Testing Multiple Goals Theory With Low-Income, Mother-Child Spanish-Speakers: Language Brokering Interaction Goals and Relational Satisfaction

2015 ◽  
Vol 44 (5) ◽  
pp. 717-742 ◽  
Author(s):  
Lisa M. Guntzviller
Keyword(s):  
Low Income ◽  
Language Brokering ◽  
Relational Satisfaction ◽  
Multiple Goals ◽  
Goal Management ◽  
Mother And Child ◽  
Language Brokers ◽  
Partner Interaction ◽  
Partner Perceptions ◽  
Interaction Goals

One hundred dyads of low-income, Spanish-speaking mothers and their bilingual children (age = 12-18) who act as language brokers (i.e., culturally/linguistically mediate between their mothers and English-speakers) were surveyed. Multiple goals theory was tested and extended by examining how mother and child perceptions of own and partner interaction goals across language brokering episodes were associated with mother-child relational satisfaction. An actor-partner interdependence model revealed that goals related to face, trust, and ethnic identity were associated with mother and child relational satisfaction. For both mothers and children, perceptions of own and partner goals (i.e., actor effects), and interactions between own reported and partner perceptions of the same goal (i.e., actor-partner effects) linked with mother-child relational satisfaction. Mother and child goal management during language brokering may have broader relational repercussions.

Advisor Interaction Goals and Verbal Messages: Merging a Multiple Goals Approach and the Integrated Model of Advice Giving

2020 ◽  
Vol 39 (3) ◽  
pp. 292-317
Author(s):  
Lisa M. Guntzviller ◽  
Manuel D. Pulido ◽  
Danni Liao ◽  
Chelsea P. Butkowski
Keyword(s):  
Emotional Support ◽  
Integrated Model ◽  
Relational Satisfaction ◽  
Interaction Patterns ◽  
Multiple Goals ◽  
Advice Giving ◽  
Verbal Messages ◽  
Patterns Of Interaction ◽  
Qualitative Analyses ◽  
Interaction Goals

Based on the integrated model of advice giving and theorizing about interaction goals, we examined how advisors’ goal intensity and complexity predicted perceptions of advisor harmfulness and helpfulness. We also examined predictors of goal intensity and complexity, such as advisors’ relational satisfaction with recipients, which generally increased goal intensity and complexity. Recipients and advisors rated advisors’ behaviors as more helpful when advisors reported greater intensity of the problem-solving goal but not the other three goals (emotional support, eliciting disclosure, and facilitating reappraisal). However, recipients and advisors rated advisors’ behaviors as more harmful when advisors had low versus moderate or high goal complexity. Qualitative analyses of conversation transcripts revealed patterns of interaction behavior associated with goal intensity and complexity. We discuss how goal intensity and complexity may relate to advisors’ messages and interaction patterns during the conversation, and therefore recipient and advisor perceptions of advisors’ helpfulness and harmfulness.

scholarly journals Leading by Example: Association Between Mother and Child Objectively Measured Physical Activity and Sedentary Behavior

2020 ◽  
pp. 1-12
Author(s):  
Brad R. Julius ◽  
Amy M.J. O’Shea ◽  
Shelby L. Francis ◽  
Kathleen F. Janz ◽  
Helena Laroche
Keyword(s):  
Physical Activity ◽  
Sedentary Behavior ◽  
Low Income ◽  
Multivariate Regression ◽  
Sedentary Time ◽  
Vigorous Physical Activity ◽  
Mother And Child ◽  
Low Income Mothers ◽  
Objectively Measured ◽  
The Relationship

