Services In Spanish Research Articles

Experiences of Spanish/English bilingual supervisees.

Supervising mental health services conducted in a language that the supervisor does not speak can present a conundrum for both supervisors and supervisees, especially when the supervisee is the only person in the clinic who speaks the language of the client. This qualitative study explored Spanish-language services supervision experiences of bilingual graduate students and professionals during their graduate training. The participants reported feeling burdened and stressed by additional responsibilities. They had little training or supervision to help them develop the language skills necessary to provide competent services in Spanish, so they relied on peer support and networking to cope with the many challenges they faced. The participants appreciated having supervisors who were culturally competent and open to the clients' cultural values. Training programs and supervisors need to be aware of the factors contributing to this stress and examine procedures and practices that may exacerbate or minimize the burdens. (PsycINFO Database Record (c) 2010 APA, all rights reserved).

Challenges of providing mental health services in Spanish.

Challenges of providing mental health services in Spanish.

Reaching Young Adult Smokers Through Quitlines

This study compared state quitline data (1992–2006) with population survey data to assess use by young adults aged 18 to 24 years. Young adult daily smokers used the service in proportion to their numbers in the state. Young adults responded to mass media quitline promotion, even promotion that did not target them. Women, ethnic minorities, and persons with low income and lower education levels were well represented among young adult quitline callers. Quitlines are a viable means of intervening with this priority population. Young adults (aged 18–24 years) are generally much less likely to seek help to quit smoking than are older adults.1,2 However, there are indications that telephone-based services may appeal to this age group.3,4 When California started a statewide smokers’ quitline in the early 1990s, for example, it was soon reported that young smokers were actively using the new service.3 Researchers questioned, however, whether this was a stable phenomenon. The California Smokers’ Helpline has been in operation since 1992 and has served more than 400 000 tobacco users. It provides services in English, Spanish, Chinese (Mandarin and Cantonese), Korean, and Vietnamese free of charge to California residents. The program is promoted by the California Department of Health Services through television, radio, and print advertisements as part of its antismoking campaign. These advertisements are aired in the languages mentioned in this paragraph, but they do not specifically target young adults.5 The California Smokers’ Helpline is also promoted by county health departments, physician groups, volunteer organizations, and word of mouth. We examined the trend of young adult use of this quitline over a 14-year span and compared the characteristics of quitline users with those of smokers in the same age group in the general population.

Supplemental Material for Challenges of Providing Mental Health Services in Spanish

Supplemental Material for Challenges of Providing Mental Health Services in Spanish

Non-smokers seeking help for smokers: a preliminary study

Objectives: To examine the phenomenon of non-smokers spontaneously taking action to seek help for smokers; to provide profiles of non-smoking helpers by language and ethnic groups. Setting: A large, statewide...

An Evaluation of a Breast-Feeding Education Intervention Among Spanish-Speaking Families

This study assessed the impact of an educational breast-feeding intervention on the knowledge, attitudes and perceived ability to access breast-feeding resources among Spanish-speaking Latino families making breast-feeding decisions. Conducted in cooperation with the local office of The Special Supplemental Nutrition Program for Women, Infants, and Children (WIC), this university-based, multidisciplinary outreach and research project was held in a semirural part of Utah, where Latinos constitute the fastest and largest growing group of the population and have the lowest breast-feeding duration rates. The results suggested that teaching a lactation class in Spanish to Latino women significantly increased their willingness to breast-feed and empowered them by increasing their belief that they could breast-feed even if they work or attend school, that they would not have a problem with insufficient milk, and that they would not need to limit their diet to breast-feed. Additionally, the study indicated that Latino women are more likely to access health care services from agencies providing services in Spanish, regardless of their secondary fluency in English.

The role of language in training psychologists to work with Hispanic clients.

The increasing number of Spanish and English bilingual and Spanish-dominant clients requesting psychological services creates challenges for practitioners and agencies. Literature regarding the importance of the Spanish language in providing service to Hispanic clients is reviewed. It is argued that services to Spanish-speaking clients are frequently inadequate because of the lack of training in the use of Spanish in professional settings. A model for training psychologists to provide psychological services in Spanish is presented along with recommendations for practitioners who are struggling with the dilemma of providing services in a language other than that of their professional training.

