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NASP Domain 8

NASP Domain 8. Diversity in Development and learning. Gemma Miller EDPSY686 3/31/14. Domain 8.

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NASP Domain 8

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  1. NASP Domain 8 Diversity in Development and learning Gemma Miller EDPSY686 3/31/14

  2. Domain 8 “School psychologists have knowledge of individual differences, abilities, disabilities, and other diverse student characteristics; principles and research related to diversity factors for children, families, and schools, including factors related to culture, context, and individual and role difference; and evidence-based strategies to enhance services and address potential influences related to diversity” (NASP, 2014)

  3. Model (NASP, 2014)

  4. What is diversity? • Diversity in reflected in all of the institutions in our society • Cultural differences are complex and subjective and therefore require culturally competent practice • Culture permeates all aspects of consultation and collaboration (Doughtery, 2014) • Multicultural consultation= the consultant adjusts services to accommodate and value cultural differences • To be culturally competent, consultants will want to be culturally sensitive in their practice and also have the skills and knowledge to respond to diversity in their practice (Doughtery, 2014; Ingraham, 2003)

  5. Recent changes in diversity • Diversity is drastically increasing in the public schools • In urban and suburban settings, Caucasian is no longer the majority • Big change from 50 years ago • 2050- estimated that less than 50% of the student population in the US will be non-Hispanic whites (U.S. Census Bureau, 2000) (Kampwirth & Powers, 2012)

  6. Why does this matter? • There is an increasing need to identify effective methods to teach diverse populations of students • Classrooms require teachers to educate students from varying • Culture • Language • Abilities • etc. • Teachers must create a classroom culture where all students, regardless of their background, are supported and provided with the best opportunity to learn (Richards, Brown, & Forde, 2007)

  7. How to Enhance knowledge • One of the most important roles for consultants is to help build the schools capacity to meet the needs of a diverse population (Wizda, 2004) • Provide culturally competent and responsive services as a way to assess, diagnose, and treat children • Promote fairness and social justice in school policies and programs (Cartledge, Kea, & Simmons-Reed, 2002; NASP, 2014)

  8. Change in the schools • To make the institution more culturally responsive, change must come from: • Organization of the school • School policies and procedure • Community involvement (Little, 1999; Richards, Brown, & Forde, 2007)

  9. Change in the individual • Individual self-reflection • Examining beliefs about themselves and others • This will allow them to look at biases they hold • Individuals also need to explore their personal histories and experiences • Teachers need to explore the history and experiences of their students (Richards, Brown, & Forde, 2007)

  10. Multicultural awareness • Organizational Systems Consultation • useful for establishing research-based programs that are responsive to the needs of diverse students and their families • Students and their families, consultants, and consultees engage in a collaborative relationship to determine how cultural and language issues can influence learning (Crothers, Hughes, Morine, & Erchul, 2008

  11. 8 domains for consultant learning and development • Understanding one’s own culture • Understanding the impact of one’s own culture on others • Respecting and valuing other cultures • Understanding the individual differences within cultural groups and the multiple cultural identities in many individuals

  12. 8 domains continued • Cross-cultural communication • Understanding cultural saliency • Understanding the cultural context for consultation • Multicultural consultation and interventions appropriate for the consultee and client (Crothers, Hughes, Morine, & Erchul, 2008; Ingraham, 2000; Kampwirth & Powers, 2012)

  13. Method of Research • PsycINFO Search Terms: diversity AND multicultural awareness AND social services for diverse population • NASP website • GoogleScholar: diversity in schools • Used required textbooks from class (Kampwirth & Powers, 2012; Dougherty, 2014; Crothers, Hughes, Morine, & Erchul, 2008) to find sources cited

  14. references Cartledge, G., Kea, C., & Simmons-Reed, E. (2002). Serving culturally diverse children with serious emotional disturbance and their families. Journal Of Child And Family Studies, 11(1), 113-126. doi:10.1023/A:1014775813711 Crothers, L. M., Hughes, T. L., Morine, K. A., & Erchul, W. P. (2008). Theory and cases in school-based consultation: A resource for school psychologists, school counselors, special educators, and other mental health professionals. New York: Taylor & Francis Group, LLC. Dougherty, A. M. (2014). Casebook of psychological consultation and collaboration in school and community settings, 6th edition. Belmont: Brooks/Cole Cengage Learning Publishers.   Ingraham, C. L. (2000). Consultation through a multicultural lens: Multicultural and cross-cultural consultation in schools. School Psychology Review, 29, 320-343. Ingraham, C. L. (2003). Multicultural consultee-centered consultation: When novice consultants explore cultural hypothesis with experienced teacher consultants. Journal of Educational and Psychological Consultation, 14, 329-362.

  15. References Kampwirth, T. J. & Powers, K. M. (2012). Collaborative consultation in the schools: Effective practices for students with learning and behavior problems, 4th edition. New Jersey: Pearson publishing,  Little, J. W. (1999). Organizing schools for teacher learning. Teaching as the learning profession: Handbook of policy and practice, 233-262. NASP. (2014). NASP practice model: domains of practice. Retrieved from http:// www.nasponline.org/standards/ practice-model/domains.aspx NASP. (2014). Domain 8: Diversity in development and learning. Retrieved fromhttp://www.nasponline.org/standards/practice-model/ domains/domian-8.aspx Richards, H. V., Brown, A. F., & Forde, T. B. (2007). Addressing diversity in schools: Culturally responsive pedagogy. Teaching Exceptional Children, 39(3), 64-68. U. S. Census Bureau. (2000). Profile of selected social characteristics: Allegany County, N.Y. Retrieved from http://factfinder2.census.gov/faces/nav/jsf/pages/ index.xhtml

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