MERRELL, K.W., ERVIN, R. A., & PEACOCK, G. G.
(2006). SCHOOL PSYCHOLOGY FOR THE 21ST
CENTURY: FOUNDATIONS AND PRACTICES.
Chapters 3, 5, and 13
School psychology for the 21st century:
Foundations and practices.
Chapter 3:
The Changing Face of School Psychology
Responding Effectively to Cultural and Linguistic
Diversity
Demographics
Child Demographics

2000





12.5% population is Latino
12.3% is African American
17.9% are ELL
~70% are Anglo
SPSY Demographics



By 2050:


Latino/Hispanic population
will be largest minority group.
Anglos populations will
decrease to below 50%


91% Anglo
1.7% Hispanic
2.4% African
American
Very few non-English
speakers
Mostly female
Resources



Guidelines on Multicultural Education, Training,
Research, Practice, and Organizational Change for
Psychologists (APA)
Guidelines for Providers of Psychological Services to
Ethnic, Linguistic, and Culturally Diverse Populations
(APA)
Assessing Culturally and Linguistically Diverse
Students: A Practical Guide (Rhodes, Ochoa, & Ortiz,
2005)
Stereotypes vs. Group Differences


Stereotypes: based on artificial construction
resulting in prejudiced behavior.
Group differences
 Cultural
generalities
 Linguistic issues
 Information does not apply to EVERYONE within the
group.
 Research-based
Things to Consider

Viewpoints

Acculturation
 Worldview
 Identity
Social, Emotional,
Behavioral Assessments
 Achievement Testing
 Cognitive Testing



Immigrants
Language
 Immigrant Status
 Generation
 Reason for Immigration

Testing Implications

Treatment Implications
Differences b/w client
and psychologist
 Culturally appropriate
 Acceptable to family
and school

Acculturation and Cultural ID

Adapting to new
environments may
mirror psychological
phenomena

Conformity
 Dissonance
 Resistance and Immersion
 Introspection
 Synergetic articulation
and awareness

Silent/ mute period
 Acculturation Stress
 Acculturation W


Assessing Acculturation:
Interviews
 Observations
 Assessment Tools

Cultural Identity Dev’t

Language Dev’t
2-3 years BICS
 5-7 years CALP

Worldview
Yours
Theirs
Assessing Culturally/ Linguistically
Diverse Students




Assessment decisions should be individualized
There are no true “culture free” tests
Ecological approach preferred
Should not “wait” if a true disability is considered
Overrepresentation in all grades of African American
 Underrepresentation in all grades of Asian American
 Underrepresentation in lower grades for linguistically
diverse & Overrepresentation in upper grades


Linguistically diverse students

Must test in L1 and L2 to determine language for testing
Working with Translators




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
Interpreter Code of
Ethics
Fluent in BOTH
languages
Fluent in SPED
Understanding of
Assessment
No dual-relationship
DO NOT TRANSLATE
TESTS!!!
Strengthening Multicultural
Competency of School Psychologists










Awareness of your own values, beliefs, & worldview
Awareness of your own ethnic identity
Awareness of your own potential biases
Understand your limitations & seek needed consultation.
Be willing to learn about others (no stereotyping).
Seek out information about your clients.
Consider data from a cultural viewpoint.
Understand how to work with translators.
Understand others methods of communication.
Understand strengths/ weaknesses of traditional assessment.
School psychology for the 21st century:
Foundations and practices.
Chapter 5
Working as a School Psychologist:
Employment Trends, Opportunities, and
Challenges
Where do School Psychologists Work?

Mostly in schools or
school districts:
School Psychologists
 Administration
 System-wide Specialists
 Behavior Intervention
Specialists


Outside of Schools:
Ph.D. can be licensed
 Psych Assistant
 Psychometrist


Jobs Posted
NASP Website
 APA Website
 School District Website
 State Board of Education
Website
 Informally

Roles of the School Psychologist
Intervention
Consultation
Assessment
Roles
Actual
Role
Ideal
Role
School Psychologists
Shortages Issues
 Not
enough bilingual
or diverse individuals
 Fewer new folks for
when these retire
 New jobs coming
available due to role
changes
Discussion Board

“Changes in actual job functions of school
psychologists are not keeping up with changing
views of school psychology as a profession.”
School psychology for the 21st century:
Foundations and practices.
Chapter 13:
Moving the Field Forward:
Mapping the Future of School Psychology
IDEA and School Psychology

IDEA Changes --- School Psychology Changes
 From
testing every 3 years to testing as needed
 From Discrepancy to RTI
 Addition of FBA
 Addition of Services for Preschoolers
Goals of the Field




Improved social-emotional functioning for all
children.
Enhanced family-school partnerships and parental
involvements in schools.
More effective education and instruction for all
learners.
Increased child and family services in schools that
promote health and are integrated with community
services.
Techniques to Meet Goals





Advocacy and public
policy
Practice of skills
Preservice and inservice
training
Collaboration and
communication
Research and
knowledge base
Predicted Changes to the Field





School psychologists will serve an increasingly diverse
population.
The diversity of school psychologists will increasingly
lag behind that of the populations they serve.
School psychologists will continue to be in short
supply.
Public-sector financial stress will further inhibit growth
and will require innovative service delivery
approaches.
Role expansion in school psychology will increase.
Predicted Changes to the Field




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
School Psychologists will have increased access to new and
effective technologies and tools.
Significant new federal initiatives will continue to affect the
practice of school psychology.
An increasing percentage of children and youths in schools will
be “at risk.”
Public schools will become increasingly specialized, unique,
focused, and individualized.
Assessment will continue to be important and will become more
useful for intervention.
The 21st century includes a bright future for school
psychologists.
How to get change to happen…
Steps Forward



Advocate for legislation.
Work cooperative with
other education partners.
Take small, positive steps
within your own schools.

“Change in practice can
precede changes in policy”
Barriers in the Way




Viewpoints of others.
Time constraints of current
tasks.
Not enough research data
for decision making.
Focus on the wrong things
(within child deficits instead
of systems change)