Counseling Multiple Heritage Adolescents

A Phenomenological Study of Experiences and Practices of Middle School Counselors

Dados Bibliográficos

ID8086151
AutoresMichael J Maxwell (0000-0002-3158-9175, autor correspondente), Michael Maxwell, Richard C Henriksen, Richard Henriksen Jr
EditoresChris Wood (0000-0002-5517-9496)
Ano2012
Volume16
Fascículo1
Páginas18-28
Data de publicação2012-10-01
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoThe School counselor (JOURNAL)
Identificadores do periódicoISSN: 0036-6536 • E-ISSN: 2156-759X
EditoraSAGE Publishing (PUBLISHER • US)
DOI10.5330/psc.n.2012-16.18
OpenAlexW2136877545
IdiomaEN
Citações recebidas1
Referências citadas21

The number of middle school students with multiple heritage backgrounds has grown since they were first able to identify their multiple racial identities in the 2000 U.S. Census. Today, the multiple heritage population makes up 3% (U.S. Census, 2011) of the total population. The purpose of this phenomenological study was to explore the perceptions and counseling practices of middle school counselors who work with adolescents with multiple heritage backgrounds. The authors identified five themes that made up the essence of this study: (a) generation dependent, (b) significance of presence, (c) single race identity, (d) students in crisis, and (e) need for acceptance. This article discusses the themes, implications for counselors, and the need for continued research

Developmental psychology · Interpretative phenomenological analysis · Medical education · Psychotherapist · Qualitative research · Sociology · Anthropology · Counseling Practices and Supervision · Critical Race Theory in Education · Medicine · Psychology · Racial and Ethnic Identity Research · Clinical Psychology