COUNSELING LATINO/LATINA
AN
CHILDREN
BRIE
Enedina SarcIa-Vazquez
Luis A • Vazquez
~ory Bradford Ivey
C§) 2004
Introduction
The statistics on Latino/as have consistently shown increases in the population. At
present Latinos comprise 32.5 million or 12 percent of the population as a whole. By
2050 Latinos/as will comprise 98 million and in fact Latinos are now the largest minority
group among all ethnic groups. In addition, Latinos/as are a young population with the
average age hovering in the mid-twenty year range (26.6 - median age, US Department
of Education, 2003). Therefore it is not surprising that the school age population is also
highly comprised of Latino/a children and adolescents, making up about 16 percent of all
children under 18 years of age (Department of Education). Among children in public
schools, 39% of children are from minority backgrounds and of these 44% are Latino/a.
Given these statistics and the need to have culturally competent counselors and
psychologists, the video "Counseling LatinofLatina Children and Adolescents: Brief
Interventions" was developed. This workbook provides a guide in working with issues
that children, from Latino/a backgrounds, might present with in counseling.
Key to working with Latinos/as in general but also with children and adolescents
are the notions of acculturation, ethnic identity and worldview. It is important to identify
whether the child/adolescent as well as the family are acculturated to Western culture,
given that school can be the first place where a student begins the acculturation process.
Is the child/adolescent highly acculturated to Western culture, to their own culture or
both? Areas that have been correlated with acculturation include, language familiarity use
and preference, oral language and literacy skills in English and Spanish, generational
status, traditions followed and cultural exposure such as radio, TV and newspapers. In
this technology driven society, it may also be helpful to determine website preferences
(Latina. com, univsion.com, etc.).
At times students may not be highly acculturated to their own culture but may still
highly identify with their ethnicity. As a result, ethnic identity becomes highly important
to assess. Along with cultural identification, at some point it may be necessary to
determine whether the child/adolescent feels discrimination, another important dimension
of ethnic identity. Finally, ethnic/social interactions need to be assessed and the role these
interactions play in the child's/adolescent's life at school, in the community and at home.
Assessment of worldview is important because it provides information on how the
child/adolescent and family sees the world. Worldview tells the counselor/psychologist
how the client and their family relate to the environment, how they deal with
relationships, faith, values, moral development, loyalty beliefs, among other areas. It is
important to determine how competition and cooperation are seen and their views with
regard to collectivism and individualism
This video is for educational purposes and the goal is to present vignettes of
possible issues that children and adolescents from Latino backgrounds may present with;
therefore, child actors were used. The issues demonstrated are not issues that the child
actors are experiencing.
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How to Use This Guide
This guide presents supplemental information on the issues depicted in the
various vignettes. Questions are provided within each vignette description to help spur
discussion for effective assessment and counseling with Latino/a children and adolescents
are provided. The following general questions, modified for the situation, can be asked
prior to viewing the video, while viewing the video or after the video segments. The
vignettes can be used individually or as a group .
./ Is the issue presented developmental? Is the presenting problem consistent with
typical childhood problems?
./ What should have been done first?
./ What should the counselor/psychologist do next?
./ Would there be a better approach in handling the situation/
The questions can also be used for essays, assignments and items for comprehensive
exams. As assignment questions, can be used as topic areas for research. For
comprehensive exams students can be asked how their theoretical orientation can be
applied to the children' s/adolescents' issues presented in these vignettes. What
consultation interventions could be developed with the students?
Vignette 1
Racial Harassment
Ineffective Example
~ary Bradford Ivey
Angelique Sessions
In this vignette, the student and the parents are worried because the student is
experiencing racial harassment from a peer at school. Mary, the counselor, in effect
ignores the student's feelings and has Angelique come up with ideas on how she can
handle a situation like this. The student's idea is to ignore the racial comments from the
peer and the counselor agrees that this might be a way to handle a situation like this
because "kids will tease again and again". The counselor does not offer help nor support.
In this vignette we see things that the counselor has done appropriately. She
begins the session in a friendly manner, checking to see how the student is doing. The
counselor also checks on the family. However, the session worsens once the student
presents the issue she is battling with and the counselor proceeds to place responsibility
for the problem on the child and "blames the victim".
Racial harassment hurts everyone. Students may feel racially harassed because of
their phenotypic features (skin color, hair texture, facial features) or language of origin.
Students who have accents may be labeled "ESL" by peers even if they speak English
proficiently. Whole school activities when the problem is pervasive would be warranted.
