Development and Initial Examination of the School Psychology Multicultural Competence Scale

Autor/inn/en	Malone, Celeste M.; Briggs, Candyce; Ricks, Elizabeth; Middleton, Kyndra; Fisher, Sycarah; Connell, James
Titel	Development and Initial Examination of the School Psychology Multicultural Competence Scale
Quelle	In: Contemporary School Psychology, 20 (2016) 3, S.230-239 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-2020
DOI	10.1007/s40688-015-0079-1
Schlagwörter	School Psychology; Cultural Awareness; Measures (Individuals); School Psychologists; Counseling Techniques; Self Evaluation (Individuals); Counselor Training; Practicums; Cultural Differences; Second Language Learning; Multicultural Education; Questionnaires; Graduate Students; Student Attitudes; Factor Analysis; Correlation + Suchen Sie Ihr Suchwort? Schulpsychologie; Cultural identity; Kulturelle Identität; Messdaten; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Counseling technique; Counselling technique; Counselling techniques; Beratungsmethode; Practicum; Praktikum; Praktika; Kultureller Unterschied; Zweitsprachenerwerb; Multikulturelle Erziehung; Fragebogen; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten; Faktorenanalyse; Korrelation
Abstract	This study reports on the initial development and examination of the School Psychology Multicultural Competence Scale (SPMCS), a 45-item self-report measure for evaluating school psychologists' multicultural competence in the primary domains of school psychology practice (i.e., assessment, consultation, intervention). A sample of 312 school psychology graduate students was recruited by outreach to school psychology training programs and email listservs to complete the SPMCS and a questionnaire about previous multicultural/diversity coursework and practicum with culturally and linguistically diverse clients. The results from principal axis factoring indicated that 28 of the 45 SPMCS items contributed to a four-factor solution with subscales identified as cultural skills, cultural knowledge, cultural appreciation, and cultural awareness. Internal consistency for each subscale was moderate to high. Overall, completion of multicultural/diversity courses and completion of practicum with culturally and linguistically diverse clients were associated with higher self-reported scores of multicultural competence. The SPMCS can potentially be used as one component to evaluate the extent to which training programs develop the multicultural competence of their trainees. Additionally, these findings provide additional insight into the conceptualization of multicultural competence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01