Patricia Arredondo, EdD, has dedicated her career to social justice and multicultural counseling. She served as president of the American Counseling Association (ACA) and the Association for Multicultural Counseling and Development and is a founding member of Counselors for Social Justice. Her scholarship interests and publications address immigrant and Latinx mental health; cultural competencies in research, education, and practice; women’s leadership; and diversity in the workplace. A daughter of an immigrant father and maternal immigrant grandparents from Mexico, she has had a long-term interest in advancing positive findings about immigrant resiliency. A higher education administrator for 15 years, since 2016 she has been president of the Arredondo Advisory Group, collaborating with organizations to embed diversity, equity, inclusion, and belonging practices.  Mary L. Fawcett, PhD, is a professor of counselor education at Winona State University. She has been engaged in teaching for 24 years, has practiced counseling for 15 years, and has published a variety of articles and a book on multicultural counseling competencies. Dr. Fawcett is past president of the Minnesota Counseling Association and has been an active member of ACA and the Association for Counselor Education and Supervision for 35 years. She has a special interest in multicultural counseling competencies and has conducted research with immigrants and refugees in Minnesota. She received her doctorate at the University of South Carolina. Dr. Fawcett has served as director of counseling services and has provided clinical mental health counseling in a variety of clinical settings and via telehealth.   Dawnette L. Cigrand, PhD, is a professor and department chair of counselor education at Winona State University. She is a licensed school counselor and past president of the Minnesota School Counselor Association. Her volunteerism involves advocating for and supporting the work of school counselors in the state of Minnesota to help K–12 students develop academic, career, and social-emotional competencies. She has conducted research with immigrants and refugees in Minnesota and is a staunch social justice advocate. Her PhD is from the University of Iowa.  Sandra Bertram Grant earned her BA as a double major in psychology and sociology from the University of Kansas. She then completed her MEd in counseling psychology at the University of Missouri before pursuing her PhD in counseling psychology at the University of Denver. She specializes in Latine psychology, reducing inequities in mental health care through clinical practice and advocacy, increasing access to quality services, and growing representation in the field. Rieko Miyakuni, PhD, is an Okinawan native and has been teaching in the Counselor Education Department at Winona State University since 2019. Her research interests include critical consciousness and consciousness-raising among students of color, counselors-in-training, and counselor educators. She completed her master’s degree in counseling from Marshall University and an EdD in counselor education and supervision at Governors State University. She specializes in working with youth and families and supervised intensive outpatient programs in both urban and rural areas of West Virginia. She is a twice F-1 student and H-1B worker who experienced a glimpse of the U.S. immigration complexity.  Dariyan Adams holds a BA in psychology with a minor in family consumer science from Minnesota State University, Mankato. Currently, she is pursuing a master’s degree with a dual focus in school counseling and clinical mental health counseling at Winona State University. Her interests include multicultural counseling competencies, racial and ethnic identity development, and the developing of effective school counseling interventions for students of color. She is passionate about advocating for equitable resources and programs for individuals from diverse cultural backgrounds, placing special emphasis on social justice and advocacy.

• Part IContext, Competencies, and Data to Ground Counseling PracticesChapter 1Social Justice and Cultural Competency Frameworks for Counseling With Immigrants and Refugees 3Chapter 2Historical Context, Legislation, and Trends in the Migration Process 25Chapter 3Stages of Migration, Acculturation, and Identity Challenges 43Chapter 4Immigrant and Refugee Identity and Experiences Across the Life Span 69Chapter 5Disputing Biases and Assumptions Regarding Immigrants and Refugees 91Chapter 6Mental Health Needs of Immigrants and Refugees 103Part IICounseling With Immigrants, Refugees, and Their Families From Generational and Developmental PerspectivesChapter 7Counseling With Immigrant, Refugee, and Birthright Children 129Chapter 8Counseling With Immigrant, Refugee, and Birthright Adolescents 153Chapter 9Counseling With Immigrant, Refugee, and Birthright Adults 187Chapter 10Counseling With Immigrant and Refugee Families 209Epilogue 229Glossary 233Index 24

