scholarly journals The Cognitive Assessment Course: Two Decades Later

2020 ◽  
Author(s):  
Adam Lockwood ◽  
Ryan L. Farmer
Keyword(s):  
School Psychology ◽  
Graduate Students ◽  
Instructional Strategies ◽  
Cognitive Assessment ◽  
Research Training ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Practice Research ◽  
Future Research ◽  
Psychology Programs

Given significant changes to legislation, practice, research, and instrumentation, the purpose of this study was to examine the course on cognitive assessment in school psychology programs and to describe the (a) structure, (b) instructional strategies, (c) content, and (d) interpretative strategies taught to school psychology graduate students. 127 instructors were surveyed, and results suggest that over the last 20 years support for teaching cognitive assessment has decreased while the content and instructional strategies have remained largely the same. Results of this study also indicate that the interpretation strategies taught rely heavily on Cattell-Horn-Carroll theory and related interpretive frameworks (e.g., cross-battery assessment). Additionally, instructors are placing greater emphasis on and multicultural sensitivity/ culturally and linguistically diverse assessment than in previous decades. Implications for future research, training and practice are discussed.

Bilingual school psychology graduate students’ perceptions of a cultural immersion experience

2019 ◽  
Vol 41 (2) ◽  
pp. 137-153 ◽  
Author(s):  
Desireé Vega ◽  
Cynthia Plotts
Keyword(s):  
School Psychology ◽  
Graduate Students ◽  
Cultural Immersion ◽  
Future Research ◽  
Psychology Programs ◽  
Psychology Graduate Students ◽  
Immersion Experience ◽  
Mexico Border ◽  
Bilingual School Psychology ◽  
Bilingual School

This exploratory study investigated the experiences of seven bilingual school psychology graduate students’ participation in a two-week cultural immersion experience at the Texas–Mexico border. Findings revealed five significant themes related to their experience: (1) pushed out of comfort zone, (2) bonding with peers, (3) language, culture, and identity, (4) awareness of unique challenges, and (5) changes needed in the immersion program. Implications for school psychology programs and future research directions are discussed.

How do you warn them if they speak only Spanish? Challenges for organizations in communicating risk to Colonias residents in Texas, USA

2014 ◽  
Vol 23 (5) ◽  
pp. 533-550 ◽  
Author(s):  
Sudha Arlikatti ◽  
Hassan A. Taibah ◽  
Simon A. Andrew
Keyword(s):  
Nonprofit Organizations ◽  
Online Survey ◽  
Linguistically Diverse ◽  
Risk Information ◽  
Culturally And Linguistically Diverse ◽  
Future Research ◽  
Snowball Sampling ◽  
Content Type ◽  
Diverse Groups ◽  
Communicating Risk

Purpose – The purpose of this paper is to examine the information channels used by public and nonprofit organizations to communicate disaster risk information to Colonias residents in Hidalgo County, Texas. It seeks to find creative and proactive solutions for organizations to improve risk education to these constituents. Design/methodology/approach – Initially a snowball sampling technique was used to conduct six face-to-face interviews. This was followed by an online survey sent to 64 reputational referrals, of which 23 completed the survey, generating a response rate of 34 percent. A comparative analysis between public and nonprofit organizations and the Fischer's exact test were employed to analyze the data. Findings – Channel preferences for providing risk information varied with public organizations using the television (TV) and the nonprofit organizations using bilingual staff for outreach. The television, radio, public events, and bilingual staff were considered to be the most effective while social media (Facebook, Twitter, and city web sites) was not considered at all by both groups. Lack of funding and staffing problems were identified as the primary challenges. Research limitations/implications – One limitation is that the paper focusses on organizations serving Spanish speakers in the Texas Colonias. Future research needs to investigate how other localities at border sites where culturally and linguistically diverse groups might reside, receive and understand risk information. The role of cross-national organizations in creating internationally coordinated plans for disaster communication should also be explored. Originality/value – It highlights the challenges faced by organizations in communicating risk, especially in border communities where culturally and linguistically diverse groups reside.

Cognitive Assessment of Culturally and Linguistically Diverse Students

2015 ◽  
Author(s):  
Ena Vazquez-Nuttall ◽  
Chieh Li ◽  
Agnieszka M. Dynda ◽  
Samuel O. Ortiz ◽  
Carmen G. Armengol ◽  
...  
Keyword(s):  
Cognitive Assessment ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Diverse Students ◽  
Linguistically Diverse Students

Maintaining culture and supporting cultural identity in foster care placements

2019 ◽  
Vol 44 (4) ◽  
pp. 365-377
Author(s):  
Manjula Waniganayake ◽  
Fay Hadley ◽  
Matthew Johnson ◽  
Paul Mortimer ◽  
Tadgh McMahon ◽  
...  
Keyword(s):  
Early Childhood ◽  
Foster Care ◽  
Cultural Identity ◽  
Public Discourse ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Future Research ◽  
Care Practice ◽  
Potential Contribution ◽  
School Settings

This article reports on an exploratory study about maintaining and supporting the cultural identity of children from culturally and linguistically diverse family backgrounds in foster care placements. In this study, we spoke with foster carers and caseworkers who respectively live and work with children from culturally and linguistically diverse backgrounds in the state of New South Wales. Foster care is one of the most common placement types in out-of-home care where a child or young person is placed with an alternative caregiver on a temporary or long-term basis, usually due to neglect or abuse. The importance of nurturing a sense of belonging through cultural, linguistic and religious affiliations is recognised in Australian curriculum policies that guide teachers in early childhood and school settings. Teachers, however, may not be fully aware of their potential contribution in supporting these children to maintain their connections with their cultural heritage. Our findings provide evidence for extending the public discourse on cultural responsiveness and supporting cultural maintenance in foster care placements. We consider implications for foster care practice and future research involving key stakeholders such as children and young people in care, as well as teachers in early childhood and school settings.

