Katie Dillon

DOMAIN 8: DIVERSITY IN DEVELOPMENT &

LEARNING

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

DOMAIN 8

“ The greatest distance between people is not space. The greatest distance between people is culture”

–Jamake Highwater

Culture is: “An organized framework of thoughts, beliefs, and norms for interaction and communication patterns” (Ingraham, 2000)

CULTURE

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 eff ect ratings of the consultant

(Blake, Groleau, Guzder, Jarvis, & Kirmayer 2003)

DIVERSITY IN SCHOOL PSYCHOLOGY

School psychologists can take a leadership role

Consider acculturation and its effects on the

student & family

Consider preconceived notions & assumptions

(Gross, Meyers, & Meyers, 2004)

FAMILY-SCHOOL COLLABORATION

Understanding one’s own culture Bridge different perspectives

View each step through a cultural lens

Consider the culture of the organization

(Zins & Erchul, 2002)

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)

MULTICULTURAL CONSULTATION

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)

PARTICIPATORY CULTURE-SPECIFIC CONSULTATION (PCSC)

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)

CREATING A CULTURALLY RESPONSIBLE SETTING

RTI frameworks should be based on how culture mediates learning processes

“All practice needs to be culturally responsive to be best practice”

CULTURALLY RESPONSIBLE RTI

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)

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 affi rm

dignity and rights Recognize strengths and resilience

(Bethesda, 2011)

CREATING A SAFE ENVIRONMENT FOR LGBTQ YOUTH

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

RESOURCES

Bazron, B . J . , Cross , T. L . , Dennis , K . W. , I saacs , M. R. (1989) . Towards a cu l tura l ly competent system of care. Nat iona l Technologica l Ass is tance Center for Chi ldren’s Menta l Heal th at Georgetown Univers i ty.

Best Pract ices in School Consu l tat ion. J .E . Z ins , & W.P. Erchul . 2002. In A. Thomas & J . Gr imes (Eds . ) , Best Pract ices in School Psycho logy (4 t h ed . , pp. 625-643) . Bethesda, MD. , Nat iona l Assoc iat ion o f School Psycho logists .

Behr ing, S . T. , Ingraham, C. L . (1998) . Cu l ture as a centra l component to consul tat ion: A ca l l to the fi e ld . Journa l o f Educat iona l and Psycho log ica l Consu l tat ion , 9(1 ) , 57-72.

Bernste in , R. , Jayasena, A. , Nastas i , B . , Var jas , K . (2000) . Conduct ing part ic ipatory cu l ture-spec ifi c consu l tat ion: A g loba l perspect ive on mult icu l tura l consu l tat ion. School Psycho logy Review , 29(3) , 401-413.

Blake, K . , Gro leau, D. , Guzder , I . , Ja rv is , E . , K i rmayer , L . J . (2003) . Cu l tura l consul tat ion: A model o f menta l hea l th serv ices for mult icu l tura l soc iet ies . Can J Psychiatry, 48 (3) .

Gross, K., Meyers, A . B., Meyers, J . (2004). Prevention through consultat ion: A model to guide future developments in the fi eld of school psychology . Journal of Educational and Psychological Consultat ion, 15 (3&4 ) , 257-276.

Nat iona l Assoc iat ion o f School Psycho logis ts . (2011) . Lesbian, gay, b isexual , t ransgender, and quest ion ing (LGBTQ) youth (Pos i t ion Statement) . Bethesda, MD: Author.

Nat iona l Center for Educat iona l ly Respons ive Educat iona l Systems (NCCRESt) http : / /nccrest .org

REFERENCES