A Psychoeducational Group for Limited-English Proficient Latino/Latina Children

Latino /Latina children who are considered to be limited–English proficient may be unwilling participants in unique and difficult personal and school-related experiences. The inherent differences in their native culture and language may lead to special academic placements in English-as-a-second-language programs. Participations in a psychoeducational group may prove beneficial in helping Latino /Latina children deal with their experiences, while offering possible coping strategies for managing potential negative self-concepts and attitudes toward school. A 6-week group counseling intervention is presented for working with limited–English proficient Latino schoolchildren. The intervention may also be useful in nonschool settings.