A psychoeducational group for limited-English proficient Latino/Latina children

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Jose A. Villalba, Assistant Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/

Abstract: Latino /Latina children who are considered to be limited–English proficient may be unwilling participants in unique and difficult personal and school-related experiences. The inherent differences in their native culture and language may lead to special academic placements in English-as-a-second-language programs. Participations in a psychoeducational group may prove beneficial in helping Latino /Latina children deal with their experiences, while offering possible coping strategies for managing potential negative self-concepts and attitudes toward school. A 6-week group counseling intervention is presented for working with limited–English proficient Latino schoolchildren. The intervention may also be useful in nonschool settings.

Additional Information

Journal for Specialists in Group Work, 28, 261-276
Language: English
Date: 2003
Psychoeducational, Children, Hispanics, Latinos /Latinas, Limited– English-proficient

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