Purpose: The authors examined the relationship between mother and child activity. Methods: The authors compared moderate–vigorous physical activity (MVPA) and sedentary time of low-income mothers with obesity and their 6- to 12-year-old children on week (WD) and weekend (WE) days. A total of 196 mother–child pairs wore accelerometers simultaneously for a week. Mothers completed questionnaires. Spearman correlation and multivariate regression were used. Results: WE MVPA (accelerometry) was significantly correlated between mothers with children aged 6–7 (rs = .35) and daughters (rs = .27). Self-reported maternal PA time spent with one of their children was significantly correlated with the WE MVPA of all children (rs = .21) and children aged 8–10 (rs = .22) and with the WD MVPA of all children (rs = .15), children aged 8–10 (rs = .23), aged 11–12 (rs = .52), and daughters (rs = .37), and inversely correlated to the WD sedentary time of all children (rs = −.21), children aged 8–10 (rs = −.30), aged 11–12 (rs = −.34), daughters (rs = −.26), and sons (rs = −.22). In multivariate regression, significant associations were identified between reported child–mother PA time together and child MVPA and sedentary time (accelerometry). Conclusions: Mothers may influence the PA levels of their children with the strongest associations found in children aged 6–7 and daughters. Mother–child coparticipation in PA may lead to increased child MVPA and decreased sedentary behavior.

scholarly journals Stress of Language Brokering and Mexican American Adolescents’ Adjustment: The Role of Cumulative Risk

2019 ◽  
Vol 40 (3) ◽  
pp. 400-425
Author(s):  
Yishan Shen ◽  
Eunjin Seo ◽  
Dorothy Clare Walt ◽  
Su Yeong Kim
Keyword(s):  
Depressive Symptoms ◽  
Low Income ◽  
Mexican American ◽  
Cumulative Risk ◽  
Early Adolescents ◽  
Well Being ◽  
The United States ◽  
Language Brokering ◽  
Adjustment Problems

This study focused on early adolescents’ stress of language brokering and examined the moderating role of family cumulative risk in the relation of language brokering to adjustment problems. Data came from self-reports of 604 low-income Mexican American adolescent language brokers (54% female; [Formula: see text]= 12.4; SD = 0.97; 75% born in the United States) and their parents (99% foreign-born) in central Texas. Path analyses revealed that brokering stress, but not frequency, was positively associated with adolescents’ adjustment problems, including depressive symptoms, anxiety, and delinquency. We also found that the relation between stress of brokering for mothers and adolescents’ depressive symptoms was stronger among families with a high cumulative risk. Further, with a high cumulative risk, adolescents exhibited delinquent behaviors regardless of the levels of stress from translating for fathers. Current findings underscore the importance of examining family contexts in assessing the consequences of language brokering for Mexican American early adolescents’ well-being.

Understanding Latino/a language brokers’ identity goals in association with parent–child relational quality

2017 ◽  
Vol 36 (2) ◽  
pp. 490-513 ◽  
Author(s):  
Rachyl L. Pines ◽  
Jennifer A. Kam ◽  
Quinten Bernhold
Keyword(s):  
Language Brokering ◽  
Cultural Identification ◽  
Parent Child Relationship ◽  
Relational Quality ◽  
Child Relationship ◽  
Eighth Grade Students ◽  
Relational Closeness ◽  
Language Brokers ◽  
Language Broker ◽  
Parent Child

In the U.S., children of immigrant families often language broker—linguistically and culturally mediate for their family and members of U.S. mainstream culture. Previous research indicates that language brokering can have important implications for the parent–child relationship. Using survey data from 274 Latino/a sixth- to eighth-grade students, we examined how young brokers’ identity goals (i.e., “acting Latino/a” and “acting U.S. American”) and cultural identification are associated with parent–child relational closeness and parent–child destructive conflict management. Results showed that, in general, accommodating their parent by “acting Latino/a” was associated with higher relational quality for young language brokers who reported weak Latino/a cultural identification. Accommodating Latino/a parents’ cultural identity while language brokering might help improve parent–child relational quality for young Latino/a language brokers.