Patricia Arredondo, EdD, has dedicated her career to social justice and multicultural counseling. She served as president of the American Counseling Association (ACA) and the Association for Multicultural Counseling and Development and is a founding member of Counselors for Social Justice. Her scholarship interests and publications address immigrant and Latinx mental health; cultural competencies in research, education, and practice; women’s leadership; and diversity in the workplace. A daughter of an immigrant father and maternal immigrant grandparents from Mexico, she has had a long-term interest in advancing positive findings about immigrant resiliency. A higher education administrator for 15 years, since 2016 she has been president of the Arredondo Advisory Group, collaborating with organizations to embed diversity, equity, inclusion, and belonging practices.  Mary L. Fawcett, PhD, is a professor of counselor education at Winona State University. She has been engaged in teaching for 24 years, has practiced counseling for 15 years, and has published a variety of articles and a book on multicultural counseling competencies. Dr. Fawcett is past president of the Minnesota Counseling Association and has been an active member of ACA and the Association for Counselor Education and Supervision for 35 years. She has a special interest in multicultural counseling competencies and has conducted research with immigrants and refugees in Minnesota. She received her doctorate at the University of South Carolina. Dr. Fawcett has served as director of counseling services and has provided clinical mental health counseling in a variety of clinical settings and via telehealth.   Dawnette L. Cigrand, PhD, is a professor and department chair of counselor education at Winona State University. She is a licensed school counselor and past president of the Minnesota School Counselor Association. Her volunteerism involves advocating for and supporting the work of school counselors in the state of Minnesota to help K–12 students develop academic, career, and social-emotional competencies. She has conducted research with immigrants and refugees in Minnesota and is a staunch social justice advocate. Her PhD is from the University of Iowa.  Sandra Bertram Grant earned her BA as a double major in psychology and sociology from the University of Kansas. She then completed her MEd in counseling psychology at the University of Missouri before pursuing her PhD in counseling psychology at the University of Denver. She specializes in Latine psychology, reducing inequities in mental health care through clinical practice and advocacy, increasing access to quality services, and growing representation in the field. Rieko Miyakuni, PhD, is an Okinawan native and has been teaching in the Counselor Education Department at Winona State University since 2019. Her research interests include critical consciousness and consciousness-raising among students of color, counselors-in-training, and counselor educators. She completed her master’s degree in counseling from Marshall University and an EdD in counselor education and supervision at Governors State University. She specializes in working with youth and families and supervised intensive outpatient programs in both urban and rural areas of West Virginia. She is a twice F-1 student and H-1B worker who experienced a glimpse of the U.S. immigration complexity.  Dariyan Adams holds a BA in psychology with a minor in family consumer science from Minnesota State University, Mankato. Currently, she is pursuing a master’s degree with a dual focus in school counseling and clinical mental health counseling at Winona State University. Her interests include multicultural counseling competencies, racial and ethnic identity development, and the developing of effective school counseling interventions for students of color. She is passionate about advocating for equitable resources and programs for individuals from diverse cultural backgrounds, placing special emphasis on social justice and advocacy.

• Part IContext, Competencies, and Data to Ground Counseling PracticesChapter 1Social Justice and Cultural Competency Frameworks for Counseling With Immigrants and Refugees 3Chapter 2Historical Context, Legislation, and Trends in the Migration Process 25Chapter 3Stages of Migration, Acculturation, and Identity Challenges 43Chapter 4Immigrant and Refugee Identity and Experiences Across the Life Span 69Chapter 5Disputing Biases and Assumptions Regarding Immigrants and Refugees 91Chapter 6Mental Health Needs of Immigrants and Refugees 103Part IICounseling With Immigrants, Refugees, and Their Families From Generational and Developmental PerspectivesChapter 7Counseling With Immigrant, Refugee, and Birthright Children 129Chapter 8Counseling With Immigrant, Refugee, and Birthright Adolescents 153Chapter 9Counseling With Immigrant, Refugee, and Birthright Adults 187Chapter 10Counseling With Immigrant and Refugee Families 209Epilogue 229Glossary 233Index 24

