Download Supplemental Appendix A: Sample Topics and Activities for Spanish

Services to Spanish-speaking populations
Supplemental Appendix A: Sample Topics and Activities for Spanish Instruction
Topic
Narration in the present
Narration in the past
Narration in the future
Use of the conditional
Use of the subjunctive
Written accents
Activities
 Students compose a short narration in the present incorporating
most of the verbs listed in a handout on verbos con cambio de
ortografía. While students take turns narrating, another writes on
the board the list of verbs used in the narration. The group
provides feedback/correction on written material.
 One student shares his or her narration with the rest of the class.
Another student has to retell the story in the third person singular.
Students practice using the first and third person singular of the
‘irregular’ verbs in the present indicative.
Have students work in pairs to narrate one of the following:
Mi primer caso
El caso más interesante que tuve en mi vida profesional
Cómo y por qué escogí esta carrera.
As students talk to one another, the instructor listens in and takes notes
of errors that need to be addressed as a group. Emphasis should be
placed on past tense declensions and use. Select two or three students
to share their ‘story’ with the rest of the class.
Present a list of verbs and have them create a short story. The entire
class participates. The instructor writes what is being said on the
board. Students take turns adding to the narration. For example:
 El verano próximo Elvira irá a ... / future
 Si Elvira pudiera, ella… / conditional.
Role play giving advice to a client or the parents/teachers of a
‘problem child’ to practice using the imperfect subjunctive.
 ¿Qué le aconsejaría a un niño que no quisiera hacer la tarea?
 Le diría que tratara de concentrarse y que hiciera lo posible para
que...
Provide students with a case example and ask them to:
 Summarize in their own words what the problem is
 Infer what other circumstances might have led to the problem
 Hypothesize as to what could the client have done to find a
solution
 Recommend what course of action the client should take
Introduce the subject by projecting the handout on Los acentos and
addressing each category separately. For example, to address
‘palabras agudas’, cover the columns for palabras graves and
esdrújulas.
 Have students read out loud the list of words under palabras
agudas.
 Then, ask them what the words have in common in terms of stress
and word endings.
 Students should be able to come up with the rule themselves.
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Use the same method for the other two sets of words.
Provide extensive practice. Select a passage pertaining to mental
health; retype leaving accents out and have students place the accents.
Expressing emotions
The Jerarquía de las necesidades básicas exercise:
Students are given a list of values based on Maslow’s theory and they
are told to work in groups of at least three to eliminate the two least
important values on the list. They should then rank order the
remaining ones.
 The group selects a spokesperson to explain to the rest of the
class the rationale for their selection and ranking.
 The instructor takes notes of areas that need addressing and
conducts a review at the end of the exercise.
 Students should be encouraged to disagree with one another
and to explain their point of view fully.
Professional vocabulary Hand out a sample informed consent form. Divide the form in three
segments; assign a segment to each of three students; have students
write translation on the board/overhead transparency/computer; ask
another three students in the class to each correct a segment. After
everyone is done, the instructor does the final correction for everyone
to see. Have students role play explaining the consent form to a client.
Each student presents a topic of his or her choosing, provided it is
work-related. Other students are to take notes and be prepared to ask
questions or offer comments at the end of the presentation. The
instructor then assists the class in summarizing what was presented
and asks for students’ opinions on specific issues/topics.
Provide students a handout describing a social issue of interest to the
students, e.g., teen pregnancy. Facilitate a group oral discussion and
role play to elicit conversation and use of pertinent vocabulary.
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Supplemental Appendix B: Sample Topics and Activities for Cultural Proficiency
and Application
Topic
Cultural Identity
Heterogeneity of
Latino Population
Identity
Development
Activity
Provide students with questions to help them assess cultural identity.
Discuss identity as a construct and how experience contributes to
formation of personal identity
Provide a case scenario and have students discuss:
 Initial interaction and entry
 Establish the issues and clarify client‘s goals.
 Develop a set of understanding about client.
 Identify level/basis of rapport.
 Explore approaches.
Exercise 1
1. Write down individual personal attributes/descriptors for 1 person
you’ve met here.
2. Have that person provide descriptors of their most salient or
valuable attributes. Discuss how and why these may differ.
Exercise 2
1. Provide your most salient attribute.
2. Pick someone you know fairly well in the room and assign an
attribute.
3. Discuss how you arrived at these conclusions.
Case Study
Use sample case scenarios to discuss the following:
1. Language preferences
2. Ethnic identity
3. Family dynamics
4. Cognitive style
5. Coping style
6. Affective behavior
7. Interpersonal behavior
8. Sociopolitical behavior
Divide into groups to explore case issues and potential case needs:
Discuss workplace issues that may present conflicts with culturally
sensitive practice and suggested use of developed interview format.
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Redefining Diversity
Spirituality and
Health Practice
Assessment and
Clinical Issues

Discuss socioeconomic influences and social trends that have affected
changes and redefined the family unit.
 Discuss differences and likenesses of different Latino groups as they
relate to characteristics, lifestyles, etc.
 Discuss acculturation and assimilation over the years and generations.
