TPC Journal V7, Issue 4 - FULL ISSUE

354 The Professional Counselor | Volume 7, Issue 4 following coping strategies: (a) positive reframing (e.g., staying positive through optimism and self-confidence), (b) acceptance (e.g., challenges were unavoidable and a part of life), (c) positive self-talk, (d) long-term goal setting, (e) gaining motivation from low expectations, (f) self-reflection (e.g., learning from life experiences), (g) taking action, and (h) seeking support (e.g., reaching out to family members and falling back on religious views; Cavazos, Johnson, and Sparrow, 2010). Although Cavazos, Johnson, and Sparrow (2010) did not overtly discuss how Latinx cultural values integrated into the participants’ coping responses, it appears that many of the themes aligned with Latinx culture. For instance, the theme of acceptance had similar characteristics to fatalismo , and seeking support reflected the qualities of familismo . Resiliency Cavazos, Johnson, Fielding, et al. (2010) discussed the resiliency of Latinx college students. The researchers built upon the Cavazos, Johnson, and Sparrow (2010) study that examined the coping responses of Latinx students. Cavazos, Johnson, Fielding, et al. (2010) reported that Latinx participants experienced the following resiliency factors: (a) goal setting (e.g., they had clear and specific goals), (b) interpersonal relationships (e.g., receiving high expectations and encouragement from family), (c) intrinsic motivation (e.g., pursing majors that would allow them to help others), (d) internal locus of control, and (e) self-efficacy (Cavazos, Johnson, and Sparrow, 2010). Counselors working with Latinx FGCS on the high school or college levels need to be aware of these resiliency factors so they can provide culturally competent support. Implications for High School and College Counselors High school and college counselors can play important roles in the college transition and persistence of Latinx FGCS (Adelman, 1999; Avery, 2010; Bishop, 2010; McDonough, 2005; McKillip et al., 2012). Counselors can provide FGCS with college information and support, which is the cultural capital that most FGCS lack. Therefore, an implication for school counselors includes identifying college-bound Latinx FGCS and tailoring college information to these students. Counselors can design interventions at both the individual and school-wide levels to use the strengths inherent in Latinx cultural norms. Counselors may consider leveraging familismo and intentionally design outreach programs and psychoeducation related to college preparation, information, activities, and expectations to include students’ families and friends. Engaging in informal interactions and hosting events in the community (as opposed to within school buildings) may enhance participant comfort with attending events. Topics may include: (a) helping family members have realistic expectations of academia and campus life, (b) addressing the potential of students feeling isolated or stretched between campus and family life, and (c) fostering a college-going mentality by providing information on course rigor, careers, college admission, and the financial aid process. A similar implication can be directed toward college counselors. It is important for college counselors to have a presence on their campus beyond the counseling center. In particular, they can develop and support initiatives on campus directed toward the psychosocial needs of Latinx FGCS. Thus, college counselors having an increased presence on their campus can help Latinx FGCS understand the support counseling can offer in assisting with college persistence. College counselors can time outreach, interventions, and services to target developmental windows when FGCS’ identity is most salient for students—typically when entering college and when approaching graduation (Orbe, 2004). Additionally, counselors are equipped to provide social and emotional support for negotiating and navigating new and multiple identities and addressing feelings of isolation, both on the college campus and with family. When conceptualizing clients, understanding and framing cultural expressions and values as strengths is critical. For example, fatalismo is reframed from the