References
- Abrego, L. J., & Gonzales, R. G. (2010). Blocked paths, uncertain futures: The postsecondary education and labor market prospects of undocumented Latino youths. Journal of Education for Students Placed at Risk, 15(1–2), 144–157. doi:https://doi.org/10.1080/10824661003635168
- Aganza, J. S., Gamboa, A., Medina, E., & Vuelvas, S. (2019). Breaking the silence: A framework for school psychologists working with students of undocumented immigrant families. Contemporary School Psychology, 23(1), 10–19. doi:https://doi.org/10.1007/s40688-018-0210-1
- Alim, H. S., & Paris, D. (2017). What is culturally sustaining pedagogy and why does it matter? In D. Paris & H. S. Alim (Eds.), Culturally sustaining pedagogies: Teaching and learning for justice in a changing world (pp. 1–24). Teachers College Press.
- American School Counselor Association. (2016). Ethical standards for school counselors. Author. https://www.schoolcounselor.org/asca/media/asca/Ethics/EthicalStandards2016.pdf
- Bal, A., Afacan, K., & Cakir, H. I. (2018). Culturally responsive school discipline: Implementing learning lab at a high school for systemic transformation. American Educational Research Journal, 55(5), 1007–1050. doi:https://doi.org/10.3102/0002831218768796
- Beehler, S., Birman, D., & Campbell, R. (2012). The effectiveness of cultural adjustment and trauma services (cats): Generating practice-based evidence on a comprehensive, school-based mental health intervention for immigrant youth. American Journal of Community Psychology, 50(1–2), 155–168. doi:https://doi.org/10.1007/s10464-011-9486-2
- Betters-Bubon, J., Pianta, R., Sweeney, D., & Goodman-Scott, E. (2022). Antiracism starts with us: School counselor critical reflection within an MTSS framework. Professional School Counseling, 26(1a), 34–56. doi:https://doi.org/10.1177/2156759X221086747
- Briere, J. (1996). Trauma symptom checklist for children: Professional manual. Psychological Assessment Resources Inc. https://doi.org/https://doi.org/10.1037/t06631-000
- Cano, M. Á., Schwartz, S. J., Castillo, L. G., Romero, A. J., Huang, S., Lorenzo-Blanco, E. I., … Szapocznik, J. (2015). Depressive symptoms and externalizing behaviors among Hispanic immigrant adolescents: Examining longitudinal effects of cultural stress. Journal of Adolescence, 42(1), 31–39. doi:https://doi.org/10.1016/j.adolescence.2015.03.017
- Centers for Disease Control and Prevention. (2019). Preventing adverse childhood experiences: Leveraging the best available evidence. National Center for Injury Prevention and Control, Centers for Disease Control and Prevention. https://www.cdc.gov/violenceprevention/pdf/preventingACES.pdf
- Chen, E. C., Budianto, L., & Wong, K. (2010). Professional school counselors as social justice advocates for undocumented immigrant students in group work. Journal for Specialists in Group Work, 35(3), 255–261. doi:https://doi.org/10.1080/01933922.2010.492897
- Child Trends. (2018). Immigrant children. Child Trends. https://www.childtrends.org/indicators/immigrant-children
- Dysart-Gale, D. (2005). Communication models, professionalization, and the work of medical interpreters. Health Communication, 17(1), 91–103. doi:https://doi.org/10.1207/s15327027hc1701_6
- Edirmanasinghe, N., & Blaginin, K. (2019). Demystifying the research process: A Career intervention with Latinas. Professional School Counseling, 22(1b), 1–6. doi:https://doi.org/10.1177/2156759x19834433
- Fawzi Smith, M. C., Betancourt, T. S., Marcelin, L., Klopner, M., Munir, K., Muriel, A. C., … Mukherjee, J. (2009). Depression and posttraumatic stress disorder among Haitian immigrant students: Implications for access to mental health services and educational programming. BMC Public Health, 9(1), 482. doi:https://doi.org/10.1186/1471-2458-9-482
- Ford, J., Racusin, R., Rogers, K., Ellis, C., Schiffman, J., Ribbe, D., & Edwards, J. (2002). Traumatic events screening inventory for children (tesi-c) version 8.4. National Center for PTSD and Dartmouth Child Psychiatry Research Group. https://www.ptsd.va.gov/professional/assessment/documents/TESI-C.pdf