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Questions to Consider
./
./
./
What would be better ways of addressing the student's concern?
Are there things that could be done at the school level to help address
racial harassment?
How do you define racial harassment?
Vignette 2
More Effective Example
Racial Harassment
Mary Bradford Ivey
Angelique Sessions
Clearly in this vignette the counselor's techniques are more consistent with best
practices. In addition, she uses effective micro-counseling techniques such as
encouragers, paraphrasing, listening and attention. The counselor is sympathetic toward
Angelique and does not dismiss her negative experiences with the peer at school. By
asking Angelique to identify what she and her friends did at the time of the harassing
incident, she does not blame the victim nor make her responsible for her own solutions.
Instead the counselor creates links to cultural supports and the family and the positive
aspects of cultural traditions. The notion of ''familismo'' can be an important aspect in
the Latino culture. However, the extent to which "familismo" is integral to the Latino
family will depend on the family's acculturation to Western culture and original culture.
In identifying strengths in the family culture, Mary discovers that the child serves
as a translator for the grandmother. This suggests the notion of the extended family that
has been linked to Latinos, that the grandmother does not speak English well and that
Angelique speaks at least some Spanish. While identifying language use and preference
can be determined during the clinical interview, the counseling session can provide an
opportunity to add to the clinical interview data gathered earlier. Although it is preferable
to assess acculturation at the clinical interview stage, interviews with children even some
adolescents may not yield all the information, during the clinical interview, necessary to
make a clear determination of the child's/adolescent's level or type of acculturation.
Assessment of acculturation, therefore, can be refined as rapport is strengthened
throughout the counseling sessions.
An important practice would be to continually check how acculturation is
moderating the behaviors related to the presenting problem.
In some Latino families, teachers and other school personnel may be invited to
attend important family functions such as Quniceafieras (an elaborate coming of age
party that occurs on Latinas' 15th birthday). Angelique mentions her cousin's
Quniccafiera but had it been Angelique's the counselor/psychologist may have been
invited to the event. The counselor/psychologist's training related to dual relationships
may come into play if indeed the family makes a gesture in having the
counselor/psychologist attend. The family may not understand the notion of dual relations
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but it is highly likely that boundaries will not be violated if the counselor/psychologist
attends the event. In fact it may be more critical for the counselor to attend to further
establish the counselor/client relationship.
Questions to Consider
Acculturation
o How is acculturation moderating the session?
./ Cultural supports
o What are the cultural strengths and supports that the child/adolescent
brings to the session?
./ Micro-counseling techniques
o How can micro-skills already learned be used with Latino/a children and
adolescents? Will any modifications be required?
./ School system action
o How can the school assist in bringing a positive solution to the
child' s/adolescent' s problem?
./ Other
o What other positive techniques were employed in general? Or with the
Latino/a child/adolescent?
o What other techniques can be used to help with the student's presenting
problem?
o What additional information do you need to develop an effective treatment
plan?
v"
Vignette 3
Angelique's Parents Comment on the Session
Rosario and Scott Sessions
In this vignette the parents have an opportunity to discuss their feelings and
perspectives on the session. The purpose of this session is to help the
counselor/psychologist to normalize counseling with the Latino/a child/adolescent. The
literature has consistently emphasized that Latinos/as do not seek therapy. It has been
said that Latino parents may not want their children to see a therapist or a psychologist
because only "crazy" people need psychologists. If this occurs, it may be due to lack of
academic training, where parents with limited educational experiences do not fully
understand the dimensions of counseling. More importantly, though, it may be due to the
parents adjusting to the fact that something may be wrong with their child. Parents' view
of disability varies across cultures but all parents feel the sting when discovering that
their child may not be perfect.
Again in this session the parents are able to see that every day experiences can
present difficulty for the child/adolescent. The parents see that the counselor/psychologist
can provide effective intervention without labeling the child. In addition, the strengths
perspective lets the parent know that everyone is working together to help their child
have a positive experience in school. On the other hand, if a parent does have problems
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with their sonlldaughter seeing a counselor/psychologist, the information provides a
glimpse of the parents' view of school personnel and may shed light on the parents'
acculturation. In this case the counselor/psychologist needs to reassure the parent and a
cultural mediator may be needed if the counselor/psychologist does not fully understand
the family's culture.
It may not be to the child's/adolescent's advantage to have the parents observe a
counseling session. However, it may be advantageous to include the parents in a
counseling session with their son/daughter. If this approach is used both the
child/adolescent and parents need to know the purpose for moving into a family rather
than an individual session.
