Culturally Responsive Consultation among Practicing School Psychologists

Autor/inn/en	Parker, Janise S.; Castillo, Jose M.; Sabnis, Sujay; Daye, Julie; Hanson, Patricia
Titel	Culturally Responsive Consultation among Practicing School Psychologists
Quelle	In: Journal of Educational and Psychological Consultation, 30 (2020) 2, S.119-155 (37 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Parker, Janise S.) ORCID (Castillo, Jose M.) ORCID (Sabnis, Sujay)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-4412
DOI	10.1080/10474412.2019.1680293
Schlagwörter	School Psychologists; Cultural Relevance; Consultants; Student Diversity; Counselor Attitudes; Consultation Programs; Barriers; Cultural Pluralism; School Personnel; Administrator Role; Family Role; Teacher Role; Professional Continuing Education; Counseling Techniques + Suchen Sie Ihr Suchwort? School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Consultant; Berater; Fachberatung; Kulturpluralismus; Schulpersonal; Lehrerrolle; Berufsfeldbezogener Unterricht; Weiterbildung; Counseling technique; Counselling technique; Counselling techniques; Beratungsmethode
Abstract	School-based consultation has garnered increasing attention relevant to culturally responsive practice in school psychology. Although prior research has investigated school psychologists' experiences with supporting culturally diverse youth through school-based consultation, few studies have utilized an established framework to understand school psychologists' experiences. We utilized specific components of Ingraham's Multicultural School Consultation framework to examine fifteen school psychologists' experiences with providing culturally responsive consultation. Constant comparative analysis revealed the various strategies used by practitioners to support culturally diverse students throughout the consultation process (e.g., involving multiple people in decision-making, using non-confrontational approaches to educate school personnel about cultural dynamics, providing messages of support and encouragement to diverse students and families) and the socio-contextual barriers to their practice (e.g., cultural minimization, lack of administrative support). Implications for research, training, and school-based practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01