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Current Perspectives on Using Linguistic and Cultural Factors in Counseling the Hispanic Client

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This review of the literature examines the role of language and culture in the mental health treatment of Hispanic clients. Several innovative approaches including the use of dichos and cuento therapy are described that incorporate linguistic and cultural traits in treatment. The article proposes that the assessment of such factors as language proficiency, level of acculturation, and the degree to which cultural expressions represent symptomatology should be considered in the development of an effective treatment plan. The process of acculturation is presented as a critical dimension influencing language, cultural beliefs, and mental health. Recommendations are made for future research on issues relating to the use of language switching and language mixing in therapy. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
... The L1-L2 difference goes beyond single word/phrase processing, as bilinguals also tend to be more rational and less emotional in higher-level decision-making, e.g., when faced with moral dilemmas or financial incentive calculation (i.e., the "foreign-language effect"; Costa et al., 2017Costa et al., , 2014Gao, Zika, Rogers, & Thierry, 2015;Keysar, Hayakawa, & An, 2012;Pavlenko, 2017;Stankovic, Biedermann, & Hamamura, 2022; but see also Oganian, Korn, & Heekeren, 2016). The emotional distance manifested in L2 processing also explains why bilinguals are more at ease with describing harsh or embarrassing memories in the L2 (Altarriba & Santiago-Rivera, 1994;Bond & Lai, 1986;Dewaele & Pavlenko, 2002;Heredia & Altarriba, 2001;Marian & Kaushanskaya, 2008;Wu & Thierry, 2012) or using affectionate language in the L2 if such practice is not encouraged in the native culture (Caldwell-Harris et al., 2011). ...
... The patterns of differential affective processing observed for taboo words are also in line with previous literature that found larger L1-L2 differences in strongly negative stimuli than in positive/neutral stimuli (Altarriba & Santiago-Rivera, 1994;Bond & Lai, 1986;Dewaele & Pavlenko, 2002;Heredia & Altarriba, 2001;Marian & Kaushanskaya, 2008;Wu & Thierry, 2012). Why should negativity be a modulating factor for differential affective processing? ...
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Differential affective processing has been widely documented for bilinguals: L1 affective words elicit higher levels of arousal and stronger emotionality ratings than L2 affective words (Pavlenko, 2012). In this study, we focus on two closely related Chinese languages, Mandarin and Cantonese, whose affective lexicons are highly overlapping, with shared lexical items that only differ in pronunciation across languages. We recorded L1 Cantonese – L2 Mandarin bilinguals’ pupil responses to auditory tokens of Cantonese and Mandarin affective words. Our results showed that Cantonese–Mandarin bilinguals had stronger pupil responses when the affective words were pronounced in Cantonese (L1) than when the same words were pronounced in Mandarin (L2). The effect was most evident in taboo words and among bilinguals with lower L2 proficiency. We discuss the theoretical implications of the findings in the frameworks of exemplar theory and models of the bilingual lexicon.
... There is insufficient explanation in the DSM-IV of how to do a cultural formulation to reduce bias and error in diagnosis. These problems are exacerbated for persons who receive services in English as a second language because vocabulary is more limited, speech production may be impaired, affect may be rendered incompletely, sense of identity may be fragmented, and what is said can become of less importance than how it is said (Altarriba & Santiago-Rivera, 1994;Marcos, 1994). ...
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This article discusses the current status of projective assessment with Latino populations in the United States and suggests improvements in the quality of these services and in assessor cultural competencies. Major issues have included assessor bias, culturally inappropriate service delivery etiquette, psychometric inadequacies of many methods, and ignorance of relevant cultural issues in assessment practice, particularly cultural identity descriptions for personality study and cultural formulations to increase accuracy of clinical diagnoses. A rationale for projective assessment is followed by descriptions of several tests. Suggestions for reduction of bias include guidelines for projective assessment practice and recommendations for resources to improve reliability of interpretations. A research method that combines training with validation of the outcome of the entire assessment process is described.
... Studies of codeswitching describe how a change to the L2 often serves a distancing function (Gumperz & Hernandez, 1971;Javier & Marcos, 1989). The bilingual therapist Gonzalez-Reigosa (1976) described Spanish Á/English bilingual patients who employed English when discussing anxiety-arousing topics, and used English for portraying a persona of selfconfidence, calm and emotional reserve (see also Altarriba & Santiago-Rivera, 1994). Immigrants' childhood memories were more emotionally charged when described in their native language (Schrauf, 2000). ...
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Bilingual speakers report experiencing stronger emotions when speaking and hearing their first language compared to their second. Does this occur even when a second language is learned early and becomes the dominant language? Spanish Á / English bilinguals who had grown up in the USA (early learners) or those who were first exposed to English during middle childhood while residing in a Latin American country (late learners) listened to words and phrases while skin conductance was monitored. Stimuli included taboo words, sexual terms, childhood reprimands ('Go to your room!') and single words which functioned as a neutral baseline. Consistent with the hypothesis that a second language is less emotional for the late learners, emotional expressions (i.e. reprimands) presented in the first language elicited larger skin conductance responses than comparable expressions in the second language. For the early learners, no such difference was obtained, indicating that age of acquisition of the second language and proficiency modulate speakers' physiological reaction to emotional language.
... The notion regarding differential emotion processing in the first vs. the second language of a bilingual speaker has important implications for health practices (see e.g., Altarriba & Santiago-Rivera, 1994;Santiago-Rivera & Altarriba, 2002). In the work by Santiago-Rivera et al. (2009), for example, data were provided suggesting that therapeutic approaches in clinical settings should be linguistically and culturally relevant. ...
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