Title
Identifying critical cross-cultural school psychology competencies
Document Type
Article
Date of Original Version
4-16-2002
Abstract
The purpose of this study was to identify critical cross-cultural competencies for school psychologists. This study used a Delphi procedure to bring together the expertise of a national sample of cross-cultural experts, including school psychology practitioners, faculty, and supervisors/administrators of whom 62% represented a racial/ethnic minority group member. To identify the competencies, we conducted an extensive literature search about cross-cultural school psychology competencies then used a questionnaire to ask expert panelists to rate the importance of the literature based competencies and to delineate additional competencies not represented in the integrated literature but based on expert opinion. The literature yielded 185 competencies and the panelists generated 75 additional competencies. Following the second questionnaire round, 102 competencies were identified as critical cross-cultural competencies. The 102 competencies cover 14 major domains of professional activities and practices for school psychologists (e.g., Academic Interventions, Assessment, Consultation, Counseling, Culture, Language, Laws and Regulations, Organizational Skills, Professional Characteristics, Report Writing, Research Methods, Theoretical Paradigms, Working with Interpreters, and Working with Parents). Implications for research and training are discussed. © 2002 Society for the Study of School Psychology. Published by Elsevier Science Ltd.
Publication Title, e.g., Journal
Journal of School Psychology
Volume
40
Issue
2
Citation/Publisher Attribution
Rogers, Margaret R., and Emilia C. Lopez. "Identifying critical cross-cultural school psychology competencies." Journal of School Psychology 40, 2 (2002): 115-141. doi: 10.1016/S0022-4405(02)00093-6.