Questions to Consider
,/ How can you help support Latino parents who do not feel integrated into the
school community?
,/ How can you normalize the need for counseling?
,/ How can you help parents adjust to the idea of disability or non-normalcy?
Vignette 4
Acculturation
Introduction
Luis A. Vazquez
A brief introduction to acculturation is offered. The introduction sets the tone for
the following vignette.
Vignette 5
Acculturation
Enedina Garcia-Vazquez
Paloma Nava
As stated earlier, it is important to assess acculturation to help develop an
effective treatment plan. In this vignette Paloma is concerned that her friends
mispronounce her name. In the past, the concern with names was usually established at
the teacher level and many Latino students saw their names Anglicized to make
pronunciation easier for the teacher. In essence students had one name in school and one
name at home. What would you do if the teacher was mis-pronouncing or Anglicizing
a child's name? Paloma's situation is a bit different. She has peers that know how to
pronounce her name but are teasing her by translated her name to English. Indeed a
"paloma" is a pigeon in English. The accurate, albeit insensitive, translation of her name
demonstrates that some of her peers may be bilingual. This information provides a
glimpse at what her fiend's and Paloma's language use might be, which helps with the
assessment of acculturation. On the other hand, the session might have been more
6
effective if strategies to address the concern with her name could have been developed. In
addition, the counselor/psychologist could have asked about her feelings. The use of
more micro-skills could also enhance the session.
The counselor/psychologist used Spanish to establish rapport and also to
determine what Paloma's language use and preference might be. In actuality, Paloma
speaks quite a bit of Spanish to her parents and extended family. However, she chose to
stay with English throughout the session.
Other areas assessed were related to music and TV shows preferences. It was
obvious that differences between Paloma's and her parent's preferences exist. Paloma
started her acculturation to Western culture in Kindergarten and she is now in the eighth
grade. However, she has maintained many of her cultural traditions. Although her parents
have lived in the United States for many years they have maintained many cultural
traditions and rules.
What are the types of acculturation? What is Paloma's acculturation?
~ Unacculturated - an individual who is acculturated to their first culture but
not to the Western/European/Anglo culture
~ Bicultural - An individual who holds cultural traits from the first and
Western culture
~ Acculturated - An individual who holds mainly or only the traits of the
Western culture with few or no traits from the first culture
Paloma is bi-cultural. She still upholds many of the family's Latino cultural traits but is
adding the Western traits she is learning in school and through the media.
Sex role expectations are another consideration that need to be addressed with
Latino/a students. More traditional Latinos/as may have stereotypic roles for boys and
girls. These can influence the acculturation process. In Paloma's case, later in the vignette
but not shown in this video, Paloma is also trying to balance differences between her
parents' , her peers' and the school's sex role expectations.
Questions to Consider
./ Ethnic Identity
o How can you integrate assessment of ethnic identity?
o What questions would you ask?
o What is the bridge between acculturation and ethnic identity?
o What do you think Paloma's and her parents' ethnic identity is?
o What is the importance of knowing an individual's ethnic identity?
o How would you use ethnic identity in assessment? In intervention?
./ Acculturation
o What other questions might you ask to further determine Paloma's and her
parents' acculturation?
o What is the importance of knowing this information?
o How will you work with differences in acculturation between Paloma and
her parents?
o What is the importance of acculturation in academic and psychological
assessments? In intervention?
,; Micro-skills
o How would you integrate the micro-skills in this session?
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o
o
What is the importance in knowing how Paloma feels?
Would you need to modify the micro-skills in order to work with Latino
youth?
.
Vignette 6
Translation Issues
Introduction
Luis A. Vazquez
Use of translators is controversial. The counselor/psychologist needs to remember
that the translator is an agent of the professional and not of the client.
Vignette 7
Use of Translators
Ineffective Example
Mary B. Ivey. Luis A. Vazquez. Joseph Medina
In this vignette, the counselor/psychologist has asked the child to translate. When
this occurs a cultural rule is violated: the child is empowered above the parent and
parent/child boundaries are crossed. Unless there is a life or death situation, the child
should not be the individual translating for the professional. In addition, the child's
proficiency level has not been established and the counselor/psychologist has to trust that
the child is translating appropriately. This was a positive reason for the meeting however,
when problems are to be discussed it is to the child's advantage to allow him/her to
translate.
