The increasing number of Spanish and English bilingual and Spanish-dominant clients requesting psychological services creates challenges for practitioners and agencies. Literature regarding the importance of the Spanish language in providing service to Hispanic clients is reviewed. It is argued that services to Spanish-speaking clients are frequently inadequate because of the lack of training in the use of Spanish in professional settings. A model for training psychologists to provide psychological services in Spanish is presented along with recommendations for practitioners who are struggling with the dilemma of providing services in a language other than that of their professional training. JOAN L. BIEVER received her PhD in counseling psychology from the University of Notre Dame in 1981 and is dean of graduate studies and professor of psychology at Our Lady of the Lake University. Her research interests include training needs of bilingual psychologists and process and outcomes of postmodern therapies. M. TERESA CASTAN ˜O received her MS in psychology from Our Lady of the Lake University, where she is currently a doctoral candidate in counseling psychology. CYNTHIA DE LAS FUENTES received her PhD in counseling psychology in 1994 from the University of Texas at Austin. She is an associate professor in the Department of Psychology at Our Lady of the Lake University. Her research interests include multicultural and gender issues and ethics. CYNTHIA GONZA ´LEZ received her PhD in school psychology in 1989 from Texas A & M University. She is an associate professor and the director of school psychology in the Department of Psychology at Our Lady of the Lake University. Her research interests include bilingual psychological services, Hispanics and higher education, and behavioral and emotional disorders in childhood. SELIA SERVI ´N-LO ´PEZ received her MS in psychology from Our Lady of the Lake University, where she is currently a doctoral candidate in counseling psychology. CHRISTIE SPROWLS received her MS in psychology from Our Lady of the Lake University, where she is currently a doctoral candidate in counseling psychology. CHARLOTTE G. TRIPP received her MS in psychology from Our Lady of the Lake University, where she is currently a doctoral candidate. THE ORDER OF AUTHORS, except for the first, was determined by alphabetical order. WE WISH TO ACKNOWLEDGE the contributions of Monte Bobele, Glen Gardner, Tony Neugebauer, and Sylvia London to the development of the programs described. We wish to thank Raelynn Alvarez and Alicia Vera for their work on earlier versions of the article and Peter G. Kirby for his editorial assistance.

This article provides an overview of issues, including identification of core competencies and strategies for training and assessment, related to ethics education and training for psychologists. It summarizes the products emerging from the ethics working group at the November 2002 Competencies Conference: Future Directions in Education and Credentialing in Professional Psychology, held in Scottsdale, Arizona.

Adolescence is a critical juncture in the development of the identity of individuals. It is a particularly challenging time for girls. Research on gender and achievement, for example, demonstrated that gender expectations and career stereotypes resulted in lowered educational aspirations for girls, which begin to be evident by the period of adolescence (American Association of University Women [AAUW], 1992;Gilligan, 1982;Hare-Mustin & Marecek, 1990;Rogers & Gilligan, 1988).Very little research has been conducted on the unique lives of adolescent girls of color. Yet, when research on ethnic differences is noted, often it is reported without predicting the nature and direction of those differences and without presenting a theoretical explanation of why such differences should or would exist (Landrine, 1995). When researchers have examined gender socialization of adolescents, they rarely include girls of color or girls from different social classes (Reid, Haritos, Kelly, & Holland, 1995). Environmental factors, such as poverty and class, in addition to

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A major task of adolescence is the development of a personal identity; events and experiences occurring during that period have enormous power in shaping the developing identity. Adolescents' relative receptivity to the impact of social events, filtered through their families, is mediated by their life stage and has an impact on their individual personality development, including their values, expectations about the world, and themselves (Stewart & Healy, 1989). Ethnic heritage is another powerful influence in determining one's identity, as it is an important factor in developing a sense of belonging (McGoldrick & Giordano, 1996) as well as contributing to issues of inclusion and exclusion. These are major challenges for all adolescent girls, but in particular for immigrant adolescent girls of color who risk rejection and isolation because of discrimination.One purpose of this chapter is to address the unique experiences of adolescent immigrant Asian, Black, and Latina girls, as those experiences contribute to and ultimately influence their identities and development.The framework for this chapter first includes providing a backdrop for the issues specifically involving immigrant adolescent girls of color. Thus, we