 Discuss how some values have remained and are expressed and how
some have changed dramatically.
In class discussion
 Generational point of acculturation, adaptation, or change.
 How are values compromised by assimilation or acculturation?
 How are mental health services affected by core values of family? For
example:
o Confidentiality issues
o Sharing personal information
Discuss the importance of pursuing a language and culturally sensitive
sequence for intake interviews across counseling scenarios.
Spirituality and religion.
 How knowledge can be incorporated in working process.
 Issues and constraints in practice.
 Likeness and differences between counseling/therapy/consult and folkhealing and/or alternative medicine available in community.
What are Latino cultural values represented by key terms?
 Orgullo
 Personalismo
 Simpatía
 Respeto
 Familismo
 Folk-healing
 Curanderismo
 Espiritista
 La Virgen de Guadalupe
 Altar
 Bautismo
 Día de los Muertos
 Si Dios quiere
 Empacho
 Susto
 Ataque de nervios
 Brujería (o mal de ojo)
 Curanderos
 Santería/Santeros
 Botánica
 Botica
Review the list of available instruments in Spanish and English. Discuss the
appropriate use of each and combinations that may be selected given
bilingual/bicultural aspects of Latino clients.
 If possible, demonstrate (or review) the contents of each kit or
instrument to familiarize the participants with the construction and use
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Latino Families in
Transition
Initial Stages of
Counseling
of the sample tests.
 Discuss translation issues inherent in conducting psychological
assessments.
 Discuss the integration of information obtained through the use of a
culturally sensitive interview format.
o Thorough sensitive interview formats help shape the processes that
may need to follow in case work, whether treatment or assessment
oriented.
Questions for class discussion
Q#1: What values drive the Latino family regarding:
 Marriage
 Children
 Welfare of the individual
 Roles (expected duties, responsibilities, and benefits)
o Economic stability
o Intimacy
o Procreation
o Household responsibilities
Example: I work hard to support everyone and they still give me a
hard time.
Q#2: Attitude about marriage, intimacy and cohabitation
Example: Is it okay to live together outside of marriage?
The intact family:
o Has roles defined
o Communicates solidarity
o Contends with changing values over generations.
Q#3: What changes can be expected as family characteristics change?
Example: Single parent families, bicultural families, immigrant
families.
Form groups to exchange ideas about each type of family.
In class exercise
Discuss
 How awareness of family values helps in defining family structure.
 How conflicting values in generational differences leads to conflict.
 Create a sample scenario in groups of how this may go.
Discuss importance of understanding family values and beliefs versus
individual family member’s value adaptation.
 Does acculturation play a role in family conflicts? How so?
 How do culture and language affect treatment planning?
 What do we mean by cultural linguistic approach?
 Discuss using case studies or scenarios previous created
o Importance of understanding family versus individual values and
beliefs.
o Dilemmas and conflicts that arise out of differences in level of
acculturation and individual family member’s value adaptation
o How would you adapt interview schedule to explore within
family differences to uncover stressors and variables operating?
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o What do you think about client-counselor match and interpersonal
etiquette?
Exercise
 Review list of dichos.
 Discuss possible interpretations due to regional differences.
Review
Middle and Last
Stages of Counseling  Expressiveness of emotions within a therapeutic relationship (stories,
language use, etc.).
 Type of counseling (brief, crisis, or long term) and the purpose it serves
depends on acculturative levels.
 Ethical considerations.
Exercise
 Ask participants to make a short list of dichos and cuentos they are
familiar with and/or have used.
 Share the lists with the group.
Exercise
 Ask participants to name some common folktales in Latino/Hispanic
culture.
 Discuss variations among Hispanic subgroups.
 Discuss how these could be utilized in therapy.
Exercise
 Hold a conversation with a classmate and practice code-switching.
Exercise
 Discuss superstitions.
 Ask participants to identified superstitions that are held by them or
their families.
 Are some superstitions value-based and thus reinforced?
Dichos Exercise
 Divide class into groups
 Assigned 5 dichos to each group and have them discuss potential
messages of each dicho. The group should come to a consensus about
the meaning or interpretation.
 Discuss interpretive possibilities among groups.
Latino Family
 Discuss Latino family values that could be misinterpreted or
Counseling
misconstrued in the therapeutic context, e.g., closeness versus
enmeshment.
 Discuss psychosocial stressors embedded within families (language
differences, differing levels of acculturation, generational differences,
history, etc.
Case Analysis
In small groups:
 Identify a case.
 Ask for examples of the above.
 Discus how to integrate future casework.
Case Analysis
Review videotapes of therapy sessions conducted in Spanish (either tapes of
the participants or training tapes). Ask participants to observe and discuss
cultural and language issues that are relevant to the case.
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Future Directions
Development of competence has required what of each participant?
 Have participants reflect on their development of skills and knowledge
and the challenges they have faced in the process.
In small groups or as a class, discuss
 Skills of culturally skilled counselor.
 Challenges faced in own sociopolitical reality as providers.
 Challenges of including clients’ spirituality as an important dimension of
the “new Latino.”