scholarly journals Hispanic Youth/Young Adults with Disabilities: Parents' Visions for the Future

2002 ◽  
Vol 27 (3) ◽  
pp. 204-219 ◽  
Author(s):  
Martha Blue-Banning ◽  
Ann P. Turnbull ◽  
Lourdes Pereira
Keyword(s):  
United States ◽  
Young Adults ◽  
Linguistically Diverse ◽  
The United States ◽  
Culturally And Linguistically Diverse ◽  
Future Research ◽  
Diverse Populations ◽  
Hispanic Parents ◽  
Adults With Disabilities ◽  
Group Interviews

The rapid increase of culturally and linguistically diverse populations in the United States has important implications for service delivery. Addressing the needs of individuals transitioning from adolescence to adulthood and their families requires that outcomes of service recognize the cultural differences of people with disabilities. The Hispanic population is one of the fastest growing of the culturally and linguistically diverse populations in the United States. To provide effective support services, a clearer understanding is needed of the perspectives of Hispanic parents of youth/young adults with disabilities concerning their hopes and expectations for their child's future. To address this issue, focus group interviews were conducted with 38 Hispanic parents of youth/young adults with developmental disabilities. The findings suggest that Hispanic parents have a diversity of hopes and expectations concerning future living, employment, and free-time options for their children with disabilities. Key recommendations focus on the implications for education and human service systems as well as directions for future research.

Collaboration Within a Multicultural Society

1996 ◽  
Vol 17 (6) ◽  
pp. 355-362 ◽  
Author(s):  
Kathleen C. Harris
Keyword(s):  
At Risk ◽  
Instructional Strategies ◽  
Multicultural Competence ◽  
Culturally Diverse ◽  
Communication Strategies ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Multicultural Society ◽  
Linguistically Diverse Students ◽  
Multicultural Context

The author discusses perspectives and offers suggestions for the development of multicultural competence in each of the following Areas: understanding one's perspective in relation to culturally diverse collaborators, using effective interpersonal and communication strategies in a multicultural context, understanding the role(s) assumed by collaborators who work with students who are culturally and linguistically diverse, and Promoting the use of appropriate assessment and instructional strategies. Collaborators skilled in these areas are necessary to enhance the success of the growing numbers of culturally and linguistically diverse students who are at risk of failing in school.

scholarly journals Equity across the cancer care continuum for culturally and linguistically diverse migrants living in Australia: a scoping review

2021 ◽  
Vol 17 (1) ◽  
Author(s):  
Brighid Scanlon ◽  
Mark Brough ◽  
David Wyld ◽  
Jo Durham
Keyword(s):  
Cancer Care ◽  
Barriers To Care ◽  
Relevant Literature ◽  
Linguistically Diverse ◽  
Treatment Quality ◽  
Culturally And Linguistically Diverse ◽  
Future Research ◽  
Institutional Barriers ◽  
Care Continuum ◽  
Cancer Care Continuum

AbstractInternational evidence suggests migrants experience inequitable access, outcomes and treatment quality across the cancer care continuum. There is currently limited research assessing equity across the cancer care continuum for culturally and linguistically diverse migrants living in Australia. A detailed protocol and search strategy were developed and used to identify all relevant literature, utilising the Joanna Briggs Institute Reviewer’s Manual. Systematic searching was conducted via multiple databases and identified studies were screened against pre-identified inclusion and exclusion criteria. 71 studies met the inclusion criteria for analysis. Most studies examined cancer detection via screening. Very few studies examined cancer prevention, diagnosis, treatment or palliative care. Most studies focused on patient-sided barriers to care and there was a paucity of information regarding institutional barriers to health. Cancer-related outcomes were seldom examined, and most studies were qualitative or behavioral analysis. Results highlighted significant communication issues spanning the cancer care continuum and a context of inadequate support for both patients and clinicians. There is a demonstrable need to examine equity in access and outcomes for culturally and linguistically diverse cancer populations. This requires the identification of cancer-related disparities and an examination of institutional barriers to care. Through addressing this dearth of information, future research and health policy can support the operationalisation of health equity.

scholarly journals Distance Education in Graduate Training Programs: Lessons Learned from School Psychology Students

2019 ◽  
Vol 16 ◽  
Author(s):  
Shannon Viola ◽  
Elina Saeki ◽  
Elise Hendricker
Keyword(s):  
Distance Education ◽  
School Psychology ◽  
Online Courses ◽  
Training Programs ◽  
Graduate Training ◽  
Lessons Learned ◽  
Future Research ◽  
Psychology Programs ◽  
Blended Courses ◽  
School Psychology Students

Although online course offerings continue to expand in postsecondary institutions, little research regarding distance education in applied graduate psychology programs is available. This exploratory study evaluated school psychology graduate students’ perceptions, interests, and experience with distance education. Results indicated students view hybrid/blended courses more favorably than fully online courses. While students reported challenges and disadvantages with distance education, they also expressed a desire to have more online and hybrid/blended courses for theoretical and foundational courses. Those who have taken distance education courses reported positively on its impact towards their academic progress. Implications for training programs and future research are discussed.

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