School Psychology and Cultural Competence: Room to Grow?. Issue 7 (November 2019)

• Record Type: Journal Article
• Authors: Johnson, Jill L.; Bahr, Michael W.; Navarro, Virginia L.
• Is Part Of: Educational policy. Volume 33:Issue 7(2019)
• Page Start: 951
• Page End: 976
• Publication Date: 2019-11
• Subjects: cultural competence -- school psychology practices -- NASP Practice Model -- NASP standards; Education and state -- United States -- Periodicals; Education -- Periodicals; 379.2
• DOI: 10.1177/0895904817741542
• Languages: English
• ISSNs: 0895-9048

Abstract

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.