Beyond English only: Addressing language interpretation in professional psychology training.

Abstract

Professional guidelines direct that psychologists working with clients with limitedEnglish proficiency should involve an interpreter if a mental health professional fluent in the client's language is unavailable. However, complexities of interpreted therapy require training.We describe nine relevant areas of trainee skill acquisition and also surveyed 102 multicultural course instructors in APA-accredited psychology programs regarding current professional training. Only 55 (54%) instructors reported providing any training on working with language interpreters, with 16 (16%) providing more than 2 hours of training. Instructors ranked nine proposed skill areas and gave recommendations for overcoming barriers and working with interpreters to assist clients with limited English proficiency. The proposed areas of professional competence provide starting points for therapists learning the complexities of interpreted therapy. Address relationship dynamics in the triadAddress issues such as anxiety, power dynamics, minimization of symptoms, inappropriate interpreter interventions, transference/countertransference that impact working alliance in the triad. Conduct a post-session debriefing with the interpreterDiscuss impressions of the session and evaluate accuracy of interpretation, client comprehension, and active involvement. Settle contractual, financial, and other arrangements with the interpreter. Plan for future sessions; maintain interpreter continuity with the same client. Assess interpreter comfort, fit, and needsStrengthen the working alliance with the interpreter. Assess the interpreter's comfort with the content during the session (including reactions to client trauma) and, if needed, provide emotional support, refer interpreter for further care, or suggest using a different interpreter.

Open to interpretation: An integrated primary care behavioral health training approach for treating linguistically diverse patients.

“…Enhancing training for delivering BH care with IS is imperative to ensure that patients with LEP have access to the care they deserve. Previous studies highlighted the need for greater training in IS for predoctoral BH trainees, focusing on the classroom (Frandsen et al, 2019; Rozas et al, 2022). We extend this recommendation to applied clinical training and encourage training directors to increase the scope of training for delivering BH services with IS in clinical practicum sites.…”

“…The quality of BH care delivered with IS varies based on the training and skill of the BH provider as well as the interpreter (Paone & Malott, 2008). However, utilizing IS remains an underdeveloped aspect of clinical training for BH professionals that often occurs only postlicensure (Costa, 2017; Frandsen et al, 2019; Searight & Searight, 2009). For example, Frandsen et al (2019) reported that 38% of American Psychological Association-accredited doctoral programs failed to offer any training in IS.…”

“…However, utilizing IS remains an underdeveloped aspect of clinical training for BH professionals that often occurs only postlicensure (Costa, 2017; Frandsen et al, 2019; Searight & Searight, 2009). For example, Frandsen et al (2019) reported that 38% of American Psychological Association-accredited doctoral programs failed to offer any training in IS. About half of the programs reported at least “some” training in IS embedded within graduate courses and only 5% reported that IS training was emphasized at clinical practicum sites (Frandsen et al, 2019).…”

“…For example, Frandsen et al (2019) reported that 38% of American Psychological Association-accredited doctoral programs failed to offer any training in IS. About half of the programs reported at least “some” training in IS embedded within graduate courses and only 5% reported that IS training was emphasized at clinical practicum sites (Frandsen et al, 2019). Similarly, insufficient training in utilizing IS is reported among other BH disciplines, including social work (Lanesskog et al, 2020; Rozas et al, 2022).…”

Representation of Race and Ethnicity in Counseling and Counseling Psychology Journals

“…Disparities in receiving mental health care may further lower numbers of African American and Latinx clients (and all People of Color), further underrepresenting them in a research field dedicated to clinical samples (Alegría et al, 2008;Coker et al, 2016;Cook et al, 2014Cook et al, , 2017Holden & Xanthos, 2009). Finally, in the case of many Latinx-focused topics, there is a clear need for bilingual researchers and clinicians, language interpreters, and high-quality translated/field-tested assessment measures (Case & Smith, 2000;Frandsen et al, 2019). This would likely also be the case for Asian Americans samples, were it not for the disproportionately high numbers of college students, presumably with higher acculturation levels.…”