A Qualitative Study of Counselors Who Work with Spanish-Speaking Clients: Implications for Counselor Training and Practice

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Autor/in	Romero, Daniel Rolando
Titel	A Qualitative Study of Counselors Who Work with Spanish-Speaking Clients: Implications for Counselor Training and Practice
Quelle	(2013), (188 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Western Michigan University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3037-6403-5
Schlagwörter	Hochschulschrift; Dissertation; Spanish Speaking; Counselor Training; Work Experience; Mental Health; Health Services; Translation; Qualitative Research; Counselor Attitudes; Self Concept; Cultural Awareness; Anxiety; Psychological Patterns; Graduate Study; Identification (Psychology); Counselor Client Relationship; Barriers + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Employment experience; Job experience; Occupational experience; Berufserfahrung; Psychohygiene; Health service; Gesundheitsdienst; Gesundheitswesen; Qualitative Forschung; Selbstkonzept; Cultural identity; Kulturelle Identität; Angst; Aufbaustudium; Graduiertenstudium; Hauptstudium
Abstract	The Spanish-speaking population in the United States is growing. As the population grows, need for competent mental health services may also expand. Counselors are currently underprepared to provide these services (Furman, 2006; Lebron-Striker, 2012). The purpose of this qualitative study was to examine the experiences of counselors who work with Spanish-speaking clients, focusing on their motivations, preparation and work experiences, and recommendations for counselor education. Two groups were selected for this phenomenological study: Counselors who use interpreters (CWUI) and counselors who do not use interpreters (CWDNUI). Themes that emerged related to motivation included helping others, inspirational and affirmative experiences, vocational calling, and career advancement. Themes that related to counselor preparation included cultural immersion experiences, education-related experiences, high cultural identification, and low cultural identification. Themes that related to counseling Spanish-speaking clients included high cultural understanding; anxiety, uncertainty, and skepticism; and low cultural understanding. Finally, themes that related to recommendations included knowledge of the growing demand for counselors to work with Spanish-speaking clients, meaningful immersion experiences, and humility. While none of the participants set out to work with Spanish-speaking clients, all described "finding themselves" working with this population. Graduate training experiences were seldom mentioned as sufficiently preparing participants for their work. Although the purpose of this study was not to compare and contrast CWUI with CWDNUI, descriptions of their preparation and work experiences were different. CWDNUI reported high identification and understanding with their clients, while CWUI described low identification and lack of understanding. For CWUI, low understanding was not always overtly attributed to the use of an interpreter but instead was described as a barrier to making therapeutic contact. This finding suggests that while CWUI value the role that interpreters play, use of interpreters may also inhibit counselors' ability to establish therapeutic rapport with clients. Preparation for work with Spanish-speaking clients is a multifaceted and complex process. Participants indicated that their training programs, while important to their multicultural preparation, did not sufficiently prepare them for work with this population. Based on a synthesis of their experiences and recommendations, implications for the counseling profession and future research are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01