- García, S. B., & Ortiz, A. A. (2006). Preventing disproportionate representation: Culturally and linguistically responsive prereferral interventions. Teaching Exceptional Children, 38(4), 64–68. doi:https://doi.org/10.1177/004005990603800410
- González-Ramos, G., & Sanchez-Nester, M. (2001). Responding to immigrant children’s mental health needs in the schools: Project mi tierra/my country. Children & Schools, 23(1), 49–62. doi:https://doi.org/10.1093/cs/23.1.49
- Gonzalez, L. M., Borders, L. D., Hines, E. M., Villalba, J. A., & Henderson, A. (2013). Parental involvement in children’s education: Considerations for school counselors working with Latino immigrant families. Professional School Counseling, 16(3), 185–193. doi:https://doi.org/10.1177/2156759X1701600303
- Goodman-Scott, E., Betters-Bubon, J., & Donohue, P. (2015). Aligning comprehensive school counseling programs and positive behavioral interventions and supports to maximize school counselors’ efforts. Professional School Counseling, 19(1), 1096–2409. doi:https://doi.org/10.5330/1096-2409-19.1.57
- Goodwin, A. L. (2002). Teacher preparation and the education of immigrant children. Education and Urban Society, 34(2), 156–172. doi:https://doi.org/10.1177/0013124502034002003
- Hampton, N. Z., & Sharp, S. E. (2014). Shame-focused attitudes toward mental health problems: The role of gender and culture. Rehabilitation Counseling Bulletin, 57(3), 170–181. doi:https://doi.org/10.1177/0034355213501722
- Hwang, W.-C., & Ting, J. Y. (2008). Disaggregating the effects of acculturation and acculturative stress on the mental health of Asian Americans. Cultural Diversity & Ethnic Minority Psychology, 14(2), 147–154. doi:https://doi.org/10.1037/1099-9809.14.2.147
- Kaslow, F. W. (2014). Intervening with immigrant families: An integrative systems perspective. Journal of Family Psychotherapy, 25(2), 177–191. doi:https://doi.org/10.1080/08975353.2014.910031
- Kugler, E. G. (2009). Partnering with parents to support immigrant and refugee children at school. Center for Health and Health Care in Schools, School of Public Health and Health Services, The George Washington University. https://www.education.ne.gov/wp-content/uploads/2017/07/Partnering-with-Parents-and-Families-To-Support-Immigrant-and-Refugee-Children-at-School.pdf
- Langley, A. K., Gonzalez, A., Sugar, C. A., Solis, D., & Jaycox, L. (2015). Bounce back: Effectiveness of an elementary school-based intervention for multicultural children exposed to traumatic events. Journal of Consulting and Clinical Psychology, 83(5), 853–865. doi:https://doi.org/10.1037/ccp0000051
- Nadeem, E., Saldana, C. S. L. J. H., Chapman, J., & Schaper, H. (2018). A mixed methods study of the stages of implementation for an evidence-based trauma intervention in schools. Behavior Therapy, 49(4), 509–524. doi:https://doi.org/10.1016/j.beth.2017.12.004
- Office of Civil Rights. (2015). Dear colleague letter: English learner students and limited English proficient parents. https://www2.ed.gov/about/offices/list/ocr/letters/colleague-el-201501.pdf
- Paone, T. R., & Malott, K. M. (2008). Using interpreters in mental health counseling: A literature review and recommendations. Journal of Multicultural Counseling and Development, 36(3), 130–142. doi:https://doi.org/10.1002/j.2161-1912.2008.tb00077.x
- Patel, S. G., Tabb, K. M., Stambler, M. J., & Eltare, F. (2015). Newcomer immigrant adolescents and ambiguous discrimination: The role of cognitive appraisal. Journal of Adolescent Research, 30(1), 7–30. doi:https://doi.org/10.1177/0743558414546717
- Perry, D. L., & Daniels, M. L. (2016). Implementing trauma‐informed practices in the school setting: A pilot study. School Mental Health, 8(1), 177–188. doi:https://doi.org/10.1007/s12310‐016‐9182‐3
- Portman, T. A. A. (2009). Faces of the future: School counselors as cultural mediators. Journal of Counseling and Development, 87(1), 21–27. doi:https://doi.org/10.1002/j.1556-6678.2009.tb00545.x