Language brokering by young adults

2020 ◽  
Vol 15 (2) ◽  
pp. 261-279 ◽  
Author(s):  
Aída Martínez-Gómez
Keyword(s):  
United States ◽  
Young Adults ◽  
Child Language ◽  
Early Adulthood ◽  
Communication Channels ◽  
The United States ◽  
Language Brokering ◽  
College Age ◽  
Socialization Processes ◽  
Language Brokers

Abstract This study explores the “who, what, where, and how” of language brokering as performed by young adults. Given that the backgrounds of child language brokers merge with the socialization processes that encompass early adulthood, their potentially unique experiences may reveal valuable information about language brokering that can contribute to the advancement of academic, professional, and educational endeavors. This study examines the ontological narratives of 21 college-age language brokers in the United States to illustrate if and how their insights expand the limits of traditional views of interpreter-mediated interaction (e.g., in terms of settings, communication channels, degree of active participation).

Interpreting Service: Educating Child Language Brokers through Service-Learning

2016 ◽  
pp. 434-453
Author(s):  
Julia Sandler
Keyword(s):  
Service Learning ◽  
Self Efficacy ◽  
Child Language ◽  
Language Brokering ◽  
Negative Effects ◽  
Heritage Speakers ◽  
Academic Benefits ◽  
Local Schools ◽  
Language Brokers ◽  
Professional Interpreting

How might a service-learning course help child language brokers (Tse, 1996) minimize negative effects and maximize the cognitive and academic benefits of language brokering? This question is answered with data from an ethnographic case study of a high school service-learning course in translation and interpreting. Heritage speakers of Spanish and less commonly taught languages serve as volunteer interpreters at local schools while learning the skills, habits and ethics of professional interpreting in this course. The theoretical lens of self-efficacy (Bandura, 1977; 2006) is used to analyze how this curriculum affects students. This article also contributes to evolving definitions of service-learning for heritage language speakers, arguing that language brokering that students do for their families and communities should be seen as a pre-existing “service” that can be utilized in the prepare-act-reflect cycle of service-learning. Analysis of the data shows that this cycle is key to supporting students in building the confidence and skills to pursue careers in professional interpreting and helping them manage their family interpreting experiences. Students demonstrated increased self-efficacy perceptions in terms of interpreting, academic achievement and general life events, although the role that service-learning played in the latter two outcomes is still unclear.

scholarly journals Prevalence of Arbovirus Infections among Pregnant Women at a Maternity Hospital School

10.3823/2412 ◽  
2017 ◽  
Vol 10 ◽  
Author(s):  
Maria das Neves Figueiroa ◽  
Maria Lúcia Neto de Menezes ◽  
Adrielly Martins Barbosa ◽  
Ivanise Tibúrcio Cavalcanti Silva ◽  
Estela Maria Leite Meirelles Monteiro ◽  
...  
Keyword(s):  
Pregnant Women ◽  
Low Income ◽  
First Trimester ◽  
Maternity Hospital ◽  
Positive Serology ◽  
Cross Sectional ◽  
Mother And Child ◽  
First Trimester Of Pregnancy ◽  
Hospital School ◽  
Zika Fever

Objective: Survey the prevalence of arbovirus infections among pregnant women provided with care at a maternity hospital school in Recife, Pernambuco, Brazil. Method: Descriptive, cross-sectional, retrospective, and quantitative study, carried out with data collected from the notification forms filled in during obstetric screening between August 2015 and July 2016. Results: Positive serology was found for arboviruses in 40.2% of the 103 suspected cases. Serology was not performed or it showed inconclusive results in 59.8% of the cases. Dengue fever occurred in 44% of the cases, chikungunya in 34%, and zika fever in 22%. Infections were more frequent among pregnant women over 20 years old, with low income and low schooling levels, living in Recife (48.5%) and Olinda, Pernambuco, Brazil (24.3%). The most frequently mentioned symptoms were arthralgia (94%), exanthema (82%), and fever (78%). Infections occurred within the first trimester of pregnancy (54.5%), 63.3% of the pregnant women had to be hospitalized, and 45.4% of them did not undergo morphological ultrasonography. Most babies were born full-term and they had adequate weight. The prevalence of microcephaly was 9.7% when considering cases of arbovirose and 62.5% when considering specific cases of zika fever. Conclusion: The prevalence and repercussions of arboviruses justify the consolidation of actions to fight Aedes aegypti, as well as the effective deployment of clinical protocols and recommendations aimed at the mother and child care.

