Supplemental Table 1

Self-Rated Proficiency in Conversation, Reading and Writing in Spanish (percentages)

Fluent / Intermediate / Novice
Conversation / 93 / 6 / 1
Reading / 77 / 23 / 0
Writing / 67 / 27 / 6

Supplemental Table 2

Spanish Language Services Offered by Participants

Service offered / %
Individual Therapy / 91
Psychological Assessment / 72
Couple or Family Therapy / 69
Consultation / 63
Training, Teaching or Other Educational Service / 42
Psycho-educational Services / 40
Group Counseling / 39
Supervision / 37

Supplemental Table 3

Degree of Concern in Providing Psychological Services in Spanish (percentages)

Not
Concerned / Slightly
Concerned / Moderately
Concerned / Very
Concerned
Vocabulary / 48 / 25 / 12 / 15
Grammar/Spelling / 58 / 14 / 13 / 15
Conversational Fluency / 61 / 19 / 6 / 14
Application of concepts and theories / 42 / 24 / 20 / 14

SupplementalTable 4

Suggested Training to Improve Service Delivery Competency in Spanish

Frequency / Suggestions
41 / Provide adequate supervision
19 / Provide immersion experiences
10 / Identifying and training with testing instruments developed for Spanish speakers
8 / Use bilingual/bicultural supervisors aware of relevant cultural issues
8 / Consultation with bilingual colleagues
8 / Awareness of cultural diversity
7 / Placement in community counseling centers with high minority clientele numbers
3 / Infusing language and culture issues across curricula instead of as separate courses
2 / Utilizing Spanish department for workshops/seminars to facilitate conversational practice in Spanish

SupplementalTable 5

Frequency of Themes Across Categories

Frequency / Comment
57 / Importance of daily practice of other language and actively seeking opportunities for developing conversational proficiency
48 / Difficulty in applying, translating or communicating using professional/technical language in a language different from training in spite of conversational proficiency levels
46 / Importance of supervision and consultation with competent bilingual professionals
31 / Cultural knowledge and sensitivity
27 / Use and availability of bilingual practica/internship sites
23 / Importance of immersion experiences
17 / Appropriate training and use of assessment instruments when evaluating Hispanics or other minorities
9 / Bilingually competent supervisors who also have bicultural background

Questionnaire

We are interested in finding out more about the training needs of bilingual psychologists who were primarily trained in English but offer psychological services in a language other than English. You have received this questionnaire because you were identified as a bilingual provider of psychological services.

  • If you are a bilingual provider of psychological services, please complete this questionnaire. By completing this questionnaire, you are giving your consent to participate in this study.
  • If you are not a bilingual service provider, please return this survey noting this and we will remove you from our mailing list.
  1. Training information
  • Highest professional degree ______Date of highest degree ______
  • If you are currently enrolled in a doctoral program in psychology:
  • Year you began your doctoral program: ______
  • How many semesters of practica have you completed? ______
  • Did you receive your professional training in English? Y N

If no, please substitute your language of training (e.g. Spanish for “English”) and use English as “other language” throughout the remainder of this questionnaire.

  1. What language(s) other than English do you use most often in your practice?
  1. Please write the number that best describes your skills in that language:

1 = Novice 2 = Intermediate 3 = Fluent

  1. Conversational Proficiency: _____
  2. Reading Proficiency: _____
  3. Writing Proficiency; _____
  1. How did you learn that language? (Check all that apply)

______As first language in home. At what age did you begin speaking English?

______Concurrent with English.

______Attended school in a non-English speaking country. Which grades?

______Elementary/Middle School/Junior High classes. How many years?

______HighSchool classes. How many years?

______College classes. How many semesters?

______Other language classes (e.g. immersion experience). Please describe:

  1. What formal training experiences have you received in conducting psychotherapy and/or psychological assessments in a language other than English? (Check all that apply)
  • _____ All of my graduate education was in a language other than English
  • _____ One or more courses in therapy and/or assessment in a language other than English
  • _____ One or more courses in professional/technical use of a language other than English
  • _____ Supervised practica or internship with clients who spoke a language other than English
  • _____ Postgraduate supervision in using a language other than English for therapy and/or assessment
  • _____ Postgraduate courses or workshops
  • _____ Other (please specify):
  • _____ No formal training in using a language other than English in professional settings
  1. To what degree are you concerned about using the following appropriately when providing psychological services in a language other than English? Circle a number according to the following scale: 1= not concerned 2= slightly concerned 3= moderately concerned 4= very concerned
  • Vocabulary 1 2 3 4
  • Please describe any experiences that illustrate your concerns, including how you overcame difficulties (write on the back of this page if necessary):
  • Grammar/Spelling1 2 3 4
  • Please describe any experiences that illustrate your concerns, including how you overcame difficulties (write on the back of this page if necessary):
  • Conversational fluency1 2 3 4
  • Please describe any experiences that illustrate your concerns, including how you overcame difficulties (write on the back of this page if necessary):
  • Application of concepts, theories and interventions (transition of skills from English to other language) 1 2 3 4
  • Please describe any experiences that illustrate your concerns, including how you overcame difficulties (write on the back of this page if necessary):
  • Other:______1 2 3 4
  • Please describe any experiences that illustrate your concerns, including how you overcame difficulties (write on the back of this page if necessary):
  1. Please rate the importance of each of the following training experiences for bilingual professional competency using the following scale: 1= not useful 2= somewhat useful 3= useful 4= very useful

____ Supervision in the language in which therapy and assessments are conducted

____ Availability of professional books or journals in the language in which therapy and assessments are conducted

____ Course(s) in the technical or professional use of the language in which therapy and assessments are conducted

____ Course(s) in the culture(s)

____ Course(s) in the effects of language and cultural variables in assessments and psychotherapy

____ Course(s) in methods or techniques for bilingual assessment

____ Course(s) in methods or techniques for bilingual psychotherapy

  1. What other suggestions do you have to improve the training of students desiring to provide competent psychological services in a language other than English?
  1. Which of the following services do you provide in a language other than English?

______Individual therapy

______Couple or family therapy

______Group therapy

______Psychological assessment

______Psychoeducational assessment

______Supervision

______Consultation

______Training, teaching, or other educational service

What percentage of your time is devoted to providing these services?______%

How many years have you been providing these services? ______

  1. Please describe what informal methods you have used to prepare yourself for using a language other than English in your professional work.
  1. Please list current resources, including books, journals, and other training materials which you have found useful in providing services in a language other than English.
  1. Please rate the current need for bilingual therapists and/or psychologists on a 4-point scale with 1 representing low need for well-trained, competent providers and 4 representing a critical need for well-trained, competent providers in languages other than English.