Multicultural School Psychology Training: An Examination of Students' Self-Reported Course Outcomes

Autor/inn/en	Vega, Desireé; Tabbah, Rhonda; Monserrate, Michele
Titel	Multicultural School Psychology Training: An Examination of Students' Self-Reported Course Outcomes
Quelle	In: Psychology in the Schools, 55 (2018) 5, S.449-463 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vega, Desireé)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22123
Schlagwörter	Mixed Methods Research; School Psychology; Empathy; Ethnic Groups; Student Attitudes; School Psychologists; Ethnicity; Pretests Posttests; Correlation; Content Analysis; Whites; Minority Groups; Multicultural Education; Sensitivity Training; Counseling Techniques + Suchen Sie Ihr Suchwort? Schulpsychologie; Empathie; Ethnie; Schülerverhalten; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Ethnizität; Korrelation; Inhaltsanalyse; White; Weißer; Ethnische Minderheit; Multikulturelle Erziehung; Sensitivitätstraining; Counseling technique; Counselling technique; Counselling techniques; Beratungsmethode
Abstract	This mixed methods study examined the outcomes of a multicultural course on school psychology students' feelings of empathy and sensitivity toward members of different racial and ethnic groups. It also investigated students' perceptions of how the course would influence their future practice as school psychologists. Ethnic identity awareness was explored across ethnic groups and in relation to students' feelings of empathy and sensitivity toward members of different racial and ethnic groups. Results showed differences in ethnic identity awareness between White and non-White participants, significant increases in areas of feelings of empathy and sensitivity at posttest, and significant positive correlations between measures of ethnic identity awareness and feelings of empathy and sensitivity. Additionally, a content analysis of the participants' reflection papers highlighted three key themes: (1) importance of a safe learning environment, (2) increased social awareness, and (3) putting theory into practice. Implications for school psychology training programs to prepare culturally competent practitioners will be discussed as well as limitations and future directions for research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01