TY - JOUR
T1 - En Sus Propias Palabras (In Their Own Words)
T2 - Reflections of Spanish–English Bilingual Psychologists and Trainees in the United States
AU - Diaz-LePage, Ana
AU - Lauer, Maria
AU - Santa-Sosa, Eileen
AU - Abdul-Chani, Monica
AU - Garcia, Allen
AU - Hoet, Ariana
AU - Chris,
AU - Carroll, Ian
AU - Hatchimonji, Danielle
AU - Marchante-Hoffman, Ashley
N1 - Publisher Copyright:
© 2023 American Psychological Association
PY - 2023/6/22
Y1 - 2023/6/22
N2 - Given the increase in the Spanish-speaking Latine population in the United States, there is a need for bilingual mental health clinicians to increase access to quality, linguistically, and culturally appropriate services for this population. Available data about the mental health workforce indicate that in general there is a shortage of bilingual clinicians. For this reason, training for bilingual clinicians is an important consideration, although research and awareness of these issues is limited. Five psychology clinicians who deliver bilingual Spanish–English services in pediatric settings shared reflections on their training and professional experiences. The reflections highlighted specific areas which training programs can consider to support trainees, including bilingual supervision, language fluency development and cultural knowledge, and burnout. A summary of recommendations and examples are provided as a starting point for training directors and supervisors.
AB - Given the increase in the Spanish-speaking Latine population in the United States, there is a need for bilingual mental health clinicians to increase access to quality, linguistically, and culturally appropriate services for this population. Available data about the mental health workforce indicate that in general there is a shortage of bilingual clinicians. For this reason, training for bilingual clinicians is an important consideration, although research and awareness of these issues is limited. Five psychology clinicians who deliver bilingual Spanish–English services in pediatric settings shared reflections on their training and professional experiences. The reflections highlighted specific areas which training programs can consider to support trainees, including bilingual supervision, language fluency development and cultural knowledge, and burnout. A summary of recommendations and examples are provided as a starting point for training directors and supervisors.
KW - Latine
KW - advocacy
KW - bilingual training
KW - supervision
UR - http://www.scopus.com/inward/record.url?scp=85170245279&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85170245279&partnerID=8YFLogxK
U2 - 10.1037/tep0000455
DO - 10.1037/tep0000455
M3 - Article
AN - SCOPUS:85170245279
SN - 1931-3918
VL - 18
SP - 78
EP - 86
JO - Training and Education in Professional Psychology
JF - Training and Education in Professional Psychology
IS - 1
ER -