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Encouraging Culturally Competent Men...

Kramer-Gordon, Gloria Joanne.

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Encouraging Culturally Competent Mental Health Providers and Educators for Immigrant Students' Educational Success: A Qualitative Case Study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Encouraging Culturally Competent Mental Health Providers and Educators for Immigrant Students' Educational Success: A Qualitative Case Study./
作者:	Kramer-Gordon, Gloria Joanne.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	179 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-05, Section: B.
Contained By:	Dissertations Abstracts International82-05B.
標題:	Bilingual education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28150497
ISBN:	9798691246593

Encouraging Culturally Competent Mental Health Providers and Educators for Immigrant Students' Educational Success: A Qualitative Case Study.
Kramer-Gordon, Gloria Joanne.

Encouraging Culturally Competent Mental Health Providers and Educators for Immigrant Students' Educational Success: A Qualitative Case Study. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 179 p.

Source: Dissertations Abstracts International, Volume: 82-05, Section: B.

Thesis (Ed.D.)--Northcentral University, 2020.

This item must not be sold to any third party vendors.

With the rising influx of undocumented immigrant children entering the United States, schools across the country are responsible for educating a growing population of English Language Learners (ELLs). Immigrant ELLs encounter significant psychological challenges of pre- and post-migratory experiences that affect them emotionally, leaving many to struggle in school. The problem addressed in this qualitative case study was the lack of culturally and linguistically prepared mental health care providers in schools to detect symptoms of PTSD, anxiety, and depression of undocumented students to support them for future success. Educators struggle to distinguish when an immigrant ELL is struggling emotionally, linguistically, or academically. For this study, mental health care providers were defined as social workers, psychologists, counselors, therapists, and nurses that work in school settings. The purpose of this qualitative case study was to examine the ability of mental health providers and educators regarding the cultural and linguistic competencies required in schools to detect symptoms of trauma in undocumented students and to discriminate between mental health and academic needs. Eight total professionals from schools across Long Island, New York who had worked with immigrant ELLs participated in this study. A case study design was relevant for this research as it comprised a holistic approach with narrative inquiry to investigate a modern phenomenon. All data were reviewed and then analyzed using NVivo which was then followed by manual checking. Findings suggested that mental health providers in schools are not linguistically and culturally competent to support undocumented students. Thus, students are left to self-manage and solve their problems by using their own cultural experiences which can lead to negative future outcomes of drop-out, poverty, crime, and illness. Results also supported that with a deficit in mental health services, the affective filter process hinders their ability to be successful in school. Implications were that educators are inadequate in cultural sensitivity. The study concluded with recommendations for professional development on cultural awareness, increase diversity programs in higher institutions, a need for bilingual mental health support in schools, and administrative advocacy. The study stressed the importance of undocumented immigrants having supportive social networks in their school community, in their neighborhoods, or in religious conglomerates for positive mental health to flourish in the United States.

ISBN: 9798691246593Subjects--Topical Terms:

2122778
Bilingual education.
Subjects--Index Terms:

Crossing the border

Encouraging Culturally Competent Mental Health Providers and Educators for Immigrant Students' Educational Success: A Qualitative Case Study.
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