Spiritual and Religious Multicultural Practice Competencies: A Partial Replication Study with School Psychologists

Autor/in	Parker, Janise S.
Titel	Spiritual and Religious Multicultural Practice Competencies: A Partial Replication Study with School Psychologists
Quelle	In: School Psychology Forum, 13 (2019) 1, S.53-73 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-2243
Schlagwörter	School Psychologists; Cultural Pluralism; Religion; Spiritual Development; Religious Factors; Mental Health; Cultural Awareness; Counseling Techniques; Counselor Attitudes; Specialists; Doctoral Degrees; Counselor Characteristics; Competence; Professional Identity; Professional Development; Educational Attainment + Suchen Sie Ihr Suchwort? School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Kulturpluralismus; Psychohygiene; Cultural identity; Kulturelle Identität; Counseling technique; Counselling technique; Counselling techniques; Beratungsmethode; Doctoral degree; Doktorgrad; Kompetenz; Bildungsabschluss; Bildungsgut
Abstract	Religiosity and spirituality have been linked to various indicators of mental health among adults and school-age youth. Consequently, researchers postulate that culturally responsive psychological services should reflect a practitioner's willingness and ability to acknowledge and address these two aspects of clients' cultural identities. This study replicated portions of a study by Vieten et al. (2016) assessing psychologists' perceptions of 16 religious/spiritual multicultural competencies intended to guide psychologists' clinical practices. The replication aimed to examine school psychologists' perceptions of the proposed competencies. Similar to key findings in the original study, the majority of the participants perceived themselves as being mostly or completely competent across the 16 domains, and they viewed most of the competencies as somewhat important or very important to the practice of school psychology. Significant differences between doctoral-level and specialist-level school psychologists were also examined, with doctoral-level school psychologists reporting significantly higher perceived competence across the 16 religious/spiritual multicultural competencies. Overall, this study shows that the participants generally perceived themselves as possessing most of the competencies and viewed the competencies as important for the field of school psychology. However, key results suggest that nondoctoral school psychologists may require additional professional development to learn how to support religiously and spiritually diverse students. (As Provided).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01