TPC Journal V8, Issue 3- FULL ISSUE

246 The Professional Counselor | Volume 8, Issue 3 Summary Haitian children face various systemic challenges adjusting to the U.S. educational system and society. Given their unique challenges and needs, Haitian children require specialized, culturally responsive school counseling programs. To provide such programs, school counselors need practical strategies on how to provide culturally appropriate interventions that address the multiple systemic challenges to Haitian students’ well-being. However, school counselors may find it difficult to find such information given the dearth of school counseling literature concerning Haitian students. Therefore, this article provides practical guidelines using the MPM that may strengthen school counselors’ approach to providing culturally responsive services to Haitian students and their families. Using the MPM, school counselors will be in a better position to explore the benefits of counseling with their Haitian families. The model encourages school counselors to assess the unique needs of the children and families within a cultural context. Moreover, by using this model, school counselors are encouraged to actively engage in collaborative partnerships with multiple agencies and professionals to meet the practical needs of Haitian families. Lastly, school counselors need to work beyond the structure of the office setting and integrate social justice advocacy work for systemic changes to maximize therapeutic changes for Haitian students and their families. The authors hope that this guideline will help school counselors to better understand the multiple layers of challenges for Haitian students, as well as how to provide culturally relevant support. Conflict of Interest and Funding Disclosure The authors reported no conflict of interest or funding contributions for the development of this manuscript. References American School Counselor Association. (2012). The ASCA National Model: A framework for school counseling programs (2nd ed.). Alexandria, VA: Author. American School Counselor Association. (2014). The school counselor and confidentiality. Retrieved from https://www.schoolcounselor.org/asca/media/asca/PositionStatements/PS_Confidentiality.pdf Arredondo, P., Toporek, R., Brown, S. P., Jones, J., Locke, D. C., Sanchez, J., & Stadler, H. (1996). Operationalizing of the multicultural counseling competencies. Journal of Multicultural Counseling and Development , 24 , 42–78. Asner-Self, K. K., & Marotta, S. K. (2005). Development indices among Central American immigrants exposed to war-related trauma: Clinical implications for counselors. Journal of Counseling & Development , 83 , 162–171. doi:10.1002/j.1556-6678.2005.tb00593.x Bachay, J. (1998). Ethnic identity development and urban Haitian adolescents. Journal of Multicultural Counseling and Development , 26 (2), 96–109. doi:10.1002/j.2161-1912.1998.tb00190.x BBC News. (2016, October 8). Hurricane Matthew: Haiti south ‘90% destroyed.’ Retrieved from https://www.bbc. com/news/world-latin-america-37596222 Bean, T., Derluyn, I., Eurelings-Bontekoe, E., Broekaert, E., & Spinhoven, P. (2006). Validation of the multiple language versions of the reaction of adolescents to traumatic stress questionnaires. Journal of Traumatic Stress , 19 , 241–255. doi:10.1002/jts.20093 Chhuon, V., Hudley, C., Brenner, M. E., & Macias, R. (2010). The multiple worlds of successful Cambodian American students. Urban Education , 45 , 30–57. doi:10.1177 /0042085909352583