scholarly journals The Role of Attachment in Language Brokering and Psychological Well-being among College Students

2020 ◽  
Vol 42 (1) ◽  
pp. 156-175
Author(s):  
Robert S. Weisskirch ◽  
Shu-Sha Angie Guan ◽  
Vanja Lazarevic
Keyword(s):  
College Students ◽  
Indirect Effect ◽  
Indirect Effects ◽  
Somatic Symptoms ◽  
Well Being ◽  
Attachment Anxiety ◽  
Language Brokering ◽  
Attachment Avoidance ◽  
Psychological Well Being ◽  
Language Brokers

Emerging adult (EA), college students from immigrant families continue engaging in language brokering (LB), translating documents and other media for their parents, in ways that can affect their well-being. For these language brokers, the relationship between parental attachment and psychological well-being may be through frequency and perceptions of their LB work. In this study, 459 language brokers ( Mage = 21.36, Female = 80%) completed an online questionnaire about frequency and perceptions of LB, attachment, and psychological well-being. Attachment anxiety and avoidance had negative indirect effects on anxiety and somatic symptoms through feelings of LB burden. Attachment anxiety had a negative indirect effect on somatic symptoms through LB intrusiveness. There were negative indirect effects of LB burden on attachment avoidance to anxiety and somatic symptoms. There was a negative indirect effect of LB intrusiveness on attachment avoidance to somatic symptoms. Findings indicate that perceptions of LB may relate to psychological well-being when attachment is insecure.

Feelings about language brokering

Interpreting ◽  
2021 ◽  
Author(s):  
Aída Martínez-Gómez
Keyword(s):  
Working Conditions ◽  
Positive Emotions ◽  
Negative Emotion ◽  
Well Being ◽  
The United States ◽  
Language Brokering ◽  
Interpreter Education ◽  
Language Brokers ◽  
Positive Feelings ◽  
Qualitative Analyses

Abstract Young language brokers have a complex emotional relationship with the translation and interpreting tasks that they engage in for their families and communities. Whereas they often report feeling happy, useful and proud of themselves for being able to contribute to their families’ well-being, they also struggle with frustration, pressure from their loved ones, and cognitive and emotional burdens. This study aims to map the evolution of feelings regarding language brokering among young adults and to reveal the effects that formal interpreting education might have in this process. For these purposes, it examines the narratives of 75 self-identified former and/or current language brokers who are registered in an undergraduate interpreting program in the United States. Quantitative and qualitative analyses of these narratives (collected at three different points during their course of study) indicate that the participants feel more positively than negatively about their brokering tasks and that positive emotions increase overall throughout their interpreter education (with a noticeable peak halfway through the program). These analyses also reveal how triggers for positive and negative emotion shift through time: whereas their enhanced skills contribute to positive feelings, poor working conditions and brokering settings beyond their immediate families become new stressors.

Language Brokering and Mental Health Outcomes

2018 ◽  
Vol 40 (4) ◽  
pp. 281-285 ◽  
Author(s):  
Lisa M. Hooper
Keyword(s):  
Mental Health ◽  
United States ◽  
Health Outcomes ◽  
The United States ◽  
Language Brokering ◽  
Mental Health Outcomes ◽  
Foreign Born ◽  
Special Issue ◽  
Clinical Practices ◽  
Language Brokers

I am pleased to introduce this special issue of the Journal of Mental Health Counseling dedicated to language brokering and mental health. The United States Census Bureau reported that in 2012, 85% of foreign-born individuals reported speaking exclusively a language other than English at home, and only 35% reported speaking English “very well” (Gambino, Acosta, & Grieco, 2014). With immigration rates continuing to rise in the United States and in other countries, a special issue focused on language brokering is timely. Although there is a body of literature linking language brokering and educational outcomes, there is an urgent need to advance an understanding of the extent to which language brokering is related to mental health outcomes, culturally tailored clinical practices that may be used with individuals who serve as language brokers, and the ever-increasing need for human helpers to serve as language brokers. This special issue was composed to address these important research and practice topics.

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