Careful examination of the transcript for this session shows that the child made
many grammatical errors. The essence of the conversation was captured. Again, the
reason for the meeting was positive and nothing was damaged. However, any
miscommunication may have resulted in a much worse scenario. What if the parent had
misunderstood the notion of special classes for gifted students? If the child were to be
considered for special education placement the parents' rights and regulations would
need to be explained in a language understood by the parents. Who would be the most
capable of confirming that the parents gave informed consent?
Other problems associated with this session include long statements made by the
counselor/psychologist, which toward the end even frustrated her. The following are
items to consider when using a translator.
.
~ Translators must be proficient in English and Spanish.
~ A child should not be used to translate and pulling another school employee from
their job without appropriate training is unacceptable
~ Prepare the translator before the meeting. Familiarize the translator with the
language of the session, especially psychological teITIlSthat may be used in the
8
session. This gives the translator an opportunity to figure out the appropriate
translation to these terms prior to the meeting.
~ Discuss issues of confidentiality. A relative should not translate for the
counselor/psychologist. A relative can be used when the parent insists on bringing
his or her own translator.
~ Emphasize to the translator to translate verbatim and not provide any
interpretation.
» Debrief with the translator. Answer any question the individual might have and
again reinforce the importance of confidentiality.
~ Translators should be paid for their services.
A more effective example is shown in the vignette that follows.
TRANSCRIPTION
Parent:
Counselor:
Parent:
Counselor:
Parent:
Child:
Parent:
Counselor:
Parent:
Child:
Parent:
Child:
Counselor:
Parent:
Child:
Counselor:
Child:
Parent:
Hola Senora Ivey (Hello Mrs. Ivey).
Hola Senor Vazquez. Please sit down.
Con mucho gusto (glad to meet you).
You know I am unable to speak Spanish and I was wondering if your son
could translate today?
(,Mi'jo que esta diciendo ella? (What is she saying?)
La senora esta diciendo, si ella puede usar yo para dijir que ella esta
diciendo a ti. (She is saying if she can use I to tell what she is saying.)
[Muy bien!
Ok, now Jose do you think your father, your dad, understands what this
meeting is about today, what we are meeting for?
(,Mi'jo que esta diciendo? (What is she saying?)
Ella esta preguntando si tu sabes porque estamos aqui, en esta (She is
asking if you know why we are here, in this)
Oh, pues le puedes decir yo no se y tu mama iva a venir pero no pudo
porque tenia que cuidar los nifios. (Oh, well tell her I don't know and your
mother was going to come but she couldn't because she had to take care of
the children.)
He doesn't know why and my mom couldn't come because she had to take
care of my brothers and sisters.
OK well we understand your mom couldn't come today. We wish that she
could be here too and hope that the family is doing well
(,Que esta diciendo? (What is she saying?)
Ella esta diciendo que ella entiende porque mi mama no puede estar aqui.
(She is saying that she understands why my mom couldn't be here.)
Would you like to tell your dad Jose how well you are doing in school,
what's happening in school that brought us here for this meeting?
Ella esta diciendo si yo puedo dejir a ti si tu sabes porque yo estoy
hacienda muy bien clia escueia y nomas eso es porque estamos aqui
Dile a la senora que tu eres muy inteligente
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Child:
Counselor:
Parent:
Child:
Parent:
Child:
Counselor:
Parent:
Child:
Parent:
Counselor:
Child:
Counselor:
Parent:
Child:
Parent:
Child:
Parent:
Counselor:
Parent:
Child:
Parent:
He says to tell you that I am very smart
Yes and that's exactly what we are going to be talking about today which
is that you are doing so well we want to put you in a special program that
is called the gifted and talented program for students that are academically
excelling in school. Maybe you could tell him about that.
Ella habla mucho verdad? (She speaks a lot, right?)
Si (giggle). Ella esta dijiendo que ellos quieren ponermi en una lugar para
nifios que estan muy inteligente en la escuela (Yes, she is saying that they
want to put me in a place for kids who are very intelligent in school)
Si? Muy bien pero no son c1ases especiales? (,Le puedes decir si estas son
clases especiales? (Yes? Very good but are these classes special? Can you
tell her if these are special classes?)
Are these special classes?
Yes they are special classes for very talented students and we think you
have a lot of strengths and talents and we think you could do even better in
school with additional help, with additional training, with some very
bright students
No entiendo 10 que esta diciendo. (,Me puedes decir? (I don't understand
what she's saying. Can you tell me?)
