Lost in Translation: A Study Examining the Attitudes and Experiences of Bilingual Clinicians
Lost in Translation: A Study Examining the Attitudes and Experiences of Bilingual Clinicians
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Issue Date
2011
Authors
Chin Herrera, Cinthya
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Abstract
Research on healthcare disparities among culturally diverse populations indicates that there is a significant need for bilingual mental health providers, who are integral in providing culturally sensitive services. Attention to research on the provision of bilingual mental health services and supervision is important in understanding immigrant groups. While most clinicians with bilingual abilities offer clinical services in the language in which they have received education, formal training, and supervision, i.e. the Trained Language (TL), fewer bilingual clinicians offer services in the language in which they have not received education, formal training, and supervision, i.e. the non-Trained Language (nTL). The purpose of this study was to determine the influence that (1) exposure to didactic training, supervision, education, and professional books and journals in the nTL, (2) comfort in speaking and offering services in the nTL, (3) fluency, and (4) perceived demand for bilingual services has on clinicians' and supervisors' likelihood of offering services in the nTL. The study used a convenience sample of bilingual clinicians and supervisors (N= 197) who responded to an online questionnaire. Chi-square tests of independence revealed that the variables related to bilingual service provision are comfort in offering services in the nTL, fluency in the nTL, perceived demand for bilingual services, and exposure to didactic training in the nTL. Comfort was significantly related to perceived demand, exposure to didactic training and professional books or journals in the nTL, and the degree to which clinicians' colleagues were perceived to be aware of their bilingual abilities. The results of this study suggested that although exposure to formal training (i.e., didactic training, professional books and journals) partly influenced the likelihood of offering nTL services, comfort and perceived demand for nTL services had a larger effect. Additionally, while 85% of clinicians offered bilingual services, only 33% of supervisors offered supervision in the nTL. Due to the growing demands for bilingual clinicians, more research is needed to further understand and support the development of bilingual clinicians and supervisors. Directions for future research and implications for clinical practice, training, education, and policy are made.
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Keywords
"bilingualism","language proficiency","clinical psychology graduate training","professional supervision","professional competence","professional development"