How can a long-term residential treatment program for emotionally disturbed children in a mostly white community better serve its Hispanic clients and their families? : a preliminary inquiry at one small residence in Western Massachusetts

This paper is intended as a preliminary inquiry into the stated topic. The author conducted semi-structured interviews with all twelve employees of one residential unit, serving six emotionally disturbed boys ages ten to thirteen, within a larger program, located in a mostly white western Massachusetts college town. The interviewees' observations are examined within the context of the mainstream residential treatment literature, as well as the "tolerating versus valuing" diversity model of Tyler Cox. The researcher, who is a long-time employee of the residential program, initiated the project in response to a meeting held by the program’s managers after two recent placements of Hispanic clients had failed to end in graduation. The findings in this paper were later shared with the interviewees at a staff meeting convened on the subject. It was hoped that this paper and initial meeting would serve as first step toward addressing and planning a course of action on the topic of providing more effective service to Hispanic clients and families in the program.