Ella esta diciendo si yo estoy muy fuerte con todos mis matematicas, y
todos mis (She is saying if I am very strong in mathematics, and all of my)
Eso es porque tu eres bien bueno en la escuela. EI sabe mucho
What is he saying?
He is saying that I am very good in school.
Yes he is very good in school. What are you doing at home to enrich his
background; he seems to be so talented. I'm just wondering the different
things that he is doing at home to make his environment so enriched
(,Mi 'jo? (Son?)
Yo no se que ella esta diciendo porque yo estoy muy chiquito para
entienda que ella esta diciendo (I don't know what she is saying because I
am too little to understand what she is saying)
Dile que te 10 esplique en otra manera, que 10 diga otra vez (Tell her to
explain it to you in another way, to say it again)
Can you say it again but in a different way?
Porque dile que no entendiste.(Because, tell her, you didn't understand)
You didn't understand. Let's talk about the different things you do at
home to make the environment or the home life, how do you say it, just to
make things better for you for him at home, the kinds of activities you do
at home to make it an enriched, fulfilling, urn, urn urn .... , so special that
he has become so talented. What is happening at home that makes him so
special? What are you doing as a parent?
(,Le entendistes? (Did you understand?)
Si. Ella esta diciendo que cosas estas haciendo en la casa para ser yo muy
bueno nino en la escuela? (Yes. She is saying what things are you doing at
home so that I am very good child at school?)
Dile que tocamos musica
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Child:
Parent:
Child:
Parent:
Child;
Counselor:
We play music
Que jugamos soccer
We play soccer
Dile tarnbien que cuando no estoy trabajando tu y yo vamos en bicicIetas
When he is not working we go ride bike rides
So it sounds like you do some really fun things at home, you do music ...
Vignette 8
Use of Translators
More Effective Example
Luis A. Vazquez, Mary B. Ivey, Enedina Garcia-Vazquez
This more effective example of the use of a translator demonstrates the points
made earlier. It is important to highlight other essential items in using a translator
effecti vely.
First, the physical set-up of the interview emphasizes that the interactions should
take place between the counselor/psychologist and the client, in this case the parent. The
translator sits behind and to the side of the counselor/psychologist so that eye contact
(when culturally appropriate) is maintained between the counselor/psychologist and the
client.
The flow in the conversation is maintained when short phrases are used. It is
important in the training of the translator that the counselor/psychologist keeps in mind
him/herself that short phrases are most effective. Long phrases challenge the translator to
remember everything that the counselor/psychologist is saying. It will be important to let
the parent or client know that short statements should be used in the session.
./
./
./
./
Questions to Consider
In what other situations can a translator be used?
Who pays for the translator?
Who are the best candidates to serve as translators?
How do translators, language vs. hard of hearing, differ?
Vignette 9
Support Systems and Language Use
Introduction
Mary B. Ivey
Mary offers a brief introduction into the use of the Family Tree, a technique
traditionally used to assess for support systems. The Family Tree is also used in the next
vignette to assess for language use among the members of the child's support system.
11
Vignette 10
Support Systems and Language Use
Enedina Garcia-Vazquez
Roberto Nava
To begin the activity, a tree needs to be drawn so that the branches can be used to
map out the support systems that the child has. If the child is uncomfortable drawing or if
time is short, it may be advantageous to have a tree already drawn for the child. The
initial activity in this vignette centered on support people in the family but branching out
into the community will help determine the resources the child/adolescent has in all of his
or her support systems. Also, by assessing whom the child/adolescent sees in his or her
support system will give the counselor/psychologist an understanding on how "family" is
defined for the child/adolescent. Research conducted with Latinos has indicated that
Latinos hail from an extended family perspective; however, this may not be true in all
Latino families. Thus an activity such as the Family Tree provides the
counselor/psychologist with a way to determine if the extended family is an integral part
of the particular student's life. If the child/adolescent does not volunteer this information,
the counselor/psychologist can use the Family Tree to ask questions about involvement of
extended family in the child's/adolescent's life.
A more difficult question to ask is how the child/adolescent helps others in his/her
family. Younger children, more likely, will not be able to answer the question. However,
older children can give a sense of their participation in the family.
In this vignette, the counselor/psychologist uses Spanish, to assess receptive and
expressive proficiency in English and Spanish. Typically, the client leads the direction in
terms of which language to be used. However, when assessing for proficiency the
counselor/psychologist can take the lead. Also, as the child writes the names or titles for
the family members, the counselor/psychologist can assess for literacy skills.
