ERIC Number: ED247504
Record Type: Non-Journal
Publication Date: 1983-Nov
Reference Count: N/A
Counseling Strategies for Ethnic Minority Students.
Ford, Robert C.
For years a communication gap has existed between minority students of high school and college levels and white counselors assigned to provide services to them. Although many counselors would like to counsel according to the democratic standards of their training, most bring to counseling a variety of biases, habits, and reactions which consciously or unconsciously affect the counseling relationship. This paper presents a collection of information, experience, and opinion which attempts to broaden counselors' awareness of the needs and concerns of ethnic minority students. Specific counseling approaches and techniques are discussed to help provide more relevancy to minority students in ways that do not alienate them. Generalized findings are provided in psychological and cultural areas for four American ethnic minority groups: Asian-Americans, Black Americans, Mexican-Americans, and Native-Americans. Documented research information and experiential reports are included. The paper concludes with a brief review of overall psychosocial patterns which exist in the makeup of ethnic minority students, and describes steps important in practicing each of the following three specific approaches recommended for use with minority students: (1) reality therapy; (2) behavior therapy; and (3) systemic counseling. (JAC)
Descriptors: American Indians, Asian Americans, Blacks, College Students, Counseling Techniques, Counselor Client Relationship, Cultural Traits, Ethnic Relations, Higher Education, Intercultural Communication, Mexican Americans, Minority Groups, School Counseling, School Counselors, Secondary Education, Secondary School Students
Publication Type: Guides - Non-Classroom; Opinion Papers
Education Level: N/A
Audience: Counselors; Practitioners
Sponsor: Washington Office of the State Superintendent of Public Instruction, Olympia. Office for Equity Education.
Authoring Institution: University of Puget Sound, Tacoma, WA.