Immigrants and refugees continue to make enormous contributions to the economic, educational, and cultural richness of the U.S. They plan for and manage multiple changes to achieve goals for themselves and their families, and in the process, give back to the U.S. This book provides insight for counselors working with immigrants and refugees and their families across the lifespan. Social justice and multicultural counseling competency frameworks ground this text, which is intended for counselors working in academic settings, conducting research, and practicing in different contexts. Because immigrants and refugees have various cultural heritages, immigration journeys, reasons for migrating, and presenting situations, counselors must be prepared to engage with individuals and families as unique clients. Descriptions of these contextual factors, including data and legislation, are included. This book will guide counselors in recognizing the additional steps they may need to take to account for culture, language, health status, relationships in place, and of course the priority issues (i.e., childs illness and/or school bullying) to be dealt with. Additionally, counselors will learn about the rationale for migration as well as the concentration camps that may be home to refugees for an indeterminate time. Counselors will read about losses that affect immigrant and refugee clients and how these naturally contribute to sadness, depression, anger, and self-isolation.
Part I
Context, Competencies, and Data to Ground Counseling Practices
Chapter 1
Social Justice and Cultural Competency Frameworks for Counseling With
Immigrants and Refugees 3
Chapter 2
Historical Context, Legislation, and Trends in the Migration Process 25
Chapter 3
Stages of Migration, Acculturation, and Identity Challenges 43
Chapter 4
Immigrant and Refugee Identity and Experiences Across the Life Span 69
Chapter 5
Disputing Biases and Assumptions Regarding Immigrants and Refugees 91
Chapter 6
Mental Health Needs of Immigrants and Refugees 103
Part II
Counseling With Immigrants, Refugees, and Their Families
From Generational and Developmental Perspectives
Chapter 7
Counseling With Immigrant, Refugee, and Birthright Children 129
Chapter 8
Counseling With Immigrant, Refugee, and Birthright Adolescents 153
Chapter 9
Counseling With Immigrant, Refugee, and Birthright Adults 187
Chapter 10
Counseling With Immigrant and Refugee Families 209
Epilogue 229
Glossary 233
Index 24
Patricia Arredondo, EdD, has dedicated her career to social justice and multicultural counseling. She served as president of the American Counseling Association (ACA) and the Association for Multicultural Counseling and Development and is a founding member of Counselors for Social Justice. Her scholarship interests and publications address immigrant and Latinx mental health; cultural competencies in research, education, and practice; womens leadership; and diversity in the workplace. A daughter of an immigrant father and maternal immigrant grandparents from Mexico, she has had a long-term interest in advancing positive findings about immigrant resiliency. A higher education administrator for 15 years, since 2016 she has been president of the Arredondo Advisory Group, collaborating with organizations to embed diversity, equity, inclusion, and belonging practices. Mary L. Fawcett, PhD, is a professor of counselor education at Winona State University. She has been engaged in teaching for 24 years, has practiced counseling for 15 years, and has published a variety of articles and a book on multicultural counseling competencies. Dr. Fawcett is past president of the Minnesota Counseling Association and has been an active member of ACA and the Association for Counselor Education and Supervision for 35 years. She has a special interest in multicultural counseling competencies and has conducted research with immigrants and refugees in Minnesota. She received her doctorate at the University of South Carolina. Dr. Fawcett has served as director of counseling services and has provided clinical mental health counseling in a variety of clinical settings and via telehealth. Dawnette L. Cigrand, PhD, is a professor and department chair of counselor education at Winona State University. She is a licensed school counselor and past president of the Minnesota School Counselor Association. Her volunteerism involves advocating for and supporting the work of school counselors in the state of Minnesota to help K12 students develop academic, career, and social-emotional competencies. She has conducted research with immigrants and refugees in Minnesota and is a staunch social justice advocate. Her PhD is from the University of Iowa. Sandra Bertram Grant earned her BA as a double major in psychology and sociology from the University of Kansas. She then completed her MEd in counseling psychology at the University of Missouri before pursuing her PhD in counseling psychology at the University of Denver. She specializes in Latine psychology, reducing inequities in mental health care through clinical practice and advocacy, increasing access to quality services, and growing representation in the field.
Rieko Miyakuni, PhD, is an Okinawan native and has been teaching in the Counselor Education Department at Winona State University since 2019. Her research interests include critical consciousness and consciousness-raising among students of color, counselors-in-training, and counselor educators. She completed her masters degree in counseling from Marshall University and an EdD in counselor education and supervision at Governors State University. She specializes in working with youth and families and supervised intensive outpatient programs in both urban and rural areas of West Virginia. She is a twice F-1 student and H-1B worker who experienced a glimpse of the U.S. immigration complexity. Dariyan Adams holds a BA in psychology with a minor in family consumer science from Minnesota State University, Mankato. Currently, she is pursuing a masters degree with a dual focus in school counseling and clinical mental health counseling at Winona State University. Her interests include multicultural counseling competencies, racial and ethnic identity development, and the developing of effective school counseling interventions for students of color. She is passionate about advocating for equitable resources and programs for individuals from diverse cultural backgrounds, placing special emphasis on social justice and advocacy.
