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This study is a multi-national follow-up to the original (Sandberg and Knestel (2011) Journal of Marital and Family Therapy, 37, 393-410) article on the process of learning Emotionally Focused Couples Therapy (EFT). A total of 102 clinicians from nine Spanish-speaking countries (Mexico, Costa Rica, Guatemala, Spain, Colombia, Argentina, Chile, Ecuador, and El Salvador) participated in the study. A comparison of results across the two studies revealed more similarities than differences. However, a few notable differences emerged from responses to qualitative questions, namely a heightened sense of appreciation for and resonance with the focus on core emotion in EFT and less frequent reports of difficulty learning and adapting to the model among Spanish-speaking therapists. These differences were consistent with common cultural values and forms of expression in Latin America and Spain. Results are discussed in terms of training, supervision, and future research as well.Emotionally Focused Couples Therapy (EFT; Johnson, 2004) is a model based on attachment theory that:integrates the intrapsychic perspective afforded by experiential approaches with an interpersonal systemic perspective and uses both kinds of interventions to help distressed partners shape emotional accessibility, responsiveness, and engagement-the key elements of

As the Latino/a population increases externalizing behaviors among adolescents continue to concern researchers and clinicians. National Longitudinal Study of Adolescent Health (Add Health) data were used to analyze direct and indirect effects of parenting and academic factors on externalizing behavior among Latino/a adolescents over time, using latent growth curves and structural equation modeling (SEM). Results indicated that higher levels of maternal warmth, the adolescentteacher relationship, and academic achievement were all negatively associated with initial levels of externalizing behavior and in some cases negatively predicted the rate of change of externalizing behavior. Some predictors were also all found to be positively associated with academic achievement. Academic achievement acted as a mediator between most of the predictors and externalizing behavior. Implications are discussed.

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