Culturally Responsive Consultation Among Practicing School Psychologists. Issue 2 (2nd April 2020)

• Record Type: Journal Article
• Authors: Parker, Janise S.; Castillo, Jose M.; Sabnis, Sujay; Daye, Julie; Hanson, Patricia
• Is Part Of: Journal of educational and psychological consultation. Volume 30:Issue 2(2020)
• Page Start: 119
• Page End: 155
• Publication Date: 2020-04-02
• Subjects: Educational consultants -- Periodicals; School psychology -- Periodicals; Psychological consultation -- Periodicals; 370.15
• DOI: 10.1080/10474412.2019.1680293
• Languages: English
• ISSNs: 1047-4412

Abstract

ABSTRACT: School-based consultation has garnered increasing attention relevant to culturally responsive practice in school psychology. Although prior research has investigated school psychologists' experiences with supporting culturally diverse youth through school-based consultation, few studies have utilized an established framework to understand school psychologists' experiences. We utilized specific components of Ingraham's Multicultural School Consultation framework to examine fifteen school psychologists' experiences with providing culturally responsive consultation. Constant comparative analysis revealed the various strategies used by practitioners to support culturally diverse students throughout the consultation process (e.g., involving multiple people in decision-making, using non-confrontational approaches to educate school personnel about cultural dynamics, providing messages of support and encouragement to diverse students and families) and the socio-contextual barriers to their practice (e.g., cultural minimization, lack of administrative support). Implications for research, training, and school-based practice are discussed.