Global migration: The need for culturally competent school psychologists

2015 ◽  
Vol 36 (4) ◽  
pp. 358-374 ◽  
Author(s):  
Desireé Vega ◽  
Jon Lasser ◽  
Cynthia Plotts
Keyword(s):  
School Psychologists ◽  
Culturally Competent ◽  
Global Migration

Feminist Approaches to Global Migration

2021 ◽  
pp. 1-20
Author(s):  
Karleah Harris ◽  
Roseline Jindori Yunusa Vakkia ◽  
Gifty Dede Ashirifi ◽  
Peter McCarthy ◽  
Kieu Ngoc Le
Keyword(s):  
Feminist Theory ◽  
Global Education ◽  
Personal Autonomy ◽  
Evidence Based ◽  
Migrant Women ◽  
Culturally Competent ◽  
Women Migrants ◽  
Equal Rights ◽  
Global Migration ◽  
International Policies

Women comprise slightly less than half of the total population of immigrants across the world. As advocacy and fight for equal rights, opportunities, and identity for women continue, migration opens doors to global education for immigrant women to obtain personal autonomy, independence, empowerment, and a chance of earning higher wages than what they would have earned in their home countries. On the opposite end, women may also face oppression, gender inequality, and discrimination based on their ethnicity, class, and race through migration. This chapter highlights the rewards and drawbacks experienced by migrant women and feminist theory approaches to global migration. Examining the experience of migrant women using feminist theory underpinnings could potentially lead to deeper understanding and recommendations for international policies as well as evidence-based, culturally competent interventions to assist women migrants.

School Counselors and School Psychologists: Collaborative Partners in Promoting Culturally Competent Schools

2006 ◽  
Vol 9 (4) ◽  
pp. 2156759X0500900
Author(s):  
April G. Simcox ◽  
Karen L. Nuijens ◽  
Courtland C. Lee
Keyword(s):  
Educational Reform ◽  
School Counselors ◽  
School Psychologists ◽  
Successful Schools ◽  
Academically Successful ◽  
Culturally Competent ◽  
Complementary Nature ◽  
Accountability Initiatives

Culturally competent schools are successful in both meeting the challenges and seizing the opportunities associated with multiculturalism and diversity. This article explores collaboration between school counselors and school psychologists for promoting such schools. The complementary nature of the roles of these professionals emerging from educational reform and accountability initiatives is discussed first. The article then offers a model of collaboration between school counselors and school psychologists for promoting culturally competent, academically successful schools.

Attitudes of Interdisciplinary Team Members Toward Speech-Language Services in Public Schools

1986 ◽  
Vol 17 (3) ◽  
pp. 230-240 ◽  
Author(s):  
Lou Tomes ◽  
Dixie D. Sanger
Keyword(s):  
Public Schools ◽  
School Psychologists ◽  
Elementary School Principals ◽  
Team Member ◽  
Interdisciplinary Team ◽  
Survey Study ◽  
Language Programs ◽  
Team Members ◽  
Positive Attitudes ◽  
State Area

A survey study examined the attitudes of interdisciplinary team members toward public school speech-language programs. Perceptions of clinicians' communication skills and of the clarity of team member roles were also explored. Relationships between educators' attitudes toward our services and various variables relating to professional interactions were investigated. A 64-item questionnaire was completed by 346 randomly selected respondents from a two-state area. Classroom teachers of grades kindergarten through 3, teachers of grades 4 through 6, elementary school principals, school psychologists, and learning disabilities teachers comprised five professional categories which were sampled randomly. Analysis of the results revealed that educators generally had positive attitudes toward our services; however, there was some confusion regarding team member roles and clinicians' ability to provide management suggestions. Implications for school clinicians were discussed.

Considering Disability Culture for Culturally Competent Interactions With Individuals Who Stutter

2016 ◽  
Vol 43 (Spring) ◽  
pp. 11-22 ◽  
Author(s):  
Michael P. Boyle ◽  
Derek E. Daniels ◽  
Charles D. Hughes ◽  
Anthony P. Buhr
Keyword(s):  
Culturally Competent ◽  
Disability Culture

Special Considerations for Evaluation and Treatment of Spanish-Speaking Patients with Cleft Palate

2016 ◽  
Vol 1 (5) ◽  
pp. 41-49
Author(s):  
Ellen Moore
Keyword(s):  
Cleft Palate ◽  
The United States ◽  
Culturally Competent ◽  
Speech Language Pathology ◽  
Spanish Speaking ◽  
Appropriate Treatment ◽  
Oral Pressure ◽  
Language Pathology ◽  
History Of ◽  
Spanish Speaking Population

As the Spanish-speaking population in the United States continues to grow, there is increasing need for culturally competent and linguistically appropriate treatment across the field of speech-language pathology. This paper reviews information relevant to the evaluation and treatment of Spanish-speaking and Spanish-English bilingual children with a history of cleft palate. The phonetics and phonology of Spanish are reviewed and contrasted with English, with a focus on oral pressure consonants. Cultural factors and bilingualism are discussed briefly. Finally, practical strategies for evaluation and treatment are presented. Information is presented for monolingual and bilingual speech-language pathologists, both in the community and on cleft palate teams.

Multicultural Assessment of Personality and Psychopathology in the United States: Still Art, Not Yet Science, and Controversial

1998 ◽  
Vol 14 (1) ◽  
pp. 62-70 ◽  
Author(s):  
Richard H. Dana
Keyword(s):  
United States ◽  
Racial Identity ◽  
The United States ◽  
Therapeutic Assessment ◽  
Culturally Competent ◽  
Research Attention ◽  
The Status ◽  
Training Research ◽  
Multicultural Assessment ◽  
Personality Description

This paper describes the status of multicultural assessment training, research, and practice in the United States. Racism, politicization of issues, and demands for equity in assessment of psychopathology and personality description have created a climate of controversy. Some sources of bias provide an introduction to major assessment issues including service delivery, moderator variables, modifications of standard tests, development of culture-specific tests, personality theory and cultural/racial identity description, cultural formulations for psychiatric diagnosis, and use of findings, particularly in therapeutic assessment. An assessment-intervention model summarizes this paper and suggests dimensions that compel practitioners to ask questions meriting research attention and providing avenues for developments of culturally competent practice.

Disability culturally competent sexual healthcare.

2017 ◽  
Vol 72 (9) ◽  
pp. 1000-1010 ◽  
Author(s):  
Linda R. Mona ◽  
Rebecca P. Cameron ◽  
Colleen Clemency Cordes
Keyword(s):  
Culturally Competent ◽  
Sexual Healthcare
Sign in / Sign up

Export Citation Format

Share Document