TPC Journal V7, Issue 4 - FULL ISSUE

356 The Professional Counselor | Volume 7, Issue 4 Conclusion Latinx FGCS are a growing demographic on college campuses. However, it is clear that these students are not receiving the support needed to assist in their transition from high school to college. The psychosocial and emotional needs of Latinx FGCS are often overlooked in the literature. Latinx students who feel culturally incongruent on their campuses struggle with their sense of belonging (Edman & Brazil, 2009; Hurtado & Carter, 1997). High school and college counselors have the skills to help address the psychosocial and emotional needs of Latinx FGCS. Furthermore, high school and college counselors can work together to share knowledge and bridge the gap between high school and college expectations, institutional culture, and provision of counseling services in ways that would benefit Latinx FGCS. Conflict of Interest and Funding Disclosure The authors reported no conflict of interest or funding contributions for the development of this manuscript. References Adelman, C. (1999). Answers in the tool box: Academic intensity, attendance patterns, and bachelor’s degree attainment. Washington, DC: U.S. Department of Education. Aguilera, A., Garza, M. J., & Muñoz, R. F. (2010). Group cognitive-behavioral therapy for depression in Spanish: Culture-sensitive manualized treatment in practice. Journal of Clinical Psychology , 66 , 857–867. doi:10.1002/jclp.20706 American Counseling Association. (2014). 2014 ACA code of ethics. Retrieved from http://www.counseling.org/ docs/ethics/2014-aca-code-of-ethics.pdf?sfvrsn=4 Atherton, M. C. (2014). Academic preparedness of first-generation college students: Different perspectives. Journal of College Student Development , 55 , 824–829. doi:10.1353/csd.2014.0081 Avery, C. (2010). The effects of college counseling on high-achieving, low-income students. Cambridge, MA: National Bureau of Economic Research. Retrieved from http://www.nber.org/papers/w16359.pdf Avila, D. L., & Avila, A. L. (1995). Mexican-Americans. In N. A. Vacc, S. B. DeVaney, & J. Wittmer (Eds.), Experiencing and counseling multicultural and diverse populations (3rd ed., pp. 119–146). Bristol, PA: Accelerated Development. Baumann, A. A., Kuhlberg, J. A., & Zayas, L. H. (2010). Familism, mother-daughter mutuality, and suicide attempts of adolescent Latinas. Journal of Family Psychology , 24 , 616–624. doi:10.1037/a0020584 Bergerson, A. A. (2007). Exploring the impact of social class on adjustment to college: Anna’s story. International Journal of Qualitative Studies in Education , 20 , 99–119. doi:10.1080/09518390600923610 Bishop, J. B. (2010). The counseling center: An undervalued resource in recruitment, retention, and risk management. Journal of College Student Psychotherapy , 24 , 248–260. doi:10.1080/87568225.2010.509219 Borrero, N. (2011). Shared success: Voices of first-generation college-bound Latino/as. Multicultural Education , 18 (4), 24–30. Castro, E. L., & Cortez, E. (2017). Exploring the lived experiences and intersectionalities of Mexican community college transfer students: Qualitative insights toward expanding a transfer receptive culture. Community College Journal of Research and Practice , 41 (2), 77–92. doi:10.1080/10668926.2016.1158672 Cavazos, J., Jr., Johnson, M. B., Fielding, C., Cavazos, A. G., Castro, V., & Vela, L. (2010). A qualitative study of resilient Latina/o college students. Journal of Latinos and Education , 9 (3), 172–188. doi:10.1080/15348431003761166 Cavazos, J., Jr., Johnson, M. B., & Sparrow, G. S. (2010). Overcoming personal and academic challenges: Perspectives from Latina/o college students. Journal of Hispanic Higher Education , 9 , 304–316.