The increase of Spanish-speaking populations in the U.S. has resulted in an increased demand for culturally competent, Spanish-speaking mental health providers. Yet, little is known about the methods in which academic programs and clinical training sites are preparing their bilingual students to deliver services in Spanish to the Latino populations. This qualitative study used phone interviews with five supervising, bilingual licensed psychologists to examine the methods they utilize to evaluate the linguistic and cultural competencies in their trainees. Additionally, this study gathered feedback on the Spanish Language Assessment measure to assist in modifications. The thematic analysis highlighted methods of evaluation, the intersection of culture and language, Spanish supervision, and modification for the assessment measure. This research study is significant because it informs the literature on bilingual therapy, supervision and evaluation. Furthermore, the findings will allow mental health professionals to have a better understanding of the training needs of students providing mental health services in Spanish. Additionally, it emphasizes the importance of having measures that can be used to evaluate the cultural competency and the ability to deliver mental health services in Spanish.
|Commitee:||Gallardo, Miguel, Serrano, Rogelio|
|School Location:||United States -- California|
|Source:||DAI-B 79/02(E), Dissertation Abstracts International|
|Subjects:||Bilingual education, Educational psychology, Psychology, Clinical psychology, Higher education|
|Keywords:||Bilingual supervision, Clinical training, Linguistic competence, Multicultural competence|
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