Increasing Understanding of Multiculturalism to Promote School Psychologists Competence with Diverse Children and Families Sherrie L. Proctor, Ph.D. NASP-ERT.

Increasing Understanding of Increasing Understanding of Multiculturalism to Promote Multiculturalism to Promote

School Psychologists’ Competence School Psychologists’ Competence with Diverse Children and with Diverse Children and

FamiliesFamilies

Sherrie L. Proctor, Ph.D.Sherrie L. Proctor, Ph.D.NASP-ERT Minority Scholarship Recipient ‘98NASP-ERT Minority Scholarship Recipient ‘98

Presentation OverviewPresentation Overview

• Define Culture and MulticulturalismDefine Culture and Multiculturalism

• The Importance of Multiculturalism To School The Importance of Multiculturalism To School PsychologyPsychology

• Process of Developing Multicultural CompetenciesProcess of Developing Multicultural Competencies

• Multicultural School Psychology PracticesMulticultural School Psychology Practices

• Some Things I’ve LearnedSome Things I’ve Learned

What is Culture?What is Culture?

An integrated pattern of human behavior that An integrated pattern of human behavior that includes thoughts, communications, includes thoughts, communications, languages, practices, beliefs, values, customs, languages, practices, beliefs, values, customs, courtesies, rituals, manners of interacting and courtesies, rituals, manners of interacting and roles, relationships and expected behaviors of roles, relationships and expected behaviors of a racial, ethnic, religious or social group; and a racial, ethnic, religious or social group; and the ability to transmit the above to succeeding the ability to transmit the above to succeeding generations.generations.

Source: National Center for Cultural Competence of Georgetown UniversitySource: National Center for Cultural Competence of Georgetown Universityhttp://gucchd.georgetown.edu/nccc/http://gucchd.georgetown.edu/nccc/

What is Culture?What is Culture?

Food,Eating

Habits, andDress

Shared Values, Goals, Beliefs, and Attitudes

Shared Biological and Physical Qualities (e.g., height, weight, skin color)

Level 1

Level 2

Level 3

What is Multiculturalism?What is Multiculturalism?

Recognizes broad dimensions of individual identity, including “race, Recognizes broad dimensions of individual identity, including “race, ethnicity, language, sexual orientation [sexual expression/identity], gender, ethnicity, language, sexual orientation [sexual expression/identity], gender, age, disability, class status, education, religious/spiritual orientation, and age, disability, class status, education, religious/spiritual orientation, and other cultural dimensions” (APA multicultural practice guidelines and other cultural dimensions” (APA multicultural practice guidelines and standards, 2002, p. 9).standards, 2002, p. 9).

A broad array of differences among people that often hinder A broad array of differences among people that often hinder communication and comprehension (Sue et al., 1999)communication and comprehension (Sue et al., 1999)

As practiced in schools, multiculturalism “is a process, an ideology, and a As practiced in schools, multiculturalism “is a process, an ideology, and a set of interventions in which school psychologists and other culturally set of interventions in which school psychologists and other culturally competent professionals engage. It is a worldview that recognizes and competent professionals engage. It is a worldview that recognizes and values the uniqueness of diverse learners, cultural backgrounds, and values the uniqueness of diverse learners, cultural backgrounds, and identities.” (Carroll, 2009, p.2)identities.” (Carroll, 2009, p.2)

Ten Components of Multiculturalism Ten Components of Multiculturalism (Sue et al., 1998)(Sue et al., 1998)

Values cultural pluralism.Values cultural pluralism.

Promotes social justice, cultural democracy, and equity.Promotes social justice, cultural democracy, and equity.

Promotes development of attitudes, knowledge, and skills needed to Promotes development of attitudes, knowledge, and skills needed to function in a pluralistic society.function in a pluralistic society.

Includes differences in religion, sexual orientation, disability, age, and Includes differences in religion, sexual orientation, disability, age, and geographic region.geographic region.

Emphasizes the importance of using multiple perspectives to study Emphasizes the importance of using multiple perspectives to study multiple cultures.multiple cultures.

Ten Components of MulticulturalismTen Components of Multiculturalism (Sue et al., 1998)(Sue et al., 1998)

Celebrates the achievements of the U.S. and other cultures.Celebrates the achievements of the U.S. and other cultures.

Promotes change within individuals, organizations, and society.Promotes change within individuals, organizations, and society.

Involves tension and conflicts regarding what constitutes reality.Involves tension and conflicts regarding what constitutes reality.

Values inclusion, cooperation, and movement towards mutually shared Values inclusion, cooperation, and movement towards mutually shared goals. Concerned with obtaining positive individual, community, and goals. Concerned with obtaining positive individual, community, and societal outcomes.societal outcomes.