Preparing Professionals to Serve English-Language Learners with Communication Disorders

The diversity of the nation's school-age population is increasing rapidly. The challenge of assuring that all students have access to appropriate opportunities for literacy development and academic instruction requires comprehensive educational reform and collaboration among professionals at all levels and across disciplines. The power of collaboration lies in the capacity and willingness of individual professionals to develop their own areas of expertise as well as to merge skills to develop cadres of personnel who can collaborate in promoting student achieve ment. This article discusses both the challenges and opportunities the nation faces in attaining educational equity through the preparation of cadres of professionals to meet the educational needs of English-language learners with communication disorders. When 7-year-old Brian arrived from Puerto Rico, I noticed that he didn't participate with the other students in my first-grade class. Most of the time he was quiet. Because I thought he was just beginning to learn English, I wasn't initially concerned. Although he was receiving English for Speakers of Other Languages (ESOL) for 2 hours a day, he wasn't making progress in English, and I became concerned. I discussed the difficulties with his mother, and we decided to refer him for assessment. After testing, the speech-language pathologist reported that Brian had language delays and articulation errors in Spanish and that he was expe riencing similar difficulties in English. In addition to continuing ESOL, speech-language services in English and Spanish were recommended. As Brian's teacher, I want to be part of the "team" to help Brian become a successful student, but I don't know what to do. I've never had a student like Brian before. (teacher interview)

Moving from training to behavioral change in the workplace12 steps

Performance ImprovementVolume 39, Issue 1 p. 16-22 Article Moving from training to behavioral change in the workplace 12 steps Anthony C. Griffin, Anthony C. Griffin anthonycgriffin@compuserve.com Anthony C. Griffin holds a master's degree and has worked as a training manager for the international operations of E.S.B., Inc., Hospital Corporation of America, Technoserve, Inc., and ITT Cannon Industries. Since 1994 he has headed Teamworks, a Riverside, California, consulting firm specializing in delivery of services in English and Spanish. He is a member of the Orange County Chapter of the International Society for Performance Improvement and the Los Angeles and Inland Empire Chapters of the American Society for Training and Development (ASTD). He can be reached at 4410 Cover Street, Riverside, CA 92506; phone: (909) 784-9330; fax: (909) 688-5139.Search for more papers by this authorWilliam D. Engs, William D. Engs engs@juno.com William D. Engs PhD, taught in the graduate Human Resource Management and Development program and the Leadership Development program of Chapman University, California. He is now affiliated with American Business Communications, in San Bernardino, California. He holds the Lifetime Achievement Award from the Inland Empire Chapter of ASTD. He can be reached at PO Box 3248, Crestline, CA 92325; phone: (909) 338-1910.Search for more papers by this author Anthony C. Griffin, Anthony C. Griffin anthonycgriffin@compuserve.com Anthony C. Griffin holds a master's degree and has worked as a training manager for the international operations of E.S.B., Inc., Hospital Corporation of America, Technoserve, Inc., and ITT Cannon Industries. Since 1994 he has headed Teamworks, a Riverside, California, consulting firm specializing in delivery of services in English and Spanish. He is a member of the Orange County Chapter of the International Society for Performance Improvement and the Los Angeles and Inland Empire Chapters of the American Society for Training and Development (ASTD). He can be reached at 4410 Cover Street, Riverside, CA 92506; phone: (909) 784-9330; fax: (909) 688-5139.Search for more papers by this authorWilliam D. Engs, William D. Engs engs@juno.com William D. Engs PhD, taught in the graduate Human Resource Management and Development program and the Leadership Development program of Chapman University, California. He is now affiliated with American Business Communications, in San Bernardino, California. He holds the Lifetime Achievement Award from the Inland Empire Chapter of ASTD. He can be reached at PO Box 3248, Crestline, CA 92325; phone: (909) 338-1910.Search for more papers by this author First published: 07 February 2007 https://doi.org/10.1002/pfi.4140390109 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Volume39, Issue1January 2000Pages 16-22 RelatedInformation