- Rasmussen, A., Crager, M., Baser, R. E., Chu, T., & Gany, F. (2012). Onset of posttraumatic stress disorder and major depression among refugees and voluntary migrants to the United States. Journal of Trauma Stress, 25(6), 705–712. doi:https://doi.org/10.1002/jts.21763
- Ratts, M. J., Singh, A. A., Nassar-McMillan, S., Butler, S. K., & Rafferty Mccullough, J. (2016). Multicultural and social justice counseling competencies. Journal of Multicultural Counseling and Development, 44(1), 28–48. doi:https://doi.org/10.1002/jmcd.12035
- Rousseau, C., Measham, T., & Moro, M. R. (2011). Working with interpreters in child mental health. Child and Adolescent Mental Health, 16(1), 55–59. doi:https://doi.org/10.1111/j.1475-3588.2010.00589.x
- Schmitt, M. T., Postmes, T., Branscombe, N. R., & Garcia, A. (2014). The consequences of perceived discrimination for psychological well-being: A meta-analytic review. Psychological Bulletin, 140(4), 921–948. doi:https://doi.org/10.1037/a0035754
- Schwallie-Giddis, P., Anstrom, K., Sánchez, P., Sardi, V. A., & Granato, L. (2004). Counseling the linguistically and culturally diverse student: Meeting school counselors’ professional development needs. Professional School Counseling, 8(1), 15–23. https://www.jstor.org/stable/42732410
- Shoichet, C. E. (2018). Children and parents are being separated at the border. Here’s what we know. Cable News Network. https://www.cnn.com/2018/06/18/us/immigration-family-separations-questions/index.html
- Stein, B. D., Jaycox, L. H., Kataoka, S. H., Wong, M., Tu, W., Elliott, M. N., & Fink, A. (2003). A mental health intervention for school children exposed to violence: A randomized controlled trial. Journal of the American Medical Record Association, 290(5), 603–611. doi:https://doi.org/10.1001/jama.290.5.603
- Sugai, G., La Salle, T. P., Everett, S., & Feinberg, A. B. (2019). Multi-tiered systems of support: The what, why, and how for school counselors. In E. Goodman-Scott, J. Betters-Bubon, & P. Donohue (Eds.), The school counselor’s guide to multi-tiered systems of support (pp. 1–28). Routledge.
- Sullivan, A. L., & Simonson, G. R. (2016). A systematic review of school-based social-emotional interventions for refugee and war-traumatized youth. Review of Educational Research, 86(2), 503–530. doi:https://doi.org/10.3102/0034654315609419
- Tribe, R., & Keefe, A. (2009). Issues in using interpreters in therapeutic work with refugees. What is not being expressed? European Journal of Psychotherapy and Counselling, 11(4), 409–424. doi:https://doi.org/10.1080/13642530903444795
- Villalba, J. A. (2009). Addressing immigrant and refugee issues in multicultural counselor education. Journal of Professional Counseling, 37(1), 1–12. doi:https://doi.org/10.1080/15566382.2009.12033851
- Wang, C., Barlis, J., Anh Do, K., Chen, J., & Alami, S. (2019a). Barriers to mental health help seeking at school for Asian-and Latinx-American adolescents. School Mental Health, 12, 182–194. https://doi.org/https://doi.org/10.1007/s12310-019-09344-y
- Wang, C., Do, K. A., Frese, K., & Zheng, L. (2019b). Asian immigrant parents’ perception of barriers preventing adolescents from seeking school-based mental health services. School Mental Health, 11(2), 364–377. doi:https://doi.org/10.1007/s12310-018-9285-0
- Wright, C. L. (2014). Ethical issues and potential solutions surrounding the use of spoken language interpreters in psychology. Ethics & Behavior, 24(3), 215–228. doi:https://doi.org/10.1080/10508422.2013.845532
- Yalom, I. D., & Leszcz, M. (2005). The theory and practice of group psychotherapy (5th ed.). New York, NY: Basic Books.
- Yohannan, J., & Carlson, J. S. (2019). A systematic review of school-based interventions and their outcomes for youth exposed to traumatic events. Psychology in the Schools, 56(3), 447–464. doi:https://doi.org/10.1002/pits.22202
- Ziomek-Daigle, J., Goodman-Scott, E., Cavin, J., & Donohue, P. (2016). Integrating a multi-tiered system of supports with comprehensive school counseling programs. The Professional Counselor, 6(3), 220–232. doi:https://doi.org/10.15241/jzd.6.3.220