Infusing Global and Intercultural Perspectives to Transform School Psychology and School Psychologists

Autor/inn/en	Nastasi, Bonnie Kaul; Chittooran, Mary M.; Arora, Prerna; Song, Sam
Titel	Infusing Global and Intercultural Perspectives to Transform School Psychology and School Psychologists
Quelle	In: School Psychology, 35 (2020) 6, S.440-450 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nastasi, Bonnie Kaul)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-4218
DOI	10.1037/spq0000403
Schlagwörter	School Psychologists; Cultural Awareness; Evidence Based Practice; Counselor Training; Intercultural Communication; Cultural Pluralism; Global Approach; Counseling Techniques; Advocacy; World Views; Skill Development + Suchen Sie Ihr Suchwort? School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Cultural identity; Kulturelle Identität; Interkulturelle Kommunikation; Kulturpluralismus; Globales Denken; Counseling technique; Counselling technique; Counselling techniques; Beratungsmethode; Sozialanwaltschaft; World view; Weltanschauung; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	School psychology has been criticized for limited attention to and limited evidence-based resources for diverse populations in domestic and international settings, in part because of its foundations on psychological knowledge generated primarily in North America and Western Europe. Moreover, in the past 25 years, the profession has made insufficient progress in changing its focus toward an ecological systems perspective as initially envisioned by Conoley and Gutkin in 1995 and revisited in this issue. In this article, we embrace and expand that vision to include the infusion of global and intercultural perspectives into school psychology research, training, practice, policy, and advocacy as a means to address cultural diversity within local contexts across the globe, with a particular focus on school psychology within the United States. We begin with a discussion of terminology that addresses international and cross-cultural issues related to diversity. We then examine past and present perspectives and approaches to cultural diversity and globalization within school psychology and propose future directions for research, training, practice, policy, and advocacy within a global-intercultural perspective. We conclude with our reflections about transforming school psychology and school psychologists. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01