The Use of Poetry in Psychoeducational Groups with Multicultural-Multilingual Clients

Autor/inn/en	Asner-Self, Kimberly K.; Feyissa, Aleme
Titel	The Use of Poetry in Psychoeducational Groups with Multicultural-Multilingual Clients
Quelle	In: Journal for Specialists in Group Work, 27 (2002) 2, S.136-160 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0193-3922
Schlagwörter	Leitfaden; Poetry; Social Networks; Group Counseling; Immigrants; Acculturation; Psychoeducational Methods; Immigration; Cultural Differences; Counseling Techniques; Social Support Groups; English (Second Language); Group Discussion; Cultural Awareness; United States + Suchen Sie Ihr Suchwort? Lyrik; Poesie; Social network; Soziales Netzwerk; Gruppenberatung; Immigrant; Immigrantin; Immigranten; Akkulturation; Kultureller Unterschied; Counseling technique; Counselling technique; Counselling techniques; Beratungsmethode; Social support; Soziale Unterstützung; English as second language; English; Second Language; Englisch als Zweitsprache; Gruppendiskussion; Cultural identity; Kulturelle Identität; USA
Abstract	Immigration to a different country can change one's socioeconomic status, familial and social networks, cultural behavioral norms, language, and values. Immigrants to the United States usually reevaluate themselves and their identity as a result of this acculturation process. Group counseling can help alleviate the sense of isolation many immigrants feel, normalize the acculturation process, and offer a support network. Using well-chosen poetry offers both the opportunity to discuss delicate issues and to encourage communication in English as a foreign language. This article presents an outline of a 10-session group that uses poetry to address the acculturation process. (Contains 1 table.) (Author).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10