Counselling immigrants: School contexts and emerging strategies

Moshe Tatar*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

23 Scopus citations

Abstract

In light of the important roles school counsellors fulfil, and their relatively high status and involvement in the Israeli educational system, the strategies counsellors employ when dealing with immigrant pupils in their educational institutions were investigated. The study was based on in-depth interviews with 37 counsellors working in secondary schools with relatively high numbers of recently-arrived immigrant students from the former Soviet Union. The findings highlight the great importance counsellors attribute to the school context and its organisational culture when formulating and implementing their work with immigrant pupils. Four counsellor roles for work with immigrants emerged from the interviews: as culturally-encapsulated assimilators, as self-facilitators, as specialists, and as cultural 'translators'. These strategies provide counsellors with frameworks for determining the issues to be addressed, their timing, identifying their clients, and devising maximally-effective tactics and techniques for implementation. The implications of these approaches are discussed in relation to counsellors' roles in educational institutions with multicultural populations.

Original languageAmerican English
Pages (from-to)337-352
Number of pages16
JournalBritish Journal of Guidance and Counselling
Volume26
Issue number3
DOIs
StatePublished - Aug 1998

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