In this vignette, the counselor uses paraphrasing and encouragement. These and
other micro-skills can be used in English or in Spanish. Micro-skills are still effective
regardless of the language used. Another important consideration to remember is to
monitor non-verbal behaviors. When the counselor/psychologist asks about Roberto's
sister, he smiles and gives the impression that he had not thought about the sister as a
resource.
Questions to Consider
./ In what other ways can a counselor/psychologist use the Family Tree technique?
./ How can the Family Tree technique be modified to use with a younger child?
Older child? Adolescent?
./ How can the Family Tree be used to assess for generational status? Acculturation?
Ethnic Identity? Worldview?
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Vignette 11
Machismo and the Acting Out Child
Introduction
Mary B. Ivey
Mary provides a brief introduction to the following vignette in which Luis works
with a male adolescent that has been fighting. In addition, Luis takes the opportunity to
reframe the notion of machismo.
.
Vignette 12
Machismo and the Acting Out Child
Luis A. Vazquez
David Bernal
In this vignette, David has come in because he has been caught fighting with
another boy. The counselor/psychologist uses the current view of a traditional notion of
Latino maleness called machismo. The counselor/psychologist re-defines machismo and
puts it in its original context of caretaker. The original definition of macho was related to
the caretaking role men held in a traditional relationship. Initially Latinos' responsibility
was to take care of the family by working outside the home and protecting his family.
Women's roles centered on taking care of the home and the children. The roles were
more egalitarian although influenced by sex role expectations. Over the years, machismo
has been defined as male characteristics related to physical strength, aggressiveness and
lack of emotional response. In addition, males seen as macho are described as insensitive
to feminism, holding stereotyped beliefs related to women's roles.
In this vignette, David is exercising his strength and courage with aggression
towards others. Perhaps if he does not act this way he will feel that he is not a macho, not
masculine enough. However, when the counselor/psychologist ref-frames machismo,
David is able to see how caring for others does not make him less of a man but more of a
man.
The direct approach that the counselor/psychologist uses works with this
adolescent who comes across as tough. Yet, a sensitive side is seen when he tells of how
he takes care of his sister. "Marianismo", the female version, in which women take on a
more submissive, caretaking, martyr-like role may also influence the Latino family.
Learn more about machismo and Marianismo, two concepts traditionally linked to
Latinos/as.
Questions to Consider
./ Is re-framing machismo the best approach to take with this "tough" adolescent?
./ Would it be more important to work on having David stop trying to be a macho?
./ What effect will this have on the family, or father most specifically?
13
if
./
if
Given that David takes care of his sister, are there fears that he will become more
"macho" as currently defined in the media?
To what extent does machismo influence acculturation?
What do you know about "Marianismo"? How can "Marianismo" affect the
Latino family?
Vignette 13
The Acting Out Child
No Cultural Issues Presented
Luis A. Vazquez
David Bernal
Just because a child or adolescent hails from a Latino background does not mean
that they will be presenting with issues that are culturally loaded. There are times when
developmental issues are most prominent or the most salient presenting issue for the
child/adolescent. Some times acculturation and ethnic identity do not influence the
presenting problem as seen in this vignette. To make this determination, the
counselor/psychologist needs to assess for level or type of acculturation and ethnic
identity and then proceed to the presenting issue.
David is having trouble in school with fighting. The counselor/psychologist
effectively uses the interpersonal process approach to work through the presenting
problem. Although cultural issues are not prominent in this session, the
counselor/psychologist still addresses the family's role or support in David's life. Just
because family involvement is assessed does not mean that cultural issues will be part of
the presenting problem.
Debriefing
The video "Counseling Latino/Latina Children and Adolescents: Brief
Interventions" provides a few suggestions. In some cases the suggestions work with
children and adolescents from various Latino backgrounds including but not limited to
those from Mexican-, Puerto Rican-, and Cuban-American backgrounds. By the same
token some of these suggestions will not be appropriate for all children/adolescents from
Latino backgrounds. The over-riding principles are acculturation, ethnic identity and
worldview. In addition, not all Latino/a children and adolescents will speak Spanish.
However, lack of proficiency in Spanish will not curtail strong identification with the
culture of origin. The litmus test is to determine how acculturation, ethnic identity and
worldview interface with the counseling techniques taught by most counseling and
psychology programs.
14
References
Department of Education. (2003). National Center for Education Statistics.
Status and trends in the education of Hispanics (NCBS 2003-008), by Charmaine L1agas.
Project Officer: Thomas D. Snyder. Washington, DC: 2003.
u.s.
15