Patricia Arredondo, EdD, has dedicated her career to social justice and multicultural counseling. She served as president of the American Counseling Association (ACA) and the Association for Multicultural Counseling and Development and is a founding member of Counselors for Social Justice. Her scholarship interests and publications address immigrant and Latinx mental health; cultural competencies in research, education, and practice; women’s leadership; and diversity in the workplace. A daughter of an immigrant father and maternal immigrant grandparents from Mexico, she has had a long-term interest in advancing positive findings about immigrant resiliency. A higher education administrator for 15 years, since 2016 she has been president of the Arredondo Advisory Group, collaborating with organizations to embed diversity, equity, inclusion, and belonging practices.  Mary L. Fawcett, PhD, is a professor of counselor education at Winona State University. She has been engaged in teaching for 24 years, has practiced counseling for 15 years, and has published a variety of articles and a book on multicultural counseling competencies. Dr. Fawcett is past president of the Minnesota Counseling Association and has been an active member of ACA and the Association for Counselor Education and Supervision for 35 years. She has a special interest in multicultural counseling competencies and has conducted research with immigrants and refugees in Minnesota. She received her doctorate at the University of South Carolina. Dr. Fawcett has served as director of counseling services and has provided clinical mental health counseling in a variety of clinical settings and via telehealth.   Dawnette L. Cigrand, PhD, is a professor and department chair of counselor education at Winona State University. She is a licensed school counselor and past president of the Minnesota School Counselor Association. Her volunteerism involves advocating for and supporting the work of school counselors in the state of Minnesota to help K–12 students develop academic, career, and social-emotional competencies. She has conducted research with immigrants and refugees in Minnesota and is a staunch social justice advocate. Her PhD is from the University of Iowa.  Sandra Bertram Grant earned her BA as a double major in psychology and sociology from the University of Kansas. She then completed her MEd in counseling psychology at the University of Missouri before pursuing her PhD in counseling psychology at the University of Denver. She specializes in Latine psychology, reducing inequities in mental health care through clinical practice and advocacy, increasing access to quality services, and growing representation in the field. Rieko Miyakuni, PhD, is an Okinawan native and has been teaching in the Counselor Education Department at Winona State University since 2019. Her research interests include critical consciousness and consciousness-raising among students of color, counselors-in-training, and counselor educators. She completed her master’s degree in counseling from Marshall University and an EdD in counselor education and supervision at Governors State University. She specializes in working with youth and families and supervised intensive outpatient programs in both urban and rural areas of West Virginia. She is a twice F-1 student and H-1B worker who experienced a glimpse of the U.S. immigration complexity.  Dariyan Adams holds a BA in psychology with a minor in family consumer science from Minnesota State University, Mankato. Currently, she is pursuing a master’s degree with a dual focus in school counseling and clinical mental health counseling at Winona State University. Her interests include multicultural counseling competencies, racial and ethnic identity development, and the developing of effective school counseling interventions for students of color. She is passionate about advocating for equitable resources and programs for individuals from diverse cultural backgrounds, placing special emphasis on social justice and advocacy.

• Part IContext, Competencies, and Data to Ground Counseling PracticesChapter 1Social Justice and Cultural Competency Frameworks for Counseling With Immigrants and Refugees 3Chapter 2Historical Context, Legislation, and Trends in the Migration Process 25Chapter 3Stages of Migration, Acculturation, and Identity Challenges 43Chapter 4Immigrant and Refugee Identity and Experiences Across the Life Span 69Chapter 5Disputing Biases and Assumptions Regarding Immigrants and Refugees 91Chapter 6Mental Health Needs of Immigrants and Refugees 103Part IICounseling With Immigrants, Refugees, and Their Families From Generational and Developmental PerspectivesChapter 7Counseling With Immigrant, Refugee, and Birthright Children 129Chapter 8Counseling With Immigrant, Refugee, and Birthright Adolescents 153Chapter 9Counseling With Immigrant, Refugee, and Birthright Adults 187Chapter 10Counseling With Immigrant and Refugee Families 209Epilogue 229Glossary 233Index 24