new beginnings small group
TRANSCRIPT
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NEW BEGINNINGSA Career-Focused Group Curriculum for Immigrant High School
Students
Courtney KallisUniversity of Mary
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CHALLENGES FOR IMMIGRANT STUDENTS Lack of education in country of origin Lack of family support for American education Limited English language proficiencyPerceptions of barriers to education Lack of access to resources Lack of parental education
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FACTORS THAT LEAD TO SUCCESS
Higher English proficiency levels and
greater career-related
parental support
Higher career and
educational aspirations
for immigrant students
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THEORETICAL PERSPECTIVE
Career Constructivist Approach1. Co-construction Stage: Collaborative approach
to telling the group member’s story.2. Deconstruction Stage: Themes, values, and
beliefs are identified and assessed for each individual.
3. Construction Stage: Establish new goals and create futures.
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PURPOSE
To meet the career needs of new students who have immigrated to the United States and are entering the public school system for the first time.
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TARGET AUDIENCE
High school students ImmigrantsAt least minimal English proficiencyLooking for additional career counseling support
Seeking to improve employabilityFamily approval
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IMPORTANT THEMES
Improving English skillsSharing life storiesEmbracing culture of homelandLearning new cultural norms Acquiring job skillsBuilding confidenceProviding socioemotional support
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WEEKLY ROUTINES
Sharing positive and negative experiences JournalingMentorship with natural-born American students
Goals and homework
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FACILITATOR PREPARATION
Know own immigration historyUnderstand cultural values and heritageLearn about other culturesExplore immigrant parents’ belief systemsEstablish collaborative family relationships
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SESSION 1: INTRODUCTIONS
Learning Objectives: To introduce all members of the group. To familiarize members with group rules and expectations.
Session Plan Introductions Group rules Personal Collage
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SESSION 1: INTRODUCTIONS
Personal Goal: Identify two areas of improvement by the end of this group.
Journaling: Reflect on first session in English or first language.
Homework: Meet with peer mentor and share collage.
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SESSION 2: ENGLISH LANGUAGE PROFICIENCYLearning Objectives: To evaluate proficiency and comfort level with the English
language. To explore resources available to English Language Learners
(ELL’s).
Session Plan English language proficiency survey
International Language Homestays Self Assessment English Evaluation Test
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SESSION 2: ENGLISH LANGUAGE PROFICIENCYPersonal Goal: Identify three ways you will work on improving proficiency.
Journaling: Reflect on the self-assessment.
Homework: Meet with peer mentor and share results of survey.
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SESSION 3: SHARING MY STORY AND CULTURELearning Objectives: To allow students a safe place to share their immigration story. To explore similarities and differences among home cultures and
American culture
Session Plan Telling My Story (art or writing) Sharing My Story
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SESSION 3: SHARING MY STORY AND CULTUREPersonal Goal: Share story with someone new.
Journaling: Reflect on what was learned from others.
Homework: Share story with mentor.
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SESSION 4: THE JOB SEARCH
Learning Objectives: To explore the process of searching and applying for jobs To understand the cultural expectations during a job search
Session Plan Job search tips Application process
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SESSION 4: THE JOB SEARCH
Personal Goal: Find three current job openings to apply for.
Journaling: Reflect on job search information.
Homework: Discuss common student jobs Reflect on facilitation questions from journal
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SESSION 5: GETTING HIRED AND STAYING EMPLOYEDLearning Objectives: To examine what traits and skills are needed for obtaining
employment. To learn the cultural values of working in the United States and in
this region.
Session Plan: Compare/contrast job skills and values for U.S. and home country Navigating the job interview
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SESSION 5: GETTING HIRED AND STAYING EMPLOYEDPersonal Goal: Choose three tips that you will apply to your own job search.
Journaling: Reflect on readiness for job application and interview.
Homework: Complete mock interview with mentor.
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SESSION 6: CLOSING
Learning Objectives: To wrap up learning and reflect on group outcomes.
Session Plan: Personally review journal entries Share reflections on group
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SESSION 6: CLOSING
Personal Goal: Identify one area of improvement moving forward from group.
Journaling: Reflect on readiness for job application and interview.
Homework: Complete mock interview with mentor.
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MENTORSHIP IN ACTION
“New Immigrants Share Their Stories”https://www.youtube.com/watch?v=33OINi3xVbc
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REFERENCESElizalde-Utnick, G. (2010). Immigrant families: Strategies for school support . Principal Leadership, 12-16.Hatoss, A., O’Neill, S., & Eacersall, D. (2012). Career choices: Linguistic and educational socialization of Sudanese- background high-school students in Australia. Linguistics and Education, 23, 16-30. Ma, P. & Yeh, C. (2010). Individual and familial factors influencing the educational and career plans of Chinese immigrant youths. The Career Development Quarterly, 58, 230-245.Pierce, L. M. & Gibbons, M. M. (2012). An ever-changing meaning: A career constructivist application to working with African refugees. Journal of Humanistic Counseling, 51, 114-127.Stebleton, M. J. (2007). Career counseling with African Immigrant college students: Theoretical approaches and implications for practice. The Career Development Quarterly, 55, 290-312. Tatar, M. (2012). School counsellors working with immigrant pupils: Changes in their approaches after 10 years. British Journal of Guidance & Counseling, 40 (50), 577-592.Valadez, J. Shaping the educational decisions of Mexican immigrant high school students. American Educational Research Journal, 45 (4) 834-860. Watkinson, J. & Hersi, A. (2014). School counselors supporting African immigrant students’ career development: A case study. The Career Development Quarterly, 62, 44-55.