Domain 8: Diversity in Development & Learning

1. Domain 8: Diversity in Development & Learning Katie Dillon

2. Domain 8 Domain 8: Diversity in Development and LearningSchool psychologists have knowledge of individual differences, abilities, disabilities, and other diverse student characteristics; principles and research related to diversity factors for children, families, and schools, including factors related to culture, context, and individual and role difference; and evidence-based strategies to enhance services and address potential influences related to diversity

3. Culture “ The greatest distance between people is not space. The greatest distance between people is culture” –JamakeHighwater Culture is: “An organized framework of thoughts, beliefs, and norms for interaction and communication patterns” (Ingraham, 2000)

4. Diversity in school psychology • 95% of school psychologists in the U.S. identify as Caucasian • 75% are women • By 2040, no one group will be the majority in the school-aged population • High achievement gap & higher rates of special education placement for minority students • Studies show that race does not effect ratings of the consultant (Blake, Groleau, Guzder, Jarvis, & Kirmayer 2003)

5. Family-School collaboration • School psychologists can take a leadership role • Consider acculturation and its effects on the student & family • Consider preconceived notions & assumptions (Gross, Meyers, & Meyers, 2004)

6. Multicultural Consultation • Understanding one’s own culture • Bridge different perspectives • View each step through a cultural lens • Consider the culture of the organization (Zins & Erchul, 2002)

7. Multicultural Consultation • Things to consider: • Personal histories and local cultural issues • Increasing personal knowledge of social, cultural, & religious aspects • Nonverbal cues • Cultural contrast may lead to a wrong diagnosis and treatment • Don’t get stuck on pursuing one course of action • Interpreters (Blake, Groleau, Guzder, Jarvis, & Kirmayer 2003)

8. Participatory Culture-Specific Consultation (PCSC) • Focus is on identifying and addressing the culture-specific needs of individuals and systems • Phases • Existing Theory, Research, & Practice • Learning the Culture • Forming Partnerships • Problem/Goal Identification • Data Collection & Problem/Goal Definition • Generate Culture-Specific Hypotheses • Design & Implement Culture-Specific Intervention • Evaluate Intervention & Consultation • Institutionalization (Bernstein, Jayasena, Nastasi, & Varjas, 2000)

9. Creating a Culturally Responsible Setting • Define the school & community’s cultural and linguistic diversity • Be proactive • Identify people in the school who may be of help • Culturally diverse curriculum • Student clubs • Professional development about different cultures • Minority parent committee (Bazron, Cross, Dennis, & Isaacs, 1989)

10. Culturally Responsible RTI • RTI frameworks should be based on how culture mediates learning processes • “All practice needs to be culturally responsive to be best practice”

11. LGBTQ Youth • More likely to be targeted for harassment & discrimination • More frequently isolated • Increased risk for emotional and physical rejection • Concealing their identity can increase their risk for anxiety, depression, hostility, demoralization, guilt, shame, social avoidance, isolation & impaired relationships (Bethesda, 2011)

12. Creating a safe environment for lgbtq youth • Establish and enforce comprehensive nondiscrimination and antibullying policies that include LGBTQ issues • Educate students and staff • Provide intervention and support • Promote attitudes and behaviors that affirm dignity and rights • Recognize strengths and resilience (Bethesda, 2011)

13. resources • Resources • NASP Professional Standards for Training: http://www.nasponline.org • National Center for Cultural Competence: http://www11.georgetown.edu • National Center for Culturally Responsive Educational Systems (NCCRESt): http://www.nccrest.org • PsychINFO

14. References • Bazron, B. J., Cross, T. L., Dennis, K. W., Isaacs, M. R. (1989). Towards a culturally competent system of care. National Technological Assistance Center for Children’s Mental Health at Georgetown University. • Best Practices in School Consultation. J.E. Zins, & W.P. Erchul. 2002. In A. Thomas & J. Grimes (Eds.), Best Practices in School Psychology (4th ed., pp. 625-643). Bethesda, MD., National Association of School Psychologists. • Behring, S. T., Ingraham, C. L. (1998). Culture as a central component to consultation: A call to the field. Journal of Educational and Psychological Consultation, 9(1), 57-72. • Bernstein, R., Jayasena, A., Nastasi, B., Varjas, K. (2000). Conducting participatory culture-specific consultation: A global perspective on multicultural consultation. School Psychology Review, 29(3), 401-413. • Blake, K., Groleau, D., Guzder, I., Jarvis, E., Kirmayer, L. J. (2003). Cultural consultation: A model of mental health services for multicultural societies. Can J Psychiatry, 48(3). • Gross, K., Meyers, A. B., Meyers, J. (2004). Prevention through consultation: A model to guide future developments in the field of school psychology. Journal of Educational and Psychological Consultation, 15 (3&4), 257-276. • National Association of School Psychologists. (2011). Lesbian, gay, bisexual, transgender, and questioning (LGBTQ) youth (Position Statement). Bethesda, MD: Author. • National Center for Educationally Responsive Educational Systems (NCCRESt) http://nccrest.org