A crucial component of analytical thinking.A crucial component of analytical thinking.

Why is Multiculturalism Important to School Why is Multiculturalism Important to School Psychology?Psychology?

By 2042, the majority of US population will be people of color (US By 2042, the majority of US population will be people of color (US Census, 2008)Census, 2008)

44% public school children are children of color (National Center for 44% public school children are children of color (National Center for Educational Statistics, 2009)Educational Statistics, 2009)

One out of every five school-age children in the U.S. speaks a language One out of every five school-age children in the U.S. speaks a language other than English (Laija-Rodriguez & Restori, 2009).other than English (Laija-Rodriguez & Restori, 2009).

More than 400 languages represented within the student population with More than 400 languages represented within the student population with Limited English Proficiency, with Spanish being the most common (Laija-Limited English Proficiency, with Spanish being the most common (Laija-Rodriguez & Restori).Rodriguez & Restori).

School Psychologists primary providers of psychological services to School Psychologists primary providers of psychological services to children of color (Zhou, Kehle, Clark, & Jenson, 2004)children of color (Zhou, Kehle, Clark, & Jenson, 2004)

Why is Multiculturalism Important to School Why is Multiculturalism Important to School Psychology?Psychology?

School Psychologists primary providers of psychological services to School Psychologists primary providers of psychological services to children of color (Zhou, Kehle, Clark, & Jenson, 2004).children of color (Zhou, Kehle, Clark, & Jenson, 2004).

Profession is 1.9% African American; Asian/Pacific Islander, 0.9%; Profession is 1.9% African American; Asian/Pacific Islander, 0.9%; Latino, 3.0%; Native American/Alaskan Native, 0.8%; White, 92.6%; and Latino, 3.0%; Native American/Alaskan Native, 0.8%; White, 92.6%; and Other, 0.8% (Curtis et al., 2006).Other, 0.8% (Curtis et al., 2006).

98.34% of school psychologists serve students who are members of 98.34% of school psychologists serve students who are members of racial/ethnic minority groups (Curtis et al.).racial/ethnic minority groups (Curtis et al.).

School psychology students in APA accredited school psychology School psychology students in APA accredited school psychology programs reported instruction in working with culturally and linguistically programs reported instruction in working with culturally and linguistically diverse students as a weakness (Kearns, Ford, & Brown, 2002).diverse students as a weakness (Kearns, Ford, & Brown, 2002).

Multicultural “Flashpoints” Toward Multicultural “Flashpoints” Toward CompetenceCompetence

Awareness

Advocacy

Action

Acknowledgment & Knowledge

Adapted from Carroll (2009) in J. Jones, The Psychology of Multiculturalism in the Schools

We All Belong To Cultural GroupsWe All Belong To Cultural Groups

African American

Southern

American

Middle Class

The Students and Families We Work With The Students and Families We Work With Also Belong To Cultural GroupsAlso Belong To Cultural Groups

Consider All of the Cultural Groups a High School Consider All of the Cultural Groups a High School Student Might Belong To…Student Might Belong To…

Racial/EthnicRacial/Ethnic ReligiousReligious LGBQTLGBQT High School Sub Culture (e.g., athletes, skaters, surfers, band, arts)High School Sub Culture (e.g., athletes, skaters, surfers, band, arts) Disability (e.g., Deaf Culture)Disability (e.g., Deaf Culture) Youth CultureYouth Culture

H8 (H1-H9)H8 (H1-H9) KPCKPC TAWTAW 53x53x IMPIMP IHUIHU IFVBIFVB SNAFUSNAFU FUCTFUCT

www.safesurfingkids.com

Multiculturalism and InterventionMulticulturalism and Intervention

NASP’s NASP’s Professional Conduct Manual Professional Conduct Manual Practice Guideline 5.4:Practice Guideline 5.4:

School psychologists incorporate their understanding School psychologists incorporate their understanding of the influence of culture, background, and of the influence of culture, background, and individual learning characteristics when designing individual learning characteristics when designing and implementing interventions to achieve learning and implementing interventions to achieve learning and behavioral outcomes.and behavioral outcomes.

Consider Multicultural Intervention from an Consider Multicultural Intervention from an RtI PerspectiveRtI Perspective

Tertiary

Secondary

Universal Prevention/InterventionTier 1

Tier 2

Tier 3

Listen closely and learn …Listen closely and learn …

““I’m not doing turtle, turtle will get you I’m not doing turtle, turtle will get you beat up!” ~ heard in the halls.beat up!” ~ heard in the halls.

