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Increasing Understanding of Multiculturalism to Promote School Psychologists’ Competence with Diverse Children and Families. Sherrie L. Proctor, Ph.D. NASP-ERT Minority Scholarship Recipient ‘98. Presentation Overview. Define Culture and Multiculturalism
Sherrie L. Proctor, Ph.D.
NASP-ERT Minority Scholarship Recipient ‘98
An integrated pattern of human behavior that includes thoughts, communications, languages, practices, beliefs, values, customs, courtesies, rituals, manners of interacting and roles, relationships and expected behaviors of a racial, ethnic, religious or social group; and the ability to transmit the above to succeeding generations.
Source: National Center for Cultural Competence of Georgetown University
Adapted from Carroll (2009) in J. Jones, The Psychology of Multiculturalism in the Schools
Consider All of the Cultural Groups a High School Student Might Belong To…
NASP’s Professional Conduct Manual Practice Guideline 5.4:
School psychologists incorporate their understanding of the influence of culture, background, and individual learning characteristics when designing and implementing interventions to achieve learning and behavioral outcomes.
“I’m not doing turtle, turtle will get you beat up!” ~ heard in the halls.
NASP’s Professional Conduct Manual General Principles C.1.b.:
School psychologists respect differences in age, gender, sexual orientation, and socioeconomic, cultural, and ethnic backgrounds. They select and use appropriate assessment or treatment procedures, techniques, and strategies.
Bio-Cultural Model of Assessment
“I bet you don’t know who T.I. is.” ~ a direct challenge to my cultural competence.
Lopez & Truesdell (2007) in the Handbook of Multicultural School Psychology: An Interdisciplinary Perspective
We All Have Biases
Cultural competence is the integration and transformation of knowledge about individuals and groups of people into specific standards, policies, practices, and attitudes used in appropriate cultural settings to increase the quality of services; thereby producing better outcomes.
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Carroll, D. W. (2009). Toward multicultural competence: A practical model for implementation in the schools. In J. M. Jones (Ed.), The Psychology of Multiculturalism in the Schools: A primer for practice, training, and research, (pp. 1-16). Bethesda, MD: NASP Publications.
Curtis, M. J., Lopez, A. D., Batsche, G. M., & Smith, J. C. (2006, March). School psychology 2005: A national perspective. Paper presented at the annual meeting of the National Association of School Psychologists, Anaheim, CA.
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Jones, J. M. (2009). The psychology of multiculturalism in the schools: A primer for practice, training, and research. Bethesda, MD: NASP Publications.
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Lopez. E. C., & Truesdell, L. (2007). Multicultural issues in instructional consultation for English language learning students. In G. B. Esquivel, E.C. Lopez, & S. Nahari (Eds), Handbook Of Multicultural School Psychology: An Interdisciplinary Perspective, (pp.71-98). Mahwah, New Jersey: Lawrence Erlbaum Associates.
Martines, D. (2008). Multicultural school psychology competencies: A practical guide. Los Angeles: Sage.
Nahari, S., & Martines, D. (2008). Writing psychological and educational reports for culturally and linguistically diverse students. In D. Martines, Multicultural school psychology competencies: A practical guide, (pp. 249-276. Los Angeles: Sage.
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National Association of School Psychologists (NASP) (2000). Professional Conduct Manual. Retrieved February 17, 2010 from www.nasponline.org/pdf/ProfessionalCond.pdf.
National Center for Educational Statistics. (2009). Condition of education 2009. Washington, DC: U. S. Department of Education.
Oakland, T. (2005). Commentary # 1: What is multicultural school psychology? In C. Frisby & C. R. Reynolds (Eds), Comprehensive Handbook of Multicultural School Psychology, (pp. 3-13). Hoboken, NJ: John Wiley & Sons, Inc.
Rhodes, R. L., Ochoa, S. H., & Ortiz, S. O. (2005). Assessing culturally and linguistically diverse students: A practical guide. New York: Guilford Press.
U.S. Census Bureau (2008, January). Educational attainment of the population 18 years and over, by age, sex, race, and Hispanic origin: 2007. Retrieved September 19, 2008 from http://www.census.gov/population/www/socdemo/education/cps2007.html
Zhou, Z., Bray, M. A., Kehle, T. J., Theodore, L. A., Clark, E., & Jenson, W. R. (2004). Achieving ethnic parity in school psychology. Psychology in the Schools, 41, 443-450.