Invisible Borders: School Counselors and Mixed-Status Children

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Author(s): Kendra Larrisha Blakely (Mississippi State University, USA), Chiquita Long Holmes (Mississippi State University, USA), Eugenie Joan Looby (Independent Researcher, USA), Kevin Merideth (Mississippi State University, USA), Alexis M. Jackson (Mississippi State University, USA), Lindsey Donald (Mississippi State University, USA)and Kimberly Tillman Gray (Mississippi State University, USA)
Copyright: 2021
Pages: 24
Source title: Strengthening School Counselor Advocacy and Practice for Important Populations and Difficult Topics
Source Author(s)/Editor(s): Meredith A. Rausch (Augusta University, USA)and Laura L. Gallo (Boise State University, USA)
DOI: 10.4018/978-1-7998-7319-8.ch005

Keywords: Business Science Reference / Educational Administration and Leadership / Human Behavior & Psychology / Social Sciences & Humanities

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Abstract

This chapter focuses on children in mixed-status families. The authors provide demographic data and the definition of a mixed-status family, then outline the challenges experienced by these families. The authors delineate developmental, educational, and psychological risk factors for these children. Intervention and advocacy initiatives in which school counselors can engage are examined. Authors provide practical solutions, suggestions for future research, a glossary of terms, and further readings. Finally, each topic discussed includes application strategies for school counselors.

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Invisible Borders: School Counselors and Mixed-Status Children

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