors with school-based culture and interventions. The researchers administered a resiliency survey (which included questions specific to the school environment) to 7641 qualifying Hispanic high school students. Mixed results surrounding most out of school factors existed, with differences existing for males and females. However, nearly all questions regarding school protective factors were associated with decreased suicide attempts rates for both males and females. Results from this study suggest that schools can provide protective factors to all students, if procedures are put into place to improve school climate and student sense of belonging. Therefore, schools should utilize evidence based practices for implementing school-wide initiatives, while emphasizing building relationships with and between students. Responses were gathered by self reporting measures, and might not accurately reflect feelings surrounding school climate, especially because the survey was given in the school setting.
Hinojosa, Y. & Vela, J. C. (2017). The role of positive psychology, cultural, and family factors on Hispanic/Latino college students’ depressive symptoms and subjective happiness. Journal of Hispanic Higher Education, 1-19. DOI: 10.1177/1538192717734287
The purpose of this study was to examine to what extent positive psychology (gratitude, meaning in life, and hope), cultural, and family factors influence Hispanic/Latinx college students’ depression and happiness. The authors use recent research to explore each factor, and how they impact the Hispanic/Latinx population. The authors explain that literature has found that Hispanic college students are more likely to have depressive symptoms and suicidal ideation and attempts, and that exploring protective factors could provide insight into effective prevention and intervention for this population. The researchers administered questionnaires to 110 college students enrolled in psychology classes (50 males, 60 females; 53 Hispanic/Latino, 26 Mexican-American, 14 Mexican). Separate questionnaires/scales were used for each factor: gratitude, meaning in life, hope, family importance, enculturation, depression, and subjective happiness. The data showed that hope, having a meaning in life, and family importance were statistically negative predictors of depression, where search for a meaning in life was a positive predictor, and gratitude and enculturation did not predict depressive symptoms. These findings show that although culturally specific factors do not seem to be predictors of depression, indirect cultural factors, such as familismo and instilled meaning of life, do impact prevalence of depressive symptoms, and should be considered when working with clients. The authors include implications for research and practice, including implementation of positive psychology interventions (eg. gratitude letters, hope-based goal mapping, and familial acts of kindness). The cited research used in the implications section of this article are a bit outdated, and could benefit from newer evidence-based interventions.
Jang, Y., Chiriboga, D.A., Herrera, J.R., Tyson, D.M., & Schonfeld, L. (2011). Attitudes toward mental health services in Hispanic older adults: The role of misconceptions and personal beliefs. Community Mental Health Journal, 47, 164-170. DOI: 10.1007/s10597-009-9274-8
The purpose of this study was to explore existing misconceptions and negative personal beliefs that might contribute to unfavorable attitudes toward mental health services in older Hispanic adults. The authors discuss prominent literature, such as Hispanic individuals having higher levels of mental health issues, yet being an underrepresented population among those receiving mental health treatment. The authors believe the reason that this population does not seek mental health treatment is due to misconceptions about mental health leading to negative attitudes, and therefore a lack of help-seeking behavior. According to the authors’ conceptual framework, aging Hispanic individuals are misinformed about treatment for depression and are more likely to believe that antidepressants are addictive and that counseling brings up too many negative emotions; they see depression and seeking help for it as a sign of weakness. This study surveyed 297 individuals who were 60 years or older and living in a residential facility. Acculturation, physical, and mental health were assessed by administration of a questionnaire that included three items from the Older Americans Resources and Services Questionnaire based on health and The Center of Epidemiologic Studies Depression Scale. Then, participants took the Attitudes Toward Seeking Professional Psychological Help Scale and answered six questions adopted from a National Mental Health Association survey to gather information about personal beliefs and negative attitudes surrounding seeking mental health help. The hypotheses of the authors proved to be correct, with older individuals having more negative attitudes toward mental health treatment, with personal beliefs being a predicting factor. These results suggest that educating aging individuals about depression and mental health can be helpful in shaping attitudes. However, I am curious about the questions asked during the survey, as they might have been biased toward the views and personal beliefs of White Americans, and might have resulted in “misconceptions” instead of a differing worldview.
Cervantes, R.C. & Cordova, D. (2011). Life experiences of Hispanic adolescents: Developmental and language considerations in acculturation stress. Journal of Community Psychology, 39(3), 336-352.
The purpose of this study was to identify acculturation stressors for Hispanic adolescents through focus group methodology. The authors reference literature focused on acculturation and surrounding struggles. However, many of the referenced articles are more than ten years old, and therefore might not represent the most up-to-date research. For the study, the researchers first held an expert panel to determine six main domains of inquiry for the study: immigration stress, language and communication stress, school and academic stress, peer stress, family stress, and social and economic stress. Focus group leaders were all bilingual and Hispanic, and offered single-gender groups in both Spanish and English (to be chosen by each participant). Additionally, middle school and high school students participated in separate focus groups. A total of 170 students, ages 11-19, participated in 25 focus groups (each focus group lasted 60-90 minutes). Responses from the focus groups evidenced stressors such as not knowing English as well as others, intergenerational culture differences, loss and discrimination due to immigration, peer pressure, and familial financial stressors. Additionally, students discussed many stressors in the school setting, such as barriers in the classroom environment, discrimination, language and communication barriers, low parental involvement, peer and teacher perceptions, and a lack of cultural consideration within the curriculum. These results imply that many stressors exist for Hispanic students, with many stemming from the school setting. Therefore, school counselors must be cognisant of these factors, and consider them when working to build a positive school climate, build relationships, and implement a comprehensive counseling program. Counselors should also consider how these factors might impact a child during different stages of development.