1. MERRELL, K.W., ERVIN, R. A., & PEACOCK, G. G. (2006). SCHOOL PSYCHOLOGY FOR THE 21ST CENTURY: FOUNDATIONS AND PRACTICES. Chapters 3, 5, and 13

2. Chapter 3: The Changing Face of School Psychology Responding Effectively to Cultural and Linguistic Diversity School psychology for the 21st century: Foundations and practices.

3. Demographics  2000  12.5% population is Latino  12.3% is African American  17.9% are ELL  ~70% are Anglo  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 Child DemographicsSPSY Demographics

4. 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)

5. 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

6. Things to Consider  Viewpoints  Acculturation  Worldview  Identity  Immigrants  Language  Immigrant Status  Generation  Reason for Immigration  Testing Implications  Social, Emotional, Behavioral Assessments  Achievement Testing  Cognitive Testing  Treatment Implications  Differences b/w client and psychologist  Culturally appropriate  Acceptable to family and school

7. Acculturation and Cultural ID  Adapting to new environments may mirror psychological phenomena  Silent/ mute period  Acculturation Stress  Acculturation W  Assessing Acculturation:  Interviews  Observations  Assessment Tools  Cultural Identity Dev’t  Conformity  Dissonance  Resistance and Immersion  Introspection  Synergetic articulation and awareness  Language Dev’t  2-3 years BICS  5-7 years CALP

8. Worldview YoursTheirs

9. 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

10. Working with Translators  Interpreter Code of Ethics  Fluent in BOTH languages  Fluent in SPED  Understanding of Assessment  No dual-relationship  DO NOT TRANSLATE TESTS!!!

11. 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.

12. Chapter 5 Working as a School Psychologist: Employment Trends, Opportunities, and Challenges School psychology for the 21st century: Foundations and practices.

13. 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

14. Roles of the School Psychologist Assessment Consultation Intervention

15. Roles Actual Role Ideal Role

16. 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

17. Discussion Board  “Changes in actual job functions of school psychologists are not keeping up with changing views of school psychology as a profession.”

18. Chapter 13: Moving the Field Forward: Mapping the Future of School Psychology School psychology for the 21st century: Foundations and practices.

19. 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

20. 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.

21. Techniques to Meet Goals  Advocacy and public policy  Practice of skills  Preservice and inservice training  Collaboration and communication  Research and knowledge base

22. 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.

23. Predicted Changes to the Field  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 21 st century includes a bright future for school psychologists.

24. How to get change to happen…  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”  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) Steps ForwardBarriers in the Way