Conceptualizing cross-cultural school psychology competencies.

Abstract

This Delphi study was designed to identify essential cross-cultural competencies for school psychologists. The investigation extends the results of the Rogers and Lopez (in press) Delphi study by using a distinct panel of experts, different instrumentation, and a modified process to identify cross-cultural competencies for school psychologists. The term cross-cultural is defined broadly and refers to racially, ethnically, culturally and linguistically diverse clients from African American, Asian American, Hispanic, Native American and Pacific Islander backgrounds in addition to individuals with diverse handicaps, sexual orientations, economic status, religious backgrounds, and gender. In this study, the investigators used the Delphi technique to poll the opinions of 11 experts in cross-cultural school psychology using an open-ended questionnaire. The panelists reached high levels of agreement in identifying 89 essential cross-cultural competencies. The competencies reflect a wide range of knowledge and skills for school psychologists working in broad ranging capacities with students with cross-cultural backgrounds. Although some essential cross-cultural competencies from the present study are similar to those obtained in the Rogers and Lopez study and in the cross-cultural counseling competency literature, the essential competencies also reflect differences in the scope and types of competencies identified.The call for psychologists to develop cross-cultural competencies is driven by several long-standing and compelling movements in our society and profession. Due to changes in our nation's demographics, many school psychologists are currently providing psychological services to a significant number of racially, ethnically, culturally, and linguistically diverse children and families (National A sincere thank you is extended to our panelists for all their hard work and contributions to this investigation. We would also like to thank J.

Development and Initial Examination of the School Psychology Multicultural Competence Scale

“…The multicultural counseling competencies also provided the starting point for the three studies that identified multicultural competencies in school psychology (Gopaul-McNicol, 1997;Lopez & Rogers, 2001;Rogers & Lopez, 2002). Gopaul-McNicol (1997) identified 15 multicultural competencies needed by school psychologists when working CLD students based on her own personal experiences, a review of school psychology and ethnic minority literature, and empirical research.…”

“…Using these broad categories, Lopez and Rogers (2001) and Rogers and Lopez (2002) conceptualized more specific awareness, knowledge, and skill competencies. These two studies utilized the Delphi method to conceptualize and identify cross-cultural school psychology competencies that address the full spectrum of school psychological services.…”

“…These two studies utilized the Delphi method to conceptualize and identify cross-cultural school psychology competencies that address the full spectrum of school psychological services. Lopez and Rogers' (2001) study had more of an emphasis on multicultural awareness (i.e., awareness of the cultural identities of self and others) items while Rogers and Lopez's (2002) study had more competency items focusing on multicultural knowledge and skills. Between these two studies, there is a comprehensive listing of multicultural competencies in school psychology which fit in the three-domain conceptual framework of multicultural competence.…”

“…Between these two studies, there is a comprehensive listing of multicultural competencies in school psychology which fit in the three-domain conceptual framework of multicultural competence. Lopez and Rogers (2001) and Rogers and Lopez (2002) recommend the development of a multicultural competence assessment based upon the competencies identified in both studies to help evaluate school psychologists' multicultural competence strengths and weaknesses. Additionally, such an assessment tool can be used to evaluate the effectiveness of multicultural competence curriculum models and determine the extent to which the multicultural competencies are addressed in training programs (Lopez & Rogers, 2001;Rogers & Lopez, 2002).…”

An examination of ethnic incongruence in school-based psychological services and diversity-training experiences among school psychologists

“…Future research should examine professional competence and professional practices using objective measures based on empirically derived cross-cultural competencies. An examination of empirically based cross-cultural competencies that are relevant to school psychology practices are beginning to emerge in the school psychology literature (Lopez & Rogers, 2001;Rogers & Lopez, 2002) and may provide a basis for how to teach and to assess these skills during training.…”