Multiculturalism and AssessmentMulticulturalism and Assessment

NASP’s NASP’s Professional Conduct Manual Professional Conduct Manual General Principles C.1.b.:General Principles C.1.b.:

School psychologists respect differences in age, gender, sexual School psychologists respect differences in age, gender, sexual orientation, and socioeconomic, cultural, and ethnic orientation, and socioeconomic, cultural, and ethnic backgrounds. They select and use appropriate assessment or backgrounds. They select and use appropriate assessment or treatment procedures, techniques, and strategies.treatment procedures, techniques, and strategies.

Multiculturalism and AssessmentMulticulturalism and Assessment

PsychometricPsychometric

AssessmentAssessmentTraditional standardized cognitive and academic Traditional standardized cognitive and academic assessments.assessments.

Psychometric Psychometric PotentialPotential

AssessmentAssessment

Test the limits using traditional tests. Suspend Test the limits using traditional tests. Suspend time limits, contextualize vocabulary, test-teach-time limits, contextualize vocabulary, test-teach-retest.retest.

Ecological Ecological AssessmentAssessment

Family/community supports; stage of Family/community supports; stage of acculturation; teacher, parent, student interviews; acculturation; teacher, parent, student interviews; across setting observations.across setting observations.

Other Other IntelligencesIntelligences

Musical, bodily/kinesthetic, interpersonal, Musical, bodily/kinesthetic, interpersonal, intrapersonal, etc.intrapersonal, etc.

Bio-Cultural Model of Assessment

WISCing alone isn’t enough…WISCing alone isn’t enough…

““I bet you don’t know who T.I. is.” ~ a I bet you don’t know who T.I. is.” ~ a direct challenge to my cultural direct challenge to my cultural

competence.competence.

Multicultural Considerations in Multicultural Considerations in ConsultationConsultation

Consultants are sensitive to cultural differences.Consultants are sensitive to cultural differences. Consultants and consultees acquire knowledge about their Consultants and consultees acquire knowledge about their

clients’ cultural backgrounds.clients’ cultural backgrounds. Consultants are mindful of cultural differences in Consultants are mindful of cultural differences in

communication.communication. Cultural differences influence relationships between Cultural differences influence relationships between

consultants and consultees.consultants and consultees. Multicultural issues are addressed throughout every stage of Multicultural issues are addressed throughout every stage of

the consultation process.the consultation process. Consultants acknowledge how systemic issues impact the Consultants acknowledge how systemic issues impact the

cultural context of consultation.cultural context of consultation.Lopez & Truesdell (2007) in the Lopez & Truesdell (2007) in the Handbook of Multicultural School Psychology: An Interdisciplinary PerspectiveHandbook of Multicultural School Psychology: An Interdisciplinary Perspective

A few lessons I’ve learned along the way…A few lessons I’ve learned along the way…

We All Have BiasesWe All Have Biases

Nobody is PerfectNobody is Perfect

Culture MattersCulture Matters

CULTURAL COMPETENCE DEFINEDCULTURAL COMPETENCE DEFINED

Cultural competence is the integration and Cultural competence is the integration and transformation of knowledge about individuals and transformation of knowledge about individuals and groups of people into specific standards, policies, groups of people into specific standards, policies, practices, and attitudes used in appropriate cultural practices, and attitudes used in appropriate cultural settings to increase the quality of services; thereby settings to increase the quality of services; thereby producing better outcomes. producing better outcomes.

Davis, K. (1997). Davis, K. (1997). Exploring the intersection between cultural competency and managed behavioral health care Exploring the intersection between cultural competency and managed behavioral health care policy: Implications for state and county mental health agencies.policy: Implications for state and county mental health agencies. Alexandria, VA: National Technical Alexandria, VA: National Technical Assistance Center for State Mental Health Planning. Assistance Center for State Mental Health Planning.

““Multiculturalism is about understanding ourselves Multiculturalism is about understanding ourselves and others who are different from us…at its core and others who are different from us…at its core

[it is] about people and relationships. And all [it is] about people and relationships. And all relationships are about discovering our relationships are about discovering our

commonalities, our cultural differences, and our commonalities, our cultural differences, and our personal uniqueness.” personal uniqueness.” (Reynolds, 2005, p. 111 as (Reynolds, 2005, p. 111 as

cited in Martines, 2008)cited in Martines, 2008)

ReferencesReferences

Carroll, D. W. (2009). Toward multicultural competence: A practical model Carroll, D. W. (2009). Toward multicultural competence: A practical model for implementation in the schools. In J. M. Jones (Ed.), for implementation in the schools. In J. M. Jones (Ed.), The Psychology of The Psychology of Multiculturalism in the Schools: A primer for practice, training, and Multiculturalism in the Schools: A primer for practice, training, and research, research, (pp. 1-16). Bethesda, MD: NASP Publications.(pp. 1-16). Bethesda, MD: NASP Publications.

Curtis, M. J., Lopez, A. D., Batsche, G. M., & Smith, J. C. (2006, March). Curtis, M. J., Lopez, A. D., Batsche, G. M., & Smith, J. C. (2006, March). School psychology 2005: A national perspective.School psychology 2005: A national perspective. Paper presented at the Paper presented at the annual meeting of the National Association of School Psychologists, annual meeting of the National Association of School Psychologists, Anaheim, CA. Anaheim, CA.

Esquivel, G. B., Lopez, E. C., Nahari, S. (2007). Esquivel, G. B., Lopez, E. C., Nahari, S. (2007). Handbook of multicultural Handbook of multicultural school psychology: An interdisciplinary perspective.school psychology: An interdisciplinary perspective. Mahwah, New Jersey: Mahwah, New Jersey: Lawrence Erlbaum Associates.Lawrence Erlbaum Associates.

Jones, J. M. (2009). Jones, J. M. (2009). The psychology of multiculturalism in the schools: A The psychology of multiculturalism in the schools: A primer for practice, training, and research.primer for practice, training, and research. Bethesda, MD: NASP Bethesda, MD: NASP Publications.Publications.

Kearns, T., Ford, L., & Brown, K. (2002). Multicultural training in doctoral Kearns, T., Ford, L., & Brown, K. (2002). Multicultural training in doctoral school psychology programs: In search of the model program (ERIC school psychology programs: In search of the model program (ERIC Document Reproduction Service No. ED465930). Columbia, S.C.: Document Reproduction Service No. ED465930). Columbia, S.C.: University of South Carolina.University of South Carolina.

ReferencesReferences

Laija-Rodriguez, W., & Restori, A. (2009). The history of cross-cultural Laija-Rodriguez, W., & Restori, A. (2009). The history of cross-cultural school psychology in the United States. In C. Clauss-Ehlers (Ed), school psychology in the United States. In C. Clauss-Ehlers (Ed), Encyclopedia of Cross-Cultural School Psychology, Encyclopedia of Cross-Cultural School Psychology, (pp. 3-20). New York: (pp. 3-20). New York: Springer.Springer.

Lopez. E. C., & Truesdell, L. (2007). Multicultural issues in instructional Lopez. E. C., & Truesdell, L. (2007). Multicultural issues in instructional consultation for English language learning students. In G. B. Esquivel, consultation for English language learning students. In G. B. Esquivel, E.C. Lopez, & S. Nahari (Eds), E.C. Lopez, & S. Nahari (Eds), Handbook Of Multicultural School Handbook Of Multicultural School Psychology: An Interdisciplinary Perspective, Psychology: An Interdisciplinary Perspective, (pp.71-98). Mahwah, New (pp.71-98). Mahwah, New Jersey: Lawrence Erlbaum Associates. Jersey: Lawrence Erlbaum Associates.

Martines, D. (2008). Martines, D. (2008). Multicultural school psychology competencies: A Multicultural school psychology competencies: A practical guide.practical guide. Los Angeles: Sage. Los Angeles: Sage.

Nahari, S., & Martines, D. (2008). Writing psychological and educational Nahari, S., & Martines, D. (2008). Writing psychological and educational reports for culturally and linguistically diverse students. In D. Martines, reports for culturally and linguistically diverse students. In D. Martines, Multicultural school psychology competencies: A practical guideMulticultural school psychology competencies: A practical guide , (pp. , (pp. 249-276. Los Angeles: Sage.249-276. Los Angeles: Sage.

Nastasi, B. K., Moore, R. B. & Varjas, K. M. (2004). Nastasi, B. K., Moore, R. B. & Varjas, K. M. (2004). School-based mental School-based mental health services: Creating comprehensive and culturally specific programs.health services: Creating comprehensive and culturally specific programs.

ReferencesReferencesNational Association of School Psychologists (NASP) (2000). National Association of School Psychologists (NASP) (2000). Professional Professional

Conduct Manual.Conduct Manual. Retrieved February 17, 2010 from Retrieved February 17, 2010 from www.nasponline.org/pdf/ProfessionalCond.pdf.www.nasponline.org/pdf/ProfessionalCond.pdf.

National Center for Educational Statistics. (2009). National Center for Educational Statistics. (2009). Condition of education 2009.Condition of education 2009. Washington, DC: U. S. Department of Education.Washington, DC: U. S. Department of Education.

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