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Expected competencies of participants who complete the SLPSR specialization:

Competency 1: Students demonstrate ability to provide effective context-sensitive psychological interventions with Latina/o adults and/or children and families who speak Spanish.

Competency 2: Students demonstrate knowledge of evidence-based practices with Spanish-speaking populations.

Competency 3: Students demonstrate incorporation of the ecological model in case conceptualization, intervention, evaluation of treatment, and research with Spanish-speaking Latina/o clients/participants.

Competency 4: Students demonstrate awareness and understanding of diversity among Latina/o and Spanish-speaking clients, and influential contextual issues (e.g., culture, identity, religion, gender, sexual orientation, disability, marginalization, poverty, etc.).

Competency 5: Students apply knowledge of diversity and contextual issues to all aspects of clinical work with Spanish-speaking clients and research with Spanish-speaking Latina/o participants.

Competency 6: Students recognize connections between injustice, oppression, and mental health, and the responsibility to address these issues as relevant in their work with Spanish-speaking Latina/o clients.

Competency 7: Students competently apply multicultural knowledge, experience, theory and scholarship to their own research with Spanish-speaking Latina/o participants.

Competency 8: Students demonstrate commitment to learning and enhancement of multicultural and Spanish language competencies, including continued development of critical self-awareness in areas such as privilege, power, social justice, and identity.

Competency 9: Students demonstrate competence in applying established ethical principles and practices in all facets of their professional work with Spanish-speaking Latina/o adults and child/family populations.

Competency 10: Students demonstrate awareness of their strengths and areas of needed development for effective clinical work and research with Spanish-speaking Latina/o clients, including recognizing how their privilege, identities, and power influence their research and practice activities.