School Psychology and Cultural Competence: Room to Grow?

This study investigated how the concept of cultural competence was represented in three 2010 policy documents on service delivery, ethics, and credentialing by the National Association of School Psychologists. Qualitative analysis identified substantial sections of discourse focusing on cultural competence and, to a lesser extent, social justice, but neither concept was clearly defined with examples from everyday practice. From a policy perspective, a stronger focus on the centrality of cultural competence in school psychology training and practice is needed to improve outcomes for increasingly diverse children and families. Implications for policy development, professional development, and future research are discussed.

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Social media efficacy and workplace relationships

Corporate Communications An International Journal ◽

10.1108/ccij-01-2020-0006 ◽

2020 ◽

Vol 25 (3) ◽

pp. 463-476

Author(s):

Jason Snyder ◽

Mark D. Cistulli

Keyword(s):

Professional Development ◽

Social Media ◽

Policy Development ◽

Online Survey ◽

Future Research ◽

Development Programs ◽

Content Type ◽

Professional Development Programs ◽

Communication Privacy ◽

Supervisor Trust

PurposeWith the increase of social media usage in the workplace as a background, this paper specifically addresses social media efficacy's and social media privacy's impact on supervisor and subordinate trust, affective organizational commitment (AOC) and organizational citizenship behavior (OCB) through the theoretical lens of communication privacy management (CPM) theory.Design/methodology/approachAn online survey of 337 full- and part-time workers was conducted.FindingsPath models showed that social media efficacy positively influenced social media privacy which in turn impacted both supervisor trust and subordinate trust. Supervisor trust was positively related to AOC, while subordinate trust positively influenced OCB. t-tests revealed differences between workers who have social media relationships with supervisors and/or subordinates and those workers without such relationships.Practical implicationsIf workers believe they are adept at using social media, they will also be less concerned about the company's ability to infringe upon privacy through unwanted access to social media content. If social media efficacy drives perceptions of social media privacy and indirectly influences trust and organizational outcomes then it may be worthwhile for organizations to help enhance workers' feelings of social media efficacy through professional development programs.Originality/valueThis study is the first to extend research on workplace communication privacy into the realm of social media. Social media relationships also influence the work environment. These findings can be used as information in future research as well as policy development and professional development programs.

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Why Questionable Assessment Practices Remain Popular in School Psychology: Instructional Materials as Pedagogic Vehicles

10.31234/osf.io/dxr2g ◽

2020 ◽

Author(s):

Ryan L. Farmer ◽

Ryan J. McGill ◽

Stefan C. Dombrowski ◽

Gary L Canivez

Keyword(s):

School Psychology ◽

School Psychologists ◽

Clinical Assessment ◽

Profile Analysis ◽

Instructional Materials ◽

Assessment Practices ◽

Evidence Based ◽

Individual Assessment ◽

School Psychology Training ◽

History Of

Surveys reveal that many school psychologists continue to employ cognitive profile analysis despite the long-standing history of negative research results from this class of practice. This begets the question: why do questionable assessment practices persist in school psychology? To provide insight on this dilemma, this article presents the results of a content analysis of available interpretive resources in the clinical assessment literature that may shed insight on this issue. Although previous reviews have evaluated the content of individual assessment courses, this is the first systematic review of pedagogical resources frequently adopted in reading lists by course instructors. The interpretive guidance offered across tests within these texts was largely homogenous emphasizing the primary interpretation of subscale scores, de-emphasizing interpretation of global composites (i.e., FSIQ), and advocating for the use of some variant of profile analysis to interpret scores and score profiles. Implications for advancing evidence-based assessment in school psychology training and guarding against unwarranted unsupported claims in clinical assessment is discussed.

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Professional Identification

Specialty Competencies in School Psychology ◽

10.1093/med:psych/9780195386325.003.0012 ◽

2010 ◽

pp. 185-196

Author(s):

Rosemary Flanagan ◽

Jeff A. Miller

Keyword(s):

Professional Development ◽

Job Satisfaction ◽

School Psychology ◽

School Psychologists ◽

Professional Organizations ◽

Professional Identification ◽

Future Challenges

Chapter 12 covers the professional identification and affiliations of school psychologists, as well as matters highly related to professional identification including job satisfaction, the current demographic status of the specialty, and future challenges related to maintaining an adequate base of professionals in the specialty. It also describes the wide variety of professional organizations that maintain control over school psychology by setting standards for self-governance of the profession. Finally, it presents the responsibility and mechanisms for continued professional development of school psychology professionals.

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School Psychology Practice in Nova Scotia: An Update and Implications for Role Diversification

Canadian Journal of School Psychology ◽

10.1177/08295735211037810 ◽

2021 ◽

pp. 082957352110378

Author(s):

Sara King ◽

Mirna Khalil ◽

Melissa McGonnell

Keyword(s):

Mental Health ◽

School Psychology ◽

Nova Scotia ◽

School Psychologists ◽

School Psychologist ◽

Children And Families ◽

Assessment And Evaluation ◽

Training And Supervision ◽

Canadian Psychological Association

A survey of school psychology practice in Nova Scotia was conducted to update and extend previous work. Thirty-one school psychologists completed a survey about their practice across the six areas of competency identified by the Canadian Psychological Association (CPA) and their current versus preferred time in various areas of psychology practice. Results indicated that most participants currently practice across all areas of competency to some degree but spend most of their time engaged in assessment and evaluation. Findings suggest that the role of the school psychologist in Nova Scotia has changed very little since the previous work was completed and that school psychologists would like to diversify their practice to include more intervention and professional development. With appropriate training and supervision, the time is right to expand school psychology services to provide much-needed mental health services to a broader range of children and families. Recommendations for training and role diversification are discussed.

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Cultural humility as a form of social justice: Promising practices for global school psychology training

School Psychology International ◽

10.1177/0143034319893097 ◽

2019 ◽

Vol 41 (1) ◽

pp. 53-66 ◽

Cited By ~ 3

Author(s):

Emily S. Fisher

Keyword(s):

Social Justice ◽

School Psychology ◽

School Psychologists ◽

Cultural Humility ◽

Educational Services ◽

Social Injustice ◽

Promising Practices ◽

Training School ◽

Global Context ◽

School Psychology Training

In an increasingly diverse global context in which school psychologists strive to ensure appropriate educational services for all, addressing social injustice is critical. Cultural humility can serve as a link between cultural diversity and social justice, providing a deep awareness that allows school psychologists to understand themselves and their interactions with diverse students and families. Additionally, cultural humility provides a lens for framing advocacy necessary to address social justice concerns. This article reviews the literature on cultural humility and suggests promising practices for training school psychologists as culturally humble practitioners.

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Meeting the Needs of Children and Families: Opportunities and Challenges for School Psychology Training Programs

School Psychology Review ◽

10.1080/02796015.1991.12085578 ◽

1991 ◽

Vol 20 (4) ◽

pp. 565-577

Author(s):

Michael J. Curtis ◽

George M. Batsche

Keyword(s):

School Psychology ◽

Training Programs ◽

Psychology Training ◽

Children And Families ◽

School Psychology Training ◽

Psychology Training Programs

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Why Questionable Assessment Practices Remain Popular in School Psychology: Instructional Materials as Pedagogic Vehicles

Canadian Journal of School Psychology ◽

10.1177/0829573520978111 ◽

2020 ◽

pp. 082957352097811

Author(s):

Ryan L. Farmer ◽

Ryan J. McGill ◽

Stefan C. Dombrowski ◽

Gary L. Canivez

Keyword(s):

School Psychology ◽

School Psychologists ◽

Clinical Assessment ◽

Profile Analysis ◽

Instructional Materials ◽

Assessment Practices ◽

Evidence Based ◽

Individual Assessment ◽

School Psychology Training ◽

History Of

Surveys reveal that many school psychologists continue to employ cognitive profile analysis despite the long-standing history of negative research results from this class of practice. This begets the question: why do questionable assessment practices persist in school psychology? To provide insight on this dilemma, this article presents the results of a content analyses of available interpretive resources in the clinical assessment literature that may shed insight on this issue. Although previous reviews have evaluated the content of individual assessment courses, this is the first systematic review of pedagogical resources frequently adopted in reading lists by course instructors. The interpretive guidance offered across tests within these texts was largely homogenous emphasizing the primary interpretation of subscale scores, de-emphasizing interpretation of global composites (i.e., FSIQ), and advocating for the use of some variant of profile analysis to interpret scores and score profiles. Implications for advancing evidence-based assessment in school psychology training and guarding against unwarranted unsupported claims in clinical assessment is discussed.

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