Counseling in an adult basic education (ABE) program is a new focus for me. My master's degree was in education, but my counseling background was in a psychiatric day treatment program with a chronic psychiatric population. Ten years later I found myself "laid off" and the hospital closed to make way for a "Super Stop & Shop." I taught for three years in the public school while I job searched.

Before I applied for a counseling job at The Immigrant Learning Center, Inc., in Malden, I never dreamed I would be working in ABE with an immigrant population. It is very gratifying work and much less stressful than my previous work. I have found that different immigrants view mental illness differently; this must be taken into consideration when providing counseling or making referrals. Culture and religion influence views of mental illness. Admitting to mental health problems can bring shame and humiliation to the immigrant. I worked with a student from Vietnam for whom this was an issue. She had a son who was suffering from severe depression. Some Asians do not share the Western biopsychological view of mental illness. They may see a problem as an imbalance between yin & yang or a disturbance in chi energy.

Therapy involves self-disclosure, verbalizing feelings and taking a detailed history. This process can create fear in the immigrant that the information may be used in a way that could jeopardize his or her immigrant status. The counselor needs to create a trusting relationship with the adult learner and a safe environment. It is important to take time to listen and respond in an assuring manner. This does not happen in an initial 15-minute meeting.

In our program I offer workshops in the classroom on stress management and depression to help educate the students. I have seen students suffering from depression and the stress of leaving their countries to start over. Many students still have family and friends in their countries that they miss. Many have no support system. I have educated students on issues of abuse and domestic violence. Difficult life situations, illness, and stressors can interfere with instruction and student learning, and the counselor's role becomes critical in helping to address these problems.

Short Case Studies
I worked with a young female student from Hong Kong who was in our family literacy class. She was teary and experiencing stress at home. Her in-laws lived with her and her husband. She felt they were critical and demanding of her. She missed her mother who was still living in Hong Kong, and her father was deceased. She was in treatment with a psychiatrist, but not taking the medication he prescribed. I received permission to speak with him and between the two of us she began utilizing treatment. She also gained support from the other students in the family literacy class. She applied for and was hired for a pharmacy job. This helped her confidence and she felt much better.

At another time, I worked with a young, single mother from Brazil who was crying often in class. She was missing her family and feeling overwhelmed as a single parent. She was getting some support from the class but her depression was getting worse. She began to talk to me about feeling suicidal. I sat with her and called a local counseling center to find a therapist who spoke Portuguese. Before she left my office, I had a counseling appointment set up for her. A few weeks later, I met with her and she was continuing in counseling and feeling much better.

A student from Colombia met with me for help with her depression. She had no health insurance, but the language barrier made it difficult for me to help her. I arranged for free counseling in her native language through an area community health program.

Making Referrals
While I offer some individual counseling and stress management to our students, it is important to know when to refer to a professional. Some students need more intensive counseling than programs have the time or experience to deal with appropriately. Counselors also need to be aware of cultural and language barriers. I have heard of ABE programs hiring counselors who speak other languages, but who do not have a background or degree in counseling or mental health. A counselor who does not have a degree in counseling or experience can do more harm than good. The desire to help is very strong; however, there are many mental health centers that now have qualified therapists who speak many different languages. It is a good idea to have a large referral network in your program. I would suggest calling area hospitals and mental health centers to find out what services are available in native languages. Network with other area programs to find out what resources they utilize. Armed with knowledge as well as empathy we can make a difference helping our students lead productive, happy lives in the United States.

Holly Gale Jones, M.Ed., is a certified guidance counselor, and ESL program coordinator and counselor at The Immigrant Learning Center in Malden. She can be reached